Time to Think

matthew-henry-130381-unsplash.jpg
Photo by Matthew Henry on Unsplash

My wife and I are still at the stage in our lives where, if one of our kids is sick, one of us is staying home. Today was my turn. I planned to be back at school tomorrow, assuming my son only had a virus and not strep throat.

There always seems to be a twinge of guilt educators feel in these circumstances. It’s not like the work goes away. The students show up regardless of our situation. Will the guest teacher deliver the lessons like we prefer? or Who will step in if a student is struggling behaviorally? are typical questions that arise.

Once we get over this guilt, I start to see these occasions not as time off but more as time away. A change when time allows to reflect on my experiences and to let the mind wander a bit. Maybe an opportunity to read and learn from others online. More so, being at home or away from school gives me the mental space to look at my practice from a distance and be a little more objective about it (in between medical visits and meeting my child’s needs, of course).

When I come back to school after a short break, I often feel a sense of renewal. Sure, there are the tasks left on my desk or in my email that only I could take care of. But the larger projects are ongoing, progressing day-by-day in the classrooms.

Margaret Wheatley, writer and leadership consultant, offers answers to why our perspective and appreciation for our work improves after time away. In a 2001 article titled “Can We Reclaim Time to Think?“, she describes the current professional situation as it is today for many leaders.

In this turbo speed culture, we’ve begun to equate productivity with speed. If it can be done faster, we assume it’s more productive.

This calls to mind current discussions about assessments we might decide to administer for literacy. Conversations are often focused on attributes such as “time”, “reliability”, and “proficiency”. These attributes translate to alternative terms: speed, consistency, and being right. Now when you read these terms, does this call to mind engaging and effective literacy instruction?

Not for me. As I read Wheatley’s article today, I recalled a few memorable reading and writing experiences from my K-12 educational career.

  • Our elementary school librarian reading aloud George’s Marvelous Medicine by Roald Dahl, and the anticipation that built as George dumped one toxic ingredient after another into a mixture that would eventually be administered to his abusive grandmother.
  • A high school English teacher engaging us in a shared read aloud of Lord of the Flies by William Golding, rereading a passage of dialogue while explaining how what the main characters were saying revealed their personalities and potential future actions.

What these examples reveal is two teachers’ willingness to take the time to expose their students to authentic literature, not with the intent of scoring well on a test but to become immersed in the story itself. We read and “take up residence” in these stories, as far-fetched as some might be. To be able to empathize with a character and their situation requires the time to think about the story, sometimes after we have read a passage or even the entire book.

Wheatley offers a rationale for building in these opportunities to think about our experiences, fictional and real.

Thinking is the place where intelligent actions begin. We pause long enough to look more carefully at a situation, to see more of its character, to think about why it’s happening, to notice how it’s affecting us and others.

Reading what Wheatley shares, how does this philosophy comport with the current world of teaching and learning? For many of us: poorly. We are driven to meet standards and make sure students are “college and career” ready. Time spent thinking and reflecting does not involve any type of visible action, and therefore leads people to assume that learning is not happening. Our respective missions and visions describe the ideal, and yet our practices more likely than not represent our reality.

Too often, the largest obstacles in our way are the professionals we consider colleagues. The more traditional mindset tries to pull down our ambitions of academic innovation and student independence. Moving toward more promising practices calls attention not only to our growth but also to the lagging skills in which our more satisfied colleagues might be so desperate to hide.

Again, Wheatley recognizes the challenge of carving out time for ourselves to reflect and renew in a larger educational culture that has a default of busy.

Don’t expect anybody to give you this time. You will have to claim it for yourself. No one will give it to you because thinking is always dangerous to the status quo. Those benefiting from the present system have no interest in your new ideas. In fact, your thinking is a threat to them. The moment you start thinking, you’ll want to change something.


My son’s strep test came back: negative. “Do I have to go back to school?” The physician smiled, silently deferring to me. My first thought was: Is he trying to avoid school? And then I paused and asked myself, Is he looking for time to think? Maybe, maybe not. But I can empathize with him, trying to navigate his own educational world that rarely offers the opportunity to step back and appreciate our experiences.

