D.E.A.R. – Drop Everything and Reflect

As a teacher, I instituted D.E.A.R. in my classroom: Drop Everything and Read. I joined in on the activity and silently read myself. Sometimes this classroom practice is referred to as S.S.R. – sustained silent reading.

Looking back, I now know I made mistakes in my teaching. I didn’t do anything harmful – I gave kids time to read, which is good. But I didn’t give every student the support they needed while reading independently. I could have been conferencing with students (I taught 5th and 6th grade, mostly). These assessment opportunities would have looked different for each student: personalized and student-driven, based on where kids were and where we wanted to go.

I am not going to engage in retroactive guilt. It’s not worth it. My penance is this post and others like it that I have written previously. Still, I do value some quiet space in a classroom, some time for students to be in their own minds about what they are reading and not worry about what others think.

So what if, instead of “D.E.A.R.” as we have known it, we instituted “Drop Everything and Reflect”? Reflection, the practice of considering our actions through writing or thinking, is not something that is given a lot of time for in classrooms. But we do know how important this is for processing our experiences and digging deeper into learning.

What might this look like in a literacy classroom? A few thoughts:

  • Each student has a reading notebook in which they record the title and author of the book they are reading, as well as write any surprises, questions, and observations they uncovered. They could share their reflections with a peer. Students could also blog about their reading using Kidblog or another digital tool to encourage visibility with our reading lives.
  • If a student is done with a book, they could write a book review (instead of a book report) for the classroom or school library. It doesn’t have to be long; a paragraph might suffice as long as the recommendation entices another student to want to read the book. Biblionasium is a digital platform for this type of work.
  • One student could get together with other students to discuss the books they are reading in informal literature circles. Teachers could limit the amount of time students would have to talk about what they are reading. Roles would be unnecessary. A learning management system such as Edmodo could be utilized to develop online book clubs around a title, series, or author if students wanted to discuss their reading beyond independent reading time.

The purpose of this post is to point out two things: 1) D.E.A.R. and S.S.R. are traditional activities that deserve an upgrade with more promising practices such as independent reading, and 2) students can be offered independence in their reflections on their reading and how they choose to reflect.

If you have traditionally used reading logs and/or emphasized 20 minutes of reading per day, I think you will find these ideas might be a better approach to improving student reading achievement and instilling student engagement in reading for a lifetime.

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Author: Matt Renwick

Matt Renwick is a 17-year public educator who began as a 5th and 6th grade teacher. After seven years of teaching, he served as a dean of students, assistant principal and athletic director before becoming an elementary principal in Wisconsin Rapids. Matt is now an elementary principal for the Mineral Point Unified School District (http://mineralpointschools.org/). Matt tweets @ReadByExample and writes for ASCD (www.ascd.org) and Lead Literacy (www.leadliteracy.com).

1 thought on “D.E.A.R. – Drop Everything and Reflect”

  1. After posting this, I wondered, “Has anyone else thought of this change in the D.E.A.R. acronym?” After Googling it, sure enough: Drop Everything and Reflect is not an original idea. #sigh It was original to me, at least! 🙂

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