This blog now has a newsletter! I’ll be reposting the first couple of lists here to build awareness for it. You can subscribe here for free. Thanks for reading, -Matt
This week’s theme finds time as a thread throughout the ideas shared here.
In my post The Best Way to Learn, I highlight research about how much time is actually spent reading and writing in typical classrooms (hint: not a lot).
The research by Richard Allington cited in the previous post can be found at the Reading Rockets website; click here.
Allington’s book with Patricia Cunningham, Schools that Work: Where All Children Read and Write (Pearson, 2007), is also excellent for literacy leaders.
The idea that we should assign 20 minutes a day of reading to our students has come under scrutiny. What is “best practice”? We explore this issue in my post on the topic. Check out the insightful comments, too.
You can find The Atlantic article I cited for the previous post by clicking here. While reading logs is the topic for the article, it is a companion practice to expecting students to engage in a specific amount of time devoted to reading.
How might we shift from “20 minutes a day” and other outdated practices? Edutopia is a favorite website of mine for resources on many topics related to modern learning. Check out this article on conferring during reading instruction.
Kelly Gallagher is quoted in the “20 minutes of reading” post. His book Readicide is an essential resource for educators. I encourage educators to explore his website, where he shares many resources for free, such as his one-pagers idea.
Our beliefs and our practices are more closely connected than we might realize. Check out my post on this topic. We can benefit from taking a moment to reflect on our actions and examine why we are doing what we are doing.
I didn’t mention which books I read as a teacher by Cris Tovani and Stephanie Harvey in the previous post. They are I Read it, But I Don’t Get it and Strategies that Work, respectfully.
Rita Platt, a contributor to the blog, offers ideas for building and maintaining a positive school climate in her post for MiddleWeb.
P.S. Ever wanted to participate in a Twitter chat but you were not sure how? Read my post on this topic and then try out these ideas with the #G2Great group on the following dates:
I was at the front of the school during dismissal, holding the door open for the students leaving. One 3rd grader stopped, looked at me, and asked, “Did you go to college?” “Yes, I did,” I responded. He thought for a moment, then shared quietly, “I don’t think I will go to college.” I asked him why.
Because no one in my family has gone to college.
Right away, I reassured him that if he wanted to go to college. he would be able to. He then talked about how expensive college was, which led to a conversation about scholarships and grants for students who excel in school. (By the way, this is not a typical conversation I have with a 3rd grader. He is a very thoughtful person.)
We can have the most technically skilled teachers in our school. They can receive the best professional development available and be provided all the time they need to prepare instruction and manage other tasks. But if a teacher does not believe that every student in their classroom can be successful readers, writers, and thinkers, then no amount of qualification or ability will have the necessary impact on our students.
Fortunately, beliefs and practices are intertwined. One influences the other. For example, if we try and apply a new practice and find it successful, our beliefs can shift so that we are discontinuing the less innovative practice. Likewise, when we reconsider our current practices because students are not as successful as they could be, we can become more open to new ideas.
A personal example: when I was teaching 5th and 6th grade in a multi-age environment, I leaned on the reading anthology series during the literacy block. I recall one student who was a “word caller”: they could read any text put in front of them, but they had little to no comprehension about what they just read. Frustrated, I sought out resources. Ideas from books by Cris Tovani and Stephanie Harvey were added to my repertoire. After applying these new practices, the student still wasn’t successful. But at least I had more reliable information when sharing my concerns about a possible learning disability with the parent.
My beliefs changed because my concern for the student outweighed any pride or insecurity I had in my own abilities. Yet teachers do not have to wait for a challenge like mine to take action. In her book Read, Write, Lead: Breakthrough Strategies for Schoolwide Literacy Success (ASCD, 2014), Regie Routman describes characteristics of highly effective teacher-leaders (Appendix I):
Articulates core beliefs about teaching, literacy, and learning.
Daily practices match stated beliefs.
Reflects on how beliefs drive practices.