The Ups and Downs of a Reading Life

florencia-viadana-744471-unsplash.jpg
Photo by Florencia Viadana on Unsplash

When is the last time you led a conversation with students about reading habits and you shared, “You know, I just haven’t had time to read lately.”?

I know; some of us might have to get rid of our perpetual “read 20 minutes a day” assignment for our students. Or, add –ish after “20” or “day”. We may have to update that “What Real Readers Do” anchor chart with statements like “Sometimes have other things to do” or “Binge-watch the Netflix series based on the book you just read”.

Because that is what real readers do, right? Who reads 20 minutes a day? Last night I read the last 150 pages of A Head Full of Ghosts by Paul Tremblay. Today I might search for online articles, blog posts, and reviews that analyze this novel. Tomorrow I might not find that next book to read. This morning I’ve thought about Tremblay’s story, asking myself questions about certain events and character actions. If reading is thinking, then does this time to reflect on the book count? Or is it “fake reading”?

Let’s get to the point: if we are going to model and share what real readers do, then we need to be transparent and a little more honest about our own reading lives. That means divulging our personal challenges as well as the positive actions that have solidified reading as a lifelong habit for us. By painting a more accurate picture of our own relationship with books and other forms of text, students can start to build their own identities as readers. Reading is not simply a science as some might want to suggest; there are social and emotional underpinnings that need to be considered.

So what might this look like in the classroom? Maybe it comes back to the tasks, rituals, and expectations of the reading classroom. Here are some initial ideas.

  • Have students keep a log of their reading habits for one week. Document how long they read and what they read. Then have the students share their findings as a class. Using this information, come up with an agreed-upon guideline for daily reading, for example, “Read around 25 minutes a day”.
  • Offer a variety of authentic ways for students to respond to their reading. Examples include but are not limited to documenting books read in reader journal, preparing a book talk, write a review on Biblionasium, and write an essay about a book or article that made an impact. Offer prompts and protocols only as needed.
  • Revisit your classroom’s or school’s current homework policy. Ask important questions such as “Are the assignments being asked of us critical to our education?” or “Is homework getting in the way of our reading lives?”. This doesn’t have to be a debate about the idea of homework as much as a needed discussion around the school’s authority in deciding how students should spend their free/family time.
  • Give students more say in what books are selected for the classroom library. (And if you do not have a classroom library, today is a great day to start!) One of the teachers in my school has her students write requested titles on sticky notes and post them on the side of a bookshelf. She uses Scholastic book club points, her classroom budget, and her agreeable principal to get these books ordered and in kids’ hands. This process becomes an opportunity to teach students about genre, cultural representation in literature, and strategies for self-selecting texts.
  • Prepare personal stories about times in your life in which reading was not a daily habit. Maybe a loved one became ill. Or, a book stayed with us long after the last page was finished and we needed time to process through the experience. These stories can be shared orally during readers workshop or as a personal essay written in front of the students as a shared demonstration.

The idea that’s revealed itself here is that for students to build their identities as readers, they need to see and experience authentic reading lives. That means negotiation, that means ownership, and that means making it, yes, okay to not read at times. Real readers are real people, full of contradiction and complexity. If students can see that in ourselves, I believe they are more likely to emulate it in their own lives.

Professional Learning: Engagement Before Anything Else

I believe that when you teach a work of fiction, you should not bring all the baggage that comes with it. You should not fill the minds of the students with the background material. Let the students first connect to the book. Even if that connection is negative, even if they hate it – that reaction belongs to them.

Azar Nafisi, “Enough About Me”, Light the Dark: Writers on Creativity, Inspiration, and the Artistic Process

Our school’s theme this year is “A Community of Readers”. We believe that creating an environment of authentic inquiry and student-directed discussion will lead to an increase in reading engagement. The expected outcome is growth in comprehending text. We have also come to agree that this outcome is largely a product of lots of time to read and respond to high-interest texts with the support of a knowledgeable teacher.

We are becoming more knowledgeable as a faculty by developing our own community of readers. Teachers have selected one of a variety of faculty-suggested professional resources. Their book choice has determined what groups they are in within the school. Although many of the groups were already formed prior to our book study, i.e. grade level or department, there has been some crossover. The art teacher is meeting with the 4K teachers. 2nd grade and kindergarten are discussing What Are the Rest of My Kids Doing? by Lindsey Moses and Merideth Odgen (Stenhouse, 2017).

