Many things squared with my thinking and experiences, having been fortunate enough to work in loosely structured environments like the one described in the book and having seen some of the techniques in action. In our classroom, we have some of the same features described in the book, such as comfortable beanbags for kids to read and write on, and plenty of clipboards to use as "moving" desks. If we had more space, I'd love to have more comfy armchairs and low tables, and really internalize the notion of "feng shui, the art of designing space that maximizes the flow of energy so that it doesn't become trapped or stagnant, to create a low-stress, comfortable environment where learning and thinking is not only conducive but comes naturally to the children" (Buhrow and Upczak Garcia, 2006, L. 339). The authors also make cogent points about adult readers and writers preferring comfortable environments with ambiance to do their work. It makes perfect sense to let kids experience this as well, and lets them model what adult readers and writers do.
Modeling is a big part of what squared with my thinking in this book. While I have not implemented many of the strategies mentioned, my understanding of the value of modeling has been growing since I began this program. I can so relate to the authors when they say "too often kids think 'success' means pleasing the teacher, so they try to copy us" (Buhrow and Upczak Garcia, 2006, L.555). Just today, I asked a student who had gotten in conflict what he thought he should do to resolve the situation. He said "apologize?" With this chapter fresh in my mind, I asked him if he wanted to apologize because that's what he wants to do or because that's what he thinks I want him to do. He answered the latter. It just goes to show me how careful I need to be as a teacher in guiding students to make their own decisions and not base everything off of what they think the adult in the room wants. This all goes in to taking ownership of one's own learning and even one's own life.
I am being pointed in new and delightful directions by many of the practices in this seemingly utopian classroom. I love love LOVE the idea of letting kids go free with chart paper. Where did I get this idea that big chart paper is just for teachers to control the use of? What better way to show them that their work is important and valuable than to let them publish it in big bold writing on a beautiful large sheet of paper? Also, the idea of raising thumbs rather than hands. It sound much more pleasant and models more closely how adult conversations should go. I really like how the teachers "label the work with placards that say things such as 'Works in progress,' or 'Thinking in progress,' or even 'Thinking is happening here,' which allows other children, teachers, and parents to watch the entire thought process from start to finish" (Buhrow and Upczak Garcia, 2006, L. 369). I had never before considered the value of the thought process the way Buhrow and Upczak Garcia do, and indeed they use many unconditional methods such as having kids write in pen rather than pencil so that the records of their evolving writing skills are not erased in the editing process. I also think this celebration of the process rather than the finished product must lift some of the pressures of perfection some kids feel. I know in my classroom, I have students who hate the editing process because to them it means their work is "wrong" or that they weren't smart enough to get it perfect the first time. As a teacher (and a longtime student) of writing, it breaks my heart to see these limiting, rigid attitudes towards their own worth as writers based on a first draft effort. By displaying works in all phases of the publishing process and celebrating the merits of all the stages, I can imagine a shift in attitude ocurring that would teach children those values I so want them to absorb. I also think that my goals in having a less teacher-centered classroom culture would be aided by these displays of works-in-progress because as the authors say, "when kids are able to see other writers' thinking, writing, editing, and rewriting, they notice and learn from each other through the writing process" (Buhrow and Upczak Garcia, 2006, L.382). Of course once again, being able to display work and leave work out to this degree requires the privilege of space, something that is hard to come by in our little classroom.
I am drooling over the beautiful organization and user-friendliness of the class library described, where they practice "putting the books in small tubs based on a theme, then labeling the tub with a sentence, underlining the important word or words, and including a picture" because it "increases a child's access to different kinds of books based on interest and reading development. Of course it would naturally follow that "kids spend less time searching for books that interest them and more time reading" (Buhrow and Upczak Garcia, 2006, L.445). This is the way my class library is organized in my dreams, however at the moment, we are very limited by space. I wonder how Buhrow and Upczak Garcia would tackle organizing my library in my given space? Or even my whole classroom?
Still circling in my mind are a few of the moments in the book I took issue with, at least for my personal teaching situation. in Location 728, Buhrow and Upczak Garcia talk about using eye contact rather than calling names during large group discussions. Instantly, I thought of some of students on the spectrum of Autism, for whom eye contact is often uncomfortable and unnatural, and is something a teacher must ask for or remind him or her of. Those students may be uneasy maintaining eye contact with the speakers, and their lack of eye contact does not equate with lack of attention in many cases. While eye contact is a social norm and expectation in our culture and should be something teachers continue working with reticent students on, I don't think it would work in every classroom in the place of identifiable social gestures such as hand-raising. There is something too subtle and socially dependent about the eye-contact method that could confuse and muddle the whole model of exchanging ideas and conversation we are trying to convey. Some kids need more concrete representations to scaffold them through social situations that require taking turns when speaking, etc.