Seeks to improve and adjust beliefs and practices in light of new information and experiences.
Is open to productive change.
I’d like to think that I embodied some of these characteristics with the story about my former student. Yet prior to that case, I plowed through the mandated literacy program without giving much thought to the results. I cannot feel guilty, though. I can only share my own story in the hope that others will learn from my experiences.
As we start gathering assessment results from the fall screeners, I encourage all of us to pause for a moment and ask ourselves a few questions:
When it comes to my literacy instruction, why am I doing what I am doing? (What you list is your beliefs.)
If I didn’t have the current resources in my classroom, what would I use for literacy instruction? (You are examining how your beliefs drive your practices.)
How can I ensure that every student not only is successful but also feels successful in my classroom? (You are becoming open to change.)
We can always do better. Every year we have students who don’t believe they are capable or worthy of success. We know they are, and they don’t have to feel this way. It’s our job to model what it means to have high expectations for ourselves. Be open about our personal challenges and how we are currently addressing them. Students need to see us as learners, not just experts. An open and transparent mind can also help maintain a focus on what our students need instead of what we think we need to teach. They are, after all, the reason schools exist.
This blog now has a newsletter! I’ll be reposting the first couple of lists here to build awareness for it. You can subscribe here for free. Thanks for reading, -Matt
This week’s theme is on deepening our understanding of our role as literacy leaders.
How do you know if the task you agreeing to take on is worth your limited time and energies? Check out my post on the importance of staying in your lane when asked to take on additional responsibilities as a school leader.
The post from #1 was an uptake of a previous post titled “What is your job with a capital J?”. I recommend school leaders conduct their own T-chart analysis of what tasks are and are not your responsibilities. The idea came from the helpful resource The Together Leader by Maia Heyck-Merlin.
The “Capital J” question is lifted from a chapter title in Jon Kabat-Zinn’s mindfulness guide Wherever You Go, There You Are – an excellent resource for improving one’s social/emotional well-being.
Speaking of mindfulness and education, check out English teacher Mark Levine’s blog Mindful Literacy – he posts daily about his current thinking around cultivating awareness in the classroom.
Should we be teaching reading differently when students are online? I explore this question in my post on deepening comprehension in digital spaces.
Social networks such as WordPress and Twitter can be effective for highlighting our process as well as our products. Show Your Work! by Austin Kleon is a current reread for me. He has excellent ideas for engaging with an audience during all parts of the creative process (such as the template for this newsletter).
Dr. Maryanne Wolf’s article on “bi-literacy” was a primary resource for the digital reading post. All educators should become familiar with her research.
Kevin Hodgson, a 6th-grade teacher, shared in a comment how he and some of the teachers he works with are using a digital tool, Hypothesis, to closely read the Wolf article highlighted. Check it out!
We do our students and ourselves a service by slowing down during these first days of school. A post I wrote on this topic describes a 4th-grade teacher’s classroom environment, especially her willingness to co-create the space with her students.
What is a favorite picture book to read aloud on the first day? I chose School’s First Day of School by Adam Rex and Christian Robinson. Funny and reassuring.
P.S. In case you missed this summer’s book study on Literacy Essentials by Regie Routman, you can read and respond to every post by clicking here. Many literacy leaders contributed to this online professional learning experience.
The classroom could have been for almost any age level. The bulletin board was bare besides the butcher paper stapled up with colorful border framing each side. Book bins stood empty, waiting to be filled with reading material. One slogan, “Believe in Yourself”, was posted above the otherwise spartan door.
Even if the classroom walls were covered with all kinds of decorations in every color imaginable, none of the 4th graders would have noticed. They were listening and watching their teacher read aloud School’s First Day of School, written by Adam Rex and illustrated by Christian Robinson. In this story, a newly built elementary school doesn’t realize what it is until the students and teachers show up. After some deductive reasoning through some humorous situations, Frederick Douglass Elementary learns and appreciates what its purpose is.
