I first read When Kids... as part of our English Department book study during my first year of teaching. I remember distinctly using it as a handbook of sorts, so I appreciated being forced to find the time this week to actually read it cover-to-cover. Plus, it was an interesting experience to re-read parts five years later, in a completely different mental state. I think one thing I like about Beers' writing is that she also reflects on her own learning process as a teacher. Just as we talk about reading as being a process, so is teaching. When talking with collegues, we often hear about the "good" or "bad" teachers, but really Beers shows the insight that can happen if we reflect on our observations, listen to our students, and delve into how to teach rather than just what to teach.
While reading, I had yet another realization of how much I miss teaching in my classroom. Reading through the strategies, such as Say Something, Sketch to Stretch, Anticipation Guides, and Probable Passage, reminds me of the exciting days of working with students. However, at the time I wonder if I even understood what I was doing. I just remember feeling that there was no way we could simply read aloud everyday and answer questions. If I found that boring, my students would find it ten times worse! So, yes, there were angelic voices singing in my head when I first read this book.
Now when I read, my mind shifts to my student teachers. I have been in many classrooms lately where the "class discussion" is very similar to what Beers describes on p.50-52. I loved the inclusion of the teacher's reflection, "It wasn't a discussion. It was me asking questions and the kids responding. Why would I want to do it that way?" She continues by admitting that it was perhaps due to her own ways of being taught. I think this is true in many cases. My student teachers are facilitating the discussion the way they know how. And often, trying something new and unfamiliar can be difficult.
Yet, like Beers, I've been trying to encourage self-reflection. Last week upon group work sort of "bombing", one student teacher said, "I guess group work just doesn't work." As I tried to hide my shock and horror at his statement, I replied, "Wait. Back up. We need to talk about why it didn't work in this instance and what we can do next time." So, although I appreciate Beers' book for having provided me with so many strategies at the time, I now understand how much having people around me who pushed my own traditional thinking made a difference in how I taught my class. Likewise, it has reminded me of the great importance of reflecting on your teaching and encouraging others to do the same.
3 comments:
I loved the inclusion of the teacher's reflection, "It wasn't a discussion. It was me asking questions and the kids responding...
I think this is such an important point to make, given how much genuine discussion has to do with helping kids become strategic, motivated readers.
In our sociolinguisitcs class, we are reading about the challenges for teachers trying to transition to dialogic classrooms. It shifts the whole center of gravity in the room, when the discussion isn't controlled by the teacher. And thus kids and teachers require support in making the shift to new roles and responsibilities.
I love that we get to support teachers as they work toward good discussion in their classrooms. So powerful!
"it has reminded me of the great importance of reflecting on your teaching and encouraging others to do the same."
This is so important! Sometimes I get worried that schools don't give teachers enough time to reflect and to adjust. This is why we keep doing the same things that may not be working.
I was actually thinking about this on Saturday, following TAKS camp. Even though it was the last Saturday before the ELA re-test, I only had one ELA student attend tutoring. However, it seems as if there is never time to brainstorm a new approach, so we keep offering Sat. TAKS camp. This way we can say, "We offered students the chance to receive tutoring" regardless of whether or not this seems to be an approach that is working for our students.
I think there should be more staff development time dedicated to the practice of reflection.
I hate to admit to being one of those doubtful teachers that didn't think a lot of strategies would work with my kids. I think the pressure of teaching makes us quick to abandon good ideas that may at first be difficult, but with a little reflection might work out. I am glad there are teachers and programs that focus on ideas such as this with pre-teachers though--gives me hope!
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