All in all, the possibilities explored in Ladybugs, Tornadoes, and Swirling Galaxies so far leave me feeling thirsty and eager. I want to become a leader in my own classroom and put some of these ideas to the test, and see for myself the kinds of changes it creates in the lives of students and teachers, all learners in their own right.
7 comments:
Katie,
Reading what is still circling in your mind touches me. I can feel how passionate you are about your students and how you are such an advocate for them. I too wonder about how this is so effective for their classroom becuase with my Kindergarten students, I think that this would problematic as well. I would love to see this in action.
I also like how their student use chart paper to tell stories. In most classrooms, the teacher is resposible for the chart paper, but it should be accessible to all people in the class. I am thinking about how I can put this into practice in my classroom.
Your growth in reflection is evident. I can see how you are being reflective and actually putting things that we are learning into practice by you asking the students whether he apologized because he wanted to or because he wanted to please you. That is so great and keep up the great work!
I totally agree with the eye contact thing. I couldn't help but think, "That wouldn't work." Period. I think the thumb action is a good suggestion, and I will try that. I get exhausted with seeing kids raise their hands so high, they're almost battering thier friends in an effort to compete. Some kids who don't have an answer raise their hands, because, lets face it...I'm teaching ELL's and they don't always understand the implications of what a raised hand means, meaning you have to have an answer. However, I do think I'll try the thumb method, I think it's a good sharing mechanism.
With the eye to eye contact, I agree. I think that some things work in some groups. And I've tried to be silent, or continue on with my lesson without gathering the group in a cohesive manner. I've oberved the reactions that are recieved in this type of structure. I get maybe 3-5 kids focusing. I agree that dialogue is important, but I can't just keep reading random books until everyone is interested. What about the kids that have been on the carpet the whole time? They're bored, they're ready to go when their friends are just finishing conversation. Not sure that would work.
I agree that your passion for your kids is evident, and the consideration of children with learning challenges may not fit into this model as it is produced in the first few chapters.
I think you should keep up the good work, implement what you've learned and keep us informed!
Katie,
I love your reflection on the use of gestures to communicate to students! I too felt that this would be a ineffective way of both gaining attention as well as giving instruction, especially in my classroom full of four (4) year olds. Developmentally they are unable to sit and focus on the person that is talking and to require them to know what 'eye contact' means is challenging to say the least.
These learning suggestions are relevant to all learners and offer a deeper understanding of their comprehension. I feel that you are benefiting from our readings and will continue to do amazing things with the students in your care as an educator!
Katie,
I always enjoy reading your thoughts because you always provoke new thoughts of in my head! I love the fact that you're able to be so flexible in your classroom and were able to identify with a lot of the practices that were discussed in the text. I especially liked the fact that you pointed out that the things discussed in the reading were not only relevant to ELLs but to Emergent Readers as well. Being someone who teaches ELLs as well as Emergent Readers, I definitely agree with you because they are developing along the same spectrum and are all getting accustomed to using the language. All in all, I think you received a lot of great insight from the reading and I'm looking forward to hearing about how you have put some of the things you have learned in your practice!
-Tilifayea
Katie!
Thank you so much for being so reflective. It was clear you took a lot of valuable lessons from these chapters and these are lessons that you can implement into your classroom. I agree with you that a number of these strategies can be applied to all students not just ELL students.
While I know that ELL students need certain modifications due to the language barrier I think it is also important to make them feel equal and a part of the holistic learning experience.
I also valued your take on some of the strategies such as eye contact and how it may not work for our students with autism. It is important to remember that not all strategies can be applied in the classroom and that sometimes benefit and make them feel comfortable. something as simple as eye contact may need to be modified in order to help students. Keep up the good work and the excellent work!
Kyla
Hi Katie!
Thank you so much for sharing your blog! I have to say, if I had to write an STC on your blog post--I would definitely have lots to write under the heading "where did this point you in new directions?" :) You made so many interesting and profound connections between what you read in this text and what has happened, or you imagine might happen in your own classroom, which was incredibly interesting to read about. Given that you do seem to have a classroom and school which seems to be conducive to applying many of the concepts introduced by B.Buhrow and A.U. Garcia, I am curious to see how your implementation of these strategies carries out, particularly while you work with your students who may not be from ELL backgrounds, but as you described, would likely benefit from many of these interventions. I particularly liked your reflection on the notion that some strategies may work with some students but not with others--this is such an important fact for teachers to remember (yet often hard to remember in the chaos of each day!). Thank you again so much for sharing your insightful ideas...I can't wait to keep reading and see how your implementation of the ideas that you read carries out!
:) Emily
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