The teacher had a nice flow to the read aloud. She didn’t pause too many times in an attempt to dissect every word and phrase to understand author’s purpose. Students were provided a few opportunities to share their questions and connections during the story. “I guess the main character – the narrator – is the school! What a creative way to tell a story. I would have never thought of that.” Everyone nodded in agreement.
It should be noted that this was the second time these 4th graders had heard School’s First Day of School. Earlier in the morning, I had read aloud the same book to the entire student body during our first-day assembly (I relied on the eBook version, a microphone, and a projector connected to my computer.) The goal was to introduce our yearlong theme, “A Community of Readers”.
Initially preparing for this assembly, I was going to put together several slides that touched on what it means to be a community and what tools we might use to share what we were reading with others. As I started a new slide deck, a feeling of unease set over me. “Is this what readers do?” I asked myself. “Do they create slide decks to encourage others to check out a book?” Only in school.
I am thankful that I pushed pause on my habit of always feeling like I need to spend a large chunk of time putting together a presentation for communicating our school goals. Sometimes its necessary, but it comes with a potential cost (besides my time): inauthenticity. Too much of what we do in education feels forced and arbitrary. We work too hard and not always on the right things. I’d rather try to be genuine and true to our collective purpose of developing readers and writers for a lifetime. Effective teachers understand this. They live out their beliefs about authentic literacy experiences that engage students in co-creating a classroom community.
Teaching is complex, one of the most challenging professions we can aspire to take on. Yet it’s premise is simple: guide students to become independent thinkers and learners. If we are doing the lion’s share of the work, how is this outcome possible?
For additional ideas on embedding more authentic literacy practices in your classroom or school, check out all of the posts from this summer’s book study. We read and responded to Literacy Essentials: Engagement, Excellent, and Equity for All Students by Regie Routman (Stenhouse, 2018). Click on this link or find the book study page in this blog’s menu.
For too long, I have deleted all of the blog updates that come through my email. I “subscribe” to other educators and thought leaders who post frequently on their site. Yet it has become my habit to Select All when these updates show up in my inbox and promptly delete. This practice has become a habit, a ritual that in reflection seems silly.
Why do I do this? What is the reason why I am not learning from others through their blogs and newsletters like I used to?
I suspect some of it has to do with priorities. I have prioritized checking Twitter for any interesting bits of information such as news updates, journal articles, and videos. But I tend to stick a toe into these information streams and rarely dive into an in-depth article or post (exceptions include The New York Times and The Washington Post, which I subscribe to both). To reprioritize, I probably need to revisit Twitter lists with more intent to read/view what is shared in their entirety.
Maybe my reluctance is due in part to the assumption that blog posts and other more opinion-based writing may not be as reliable or accurate as the information I read from major news sources. But this assumption is false. What educators and other thought leaders share online is just as “true” as anything a professional journalist might publish. In fact, some of the best content online is often from teachers and principals who reveal the challenges and struggles they have in their professional lives. I need to get back to this frame of mind more often, that recognizes process as just as important as any product.
The world is changing at such a rapid rate that it’s turning us all into amateurs. Even for professionals, the best way to flourish is to retain an amateur’s spirit and embrace uncertainty and the unknown. – Austin Kleon, Show Your Work! 10 Ways to Share Your Creativity and Get Discovered
Coming back to this idea of reading more deeply when online, I believe the other challenge is a technical one. Most sites are cluttered with advertisements and pop-ups (a big reason why this blog remains ad-free). Even the cleanest sites are still online which gives access to a host of other social media platforms and websites that we could explore instead. There always seems to be something more interesting on the other side of the digital fence. We need to be aware of this mental pull when reading and consuming information online.