Another example: I purchased several copies of each selected text, a few more than requested. As it became known which teachers had what books, some staff members would request a copy of this or that text because they’ve “heard good things” about it. For instance, Conferring with Readers by Jennifer Serravallo and Gravity Goldberg (Heinemann, 2007) is now located in three different grade levels/departments (and counting). I have a running Amazon cart of professional titles. I’m almost afraid to purchase too soon in case one more request comes in.

As I have ordered and handed out these books to teachers, I have been wondering: Would this level of engagement be happening if I had been more directive in this professional book study? The question is rhetorical; the answer is “no”. I recall a schoolwide book study in a previous school in which I was principal. During one all staff book discussion, a teacher remarked that she hadn’t read the assigned chapters…and I was in her discussion group!

I am not advocating for laissez-faire literacy leadership. We need to be working with teacher-leaders to guide the direction of the faculty’s professional learning focus. But the more we try to steer toward a specific outcome, the greater the likelihood that we will disengage our faculty in building our collective knowledge. In fact, our expected outcome might change – what does “growth in comprehending text” really mean? This is the paradox that I have struggled to deal with in the past because we should simply “deal with”. Instead, appreciate the journey we are taking as professionals. Be more curious than constraining. There is more than one pathway toward schoolwide literacy success.

 

 

Comics and Graphic Novels: Honoring All Literacies

I was only partially surprised when a librarian mentioned to me that in her school, graphic novels were not seen as quality literature by some of the teachers. This discussion was prompted by a note a former student had written to her recently.

Thank you for letting me read graphic novels. They really hooked me as a reader, and now I am a great reader. I wish more people would have believed that these are the books that I could have.

“The books that I could have.” That statement alone speaks to the empowerment that graphic novels can foster within a reader. We need to move past the misconception that graphic novels and comics are not valuable as literature for students.

My own son is a shining example. He’s read a truckload of comics and graphic novels; he also happens to test very well in literacy (if that type of thing is important to you). This genre is not the only type of text that he reads. I’ll even admit that at times we have had to gently guide him toward other genres when he is in a rut as a reader. But we all get into ruts, such as my predilection for nonfiction at the expense of fiction. Lifelong readers are able to examine their own reading habits and make adjustments.

Understanding our students as readers can help to honor all literacies in school. My son was fortunate to participate in a statewide literacy project that advocates for this type of thinking, called “Wisconsin Writes“. Marci Glaus, an educational consultant with our department of public instruction, spearheads this initiative. The goal is to “provide a glimpse into example writing processes of Wisconsin writers from a variety of contexts”. Below is an interview with my son for this initiative.

The question remains: how do graphic novels and comics lead to empowered readers and writers? There are many possibilities…Regie Routman recently shared out a project from Winnipeg Schools. After a community-wide clean-up of plastic waste, older students created comic book superhero stories for younger students. Their hero’s superpower helped address environmental problems. (Go to 4:30 mark for the comic book project.)

The purpose of reading is to understand. Our understanding is dependent not just on the reader but also on the writer’s ability to communicate. If visuals help in this process, I see little reason why educators should disregard any medium. What are your thoughts about comics and graphic novels in the classroom? Please share in the comments.

 

Educated

91DFQa-KgQLI read for almost two hours last night finishing Educated by Tara Westover. Wow, what a powerful memoir. The author describes her life growing up at the foothills of the Idaho mountains. Her parents are survivalists: trying to live away from society out of fear of “the government”. Mental illness and religion play a role in Westover’s story, but through her writing she was able to mine down to a deeper understanding of her upbringing isolated from the world.

Throughout her childhood and as a young adult, Westover kept journals that documented her both tragic and inspiring experiences. Her written reflections served as artifacts of her life which she came back to while writing this memoir. The author concedes that her version of the truth could only be a close proximation of what actually happened, even though she witnessed first hand much of what she described.