Researcher Dr. Maryanne Wolf emphasizes the concept of “bi-literacy”, in which we take different approaches to read online vs. reading in print. In her recent article for The Guardian (which ~ahem~ I read on my smartphone and discovered via Twitter), Wolf shares studies on how the reading environment itself influences how people learn to read:
We know from research that the reading circuit is not given to human beings through a genetic blueprint like vision or language; it needs an environment to develop. Further, it will adapt to that environment’s requirements – from different writing systems to the characteristics of whatever medium is used. If the dominant medium advantages processes that are fast, multi-task oriented and well-suited for large volumes of information, like the current digital medium, so will the reading circuit.
In other words, if a person’s daily diet of text is comprised primarily of digital, then their capacity to read and think deeply will more likely be shallow and cursory. Wolf notes that this phenomenon can occur at a pretty young age, “starting around 4th or 5th grade”.
Does this mean we eschew all things digital from our instruction? Of course not. There is so much excellent content out there that students and teachers should include as part of the curriculum. In addition, specific skills can and should be taught when reading online. Coming back to the concept of “bi-literacy”, Wolf recommends embracing a comprehensive approach to reading (and writing) for today’s learner.
We need to cultivate a new kind of brain: a “bi-literate” reading brain capable of the deepest forms of thought in either digital or traditional mediums. A great deal hangs on it: the ability of citizens in a vibrant democracy to try on other perspectives and discern truth; the capacity of our children and grandchildren to appreciate and create beauty; and the ability in ourselves to go beyond our present glut of information to reach the knowledge and wisdom necessary to sustain a good society.
I’ve started doing this for myself with more intentionality. For example, one educator’s blog I subscribe to, Tom Whitby, is clean and uncluttered. Still, for me, there is a need to trim down these posts to text only. I am using a Chrome extension called EasyReader. Select the button at the top right of your Chrome browser after downloading it, select the text you want to read, and you get a text-only interface.
Free from distractions (except for that Twitter feed I need to close down), I now have the cognitive space to read this post critically and with my fullest attention. Mind you, no one taught me these types of skills, beyond the wise and generous educators and people online who were willing to share their ideas with everyone. Also, I chose to seek this information out because of my interest in literacies (vs. literacy).
So here it is to you. And what will we do with this information? How can we implement these necessary yet generally unknown reading practices into the curriculum? When will print text no longer be viewed as the only game in town during the literacy block? I believe by sharing and reflecting on our current work, to embrace being an “amateur” again as Austin Kleon recommends, especially when practices aren’t working like it was for me. Please share your thoughts and experiences in the comments.
The week of getting ready for the first day with students has come to a close. This time of year is typically one big rush to “get things done”. Bare bulletin boards call for welcoming messages. Schedules are updated continuously, rarely due to a school’s priorities. Enrollment and ordering resources become mini-emergencies instead of part of the daily routine. ‘Tis the season.
This year our faculty was provided with the gift of time for a day. (Due to a scheduling conflict, we had to reschedule our speaker’s second day to later in the year.) Once this day opened up, my initial/habitual reaction was to cram in as much literacy and PLC content into the day, topics we had initially prepared to address in September. We resisted this impulse. Instead, we spent the morning exploring reading instruction and the afternoon attending sessions on the topics of community engagement and academic innovation. Our agenda listed ideas and relevant topics instead of stuff.
Next are some of the outcomes from slowing things down and better appreciating the gift of time.
Faculty Viewed Professional Development Positively
Certainly, the content and planning for our time together contributed to the positive feedback our leadership team received. Being intentional about what we were learning together cannot be minimized. But it needs to be pointed out that allowing for more time for conversation and for the exploration of ideas during professional development decreases the anxiety of trying to get through everything we think needs to be accomplished. We had an agenda, yes, but it was minimal and allowed for flexibility.
Idea: If we feel like we have too many tasks planned for a professional learning experience, then we probably do. Push back some content to a later date, or even completely cut it out. If it is not essential to a school’s goals, then it is expendable.
Teachers Facilitated Professional Learning Experiences
When we learned that we had a day now open for building-level professional development, my first thought was, “I cannot do it all.” Fortunately, I work in a school with many talented individuals, so I didn’t have to. I reached out for help, asking several faculty members to lead afternoon sessions on mindfulness in the classroom, personalized learning, designing local curriculum projects, and healthy habits for educators.
Idea: To better know our teachers’ interests and specific talents, get into classrooms on a daily basis. Experience classroom visits as a learner instead of only an evaluator. Have real conversations with faculty and students. We can lead side-by-side.
Frame Professional Learning Time as an Investment
If all we do is learn together without seeing the results of our work, then professional development becomes routine and starts to lack meaning. There needs to be some level of connection between our self-improvement efforts and student outcomes. If teachers don’t see our time spent together as valuable, then it is perceived as wasted. For example, I shared with the faculty that our below basic scores on our state reading test have gone down 9% in the last two years. This is likely a result of our focus on embracing authentic literacy practices and a more data-informed approach to Response to Intervention.
Idea: Create visual representations of your assessment results and share them with faculty. It saves time in analysis. Point out the positive results first, then focus on the next steps. Celebrate, then educate. For us, we need to address our more advanced students’ needs who are already successful but may not be growing as much as their peers.
How do you as a literacy leader best utilize the gift of time for professional learning? Where do you struggle? Why? Please share in the comments.
The more I lead as well as heed the lessons of previous years, the more I believe in the importance of a positive start to a school year. Shaping a school culture, defined by Terrence Deal and Kent Peterson as “the unwritten rules and traditions, customs, and expectations” (7), starts with celebration. Regie Routman asserts that “celebration is at the heart of all effective teaching and leading” (186). If we as school leaders are to expect our students, staff, and community to be successful, framing a positive perspective with our students and colleagues, as well as making the act of celebration a habit, is key.
Next are a few ideas to consider implementing for a positive start as the school year draws closer.
Focus on the Students
This idea seems redundant, yet history tells me it’s worth reviewing. As evidence, I remember a teacher contacting me at a previous school in which I was just hired as principal. They asked me through email if they could have specific dates off during the school year. There was no prelude to this request, such as a sharing of one’s philosophy or conveying enthusiasm for working with students; the focus was on their needs.
I didn’t call this person out; I understood the request and tried not to assume anything. But I also understood that the culture may not be “student first” yet. So we took a lot of time in my first year to develop an understanding of students’ strengths, needs, and interests at each developmental level. For example, we purchased a resource for teachers that informed us about this topic. The information helped us understand why a student might act a certain way while not accepting the behavior.
Do you use a physical planner? If so, I highly recommend the Commit30 product. Each month, you select one goal to focus on for your personal/professional development. September is an excellent month to demonstrate gratitude each and every day. This is a low-to-no cost effort that pays dividends for others and for yourself down the road. Next are a few ideas:
Write genuine compliments on professional stationary about faculty and staff. Leave these notes in their mailboxes. I guarantee they will treasure these mini-celebrations more so than any evaluation or walkthrough.
When facilitating professional development workshops, don’t skimp on the refreshments and resources. Show staff you value them by offering quality lunches and purchasing excellent learning materials, including children’s literature.
Take time for yourself at the end of the day to reflect on what went well. It’s easy to focus on the one negative that might have occurred. Instead, write down a positive event and why you believe it happened. Make positive thinking a habit.
Visuals and Messaging
Today was my first day back after a family acation. When I walked into the staff lounge, I immediately noticed the updated bulletin board.
I am not sure who created it, but it is perfectly placed. The staff lounge can be perceived as a negative location if we tacitly accept gossip and complaints as the norm. Even if collective commitments have been established as a school, people find places to vent their frustrations in unhealthy ways if we are not observant. Visuals and messaging like the one shared here serve as an antidote to negativity as well as a warning sign to anyone who desires to engage in toxic behaviors.
What do you find effective for promoting positivity at the beginning of the school year? Please share in the comments.