We are all more complicated than the roles we are assigned in stories. Nothing has revealed that truth to me more than writing this memoir – trying to pin down the people I love on paper, to capture the whole meaning of them in a few words, which is of course impossible. This is the best I can do: to tell that other story next to the one I remember.

I am sure that Westover only used a fraction of her written reflections as she crafted her memoir. She culled what was essential to tell her story. When we have our students write in school, how much of it is personal in nature? Should we teach students how to journal, as well as how to take these seemingly disparate pieces to find trends and patterns in our writing and ideas? How might we use journaling as a way to examine our own lives? There are lessons presented graciously here by Westover that we could all consider.

What resources would you suggest for professional book studies on reading instruction?

As noted in a previous post, we (our instructional leadership team) are loosening up the reins a bit this year with professional development. Instead of a scheduled set of PD days with pre-determined agendas, we are making time for ourselves to engage in self-directed studies with a reading instruction resource of choice. We pick the resource which determines who we will collaborate with for the next three months to discuss the information and our reflections.

The question I pose here is: What resources would you recommend for these study groups? We have developed a list, yet I am confident this is not exhaustive.

If you feel there is an essential resource missing from this list, please share in the comments! In a later post, I will describe in more detail the process we are using for facilitating these professional study groups. -Matt

Why Professional Development is Essential

As professional educators, we are called to embark on a journey of continual self-improvement and lifelong learning. But, what the journey looks like isn’t a one size fits all approach. This should sound similar, right? I mean we don’t approach the students in our classroom as though everyone learns in the same way, so why would we approach our own professional learning as though we need exactly what our teaching partner down the hall needs? Professional learning must be a part of our schoolwide culture, and this is evident in the “Take Action” portion of Embedding Professional Learning – Make Professional Learning a Priority. What a wonderful call to action outlined here:

  • Seek to make professional conversations integral to school life – this includes thoughtful, probing conversations that propel forward.
  • Stay focused on the literacy emphasis – targeted study of fewer, more powerful practices over a longer period of time in order to sustain change and improve results.
  • Establish teams that work well together – forge connections of open communication and clear goals across all grade levels.
  • Take responsibility for your own professional learning – join professional organizations, social media, book studies, conferences and become a part of your school’s professional learning leadership team.
  • Collaborate with colleagues – coach each other, build in time for collaborative conversations where you can push each other to solidify your thinking.
  • Participate in coaching experiences – having a trusting culture allows for a coaching experience to exist and creates the potential to greatly improve teaching through collaborating, planning, and co-teaching.
  • Evaluate the role and influence of any adopted program – figure out how to adapt, modify, or work around the program, as programs serve as resources and frameworks, not total curriculums.
  • Keep a reflection notebook – keep a notebook handy to keep a record of your thinking, insights, and questions.

These steps provide such a wonderful guide to get us thinking about how professional development can serve us. As an instructional coach, my primary role is to facilitate professional learning FOR teachers. I emphasize the FOR because I never want professional learning to be “done to” teachers. Professional learning, when done well, uses a teacher’s strengths and their curiosity to propel student learning forward.

I am a self-proclaimed nerd. I love to read professionally, attend conferences, and join professional organizations. You can find me “relaxing” by reading from one of the stacks of books that I have selected to become extremely excited about. I would consider myself to be a lifelong student, and I truly enjoy what I do. I enjoy being around children students as I do adult students. I love the way this chapter was written because once again, Regie Routman nails it on the head in so many ways with so many wonderful nuggets of learning in this chapter that I may have underlined nearly the whole chapter.

Again and again, I saw the importance of personal reflection in this chapter. The heart of professional learning should be about reflection – reflection of student learning, student and personal needs, philosophy, shared leadership, professional readings, and research. Teachers are powerful human beings by nature and seeking each other out to learn from one another’s expertise should also be a noted valuable tool that is mentioned repeatedly in this chapter. Your professional learning journey will no doubt shape not only your teaching, but it will challenge you to find, mentors that inspire growth and change within yourself. Who knows, you could quite possibly become one of those mentors that we read about someday.

Check out all of the posts from this book study by going to the Literacy Essentials webpage. There, you can select different articles to read and respond to and continue the conversation in the comments. In addition, consider joining our new Google+ Community to extend these discussions and connect with other literacy leaders.