Although February flew by, it has been an interesting month, full of ups and downs. As I search my theory-to-practice connections, there are few overarching themes but instead, a bunch of different little successes and failures.
Let's start with the positive -- I have come to the point where I feel very comfortable in my classroom and in my role as a teacher. I feel like "Joy" most of the time, not just Ms. Harrison (which is a big deal for me). I can see that many of my relationships with my students have deepened, especially with one of my boys who I have struggled to support all year long. I am still figuring out how to work with the dynamics of a severely imbalanced classroom when it comes to gender (I have 6 boys and 16 girls), but overall, my relationships have improved.
I have become better at focusing on what truly matters, although I will admit that it is still tough teaching 5 different subjects and so many different standards. The biggest challenge is not getting bogged down by the sheer volume of things I must teach. Even though I've been doing this for more than a year and a half, it still is something that overwhelms me on a daily basis. However, now that I feel more comfortable in the content, I have a clearer vision of what truly matters, across all subjects. I am so glad for all of the books that we have been able to read and the classes that we have been able to take, because they have played a big role in determining the big ideas in literacy, Social Studies, and STEM.
My students engaging in my TICC/Action Research project has been exciting and daunting at the same time. At this point, my students are definitely excited about their service-learning projects, but they are frightened by the responsibility that they require. I constantly have to remind them that "this is for real," and that they're not just theoretically planning a project. The biggest obstacle is the lack of time that they have to work on them during school. I can only dedicate one period a week for them to work on them, and most of them will not be able to meet outside of school to work on them either. Does anyone have any suggestions for how to help our students get these projects done? I wish that my students could come before or after school or during specials to work on them, but that is also not logistically possible. I would love to hear how all of you are managing the timing of your project.
One of my biggest struggles this past month has been my personal thoughts and reflections on my practice. I have realized that I am not providing rigorous reading instruction to my students. I feel confident in my students being challenged through my writing and math instruction, but not in my reading instruction. Of course my students are regularly participating in book clubs, which has been one of my successes this year. However, I have realized that they are almost never working independently during reading time. I have prided myself in all of the collaborative work that my students have been engaging in this year, but I have come to a scary realization that my students are not building reading skills that they are able to use independently. I am not focusing on my students as individual readers, with unique strengths and needs, and instead am seeing my students as collective readers within a particular reading level or book club. I came to this frightening realization while reading the first 5 chapters of Pathways to the Common Core. I am embarrassed to admit that I have not held my students accountable for being able to independently use reading strategies. I am afraid that many of them have hid behind my teaching and the reading abilities of other members of their book club. I almost feel paralyzed by this reality, and I want to change it immediately. With the stresses of the CRCT already creeping in, that adds more pressure to the situation. I am already thinking of how I can implement rigorous reading instruction in March that challenges (but at the same time excites) my students to hone their independent reading skills. I hope that I can figure out a way to keep reading fun, though, because that is something that is special about my reading instruction this year -- that it is engaging and enjoyable. I know that it will be tricky to maintain this positive climate while also challenging my students to bring their reading skills to the next level.
I am struggling with the same thing with my project. One thing that I have done is have them work on their projects during morning work and as a part of the enrichment in our RTI block as well as one block per week when we don't have specials. Could the students come to your classroom during lunch as well?
ReplyDeleteI am with you on the rigorous reading! That is one of the things that really stuck out to me in Pathways. I need to increase the sheer amount that my students are reading. Having started book clubs so late in the year, I feel like we have missed out on a lot of reading opportunities! I also think that sometimes I get caught up teaching standards instead of using texts to get my students seeing and understanding those standards. My goal in the upcoming weeks is to incorporate more Strategies that Work strategies while making sure that I am using rigorous and engaging texts for my students.
Joy!!! I am so happy to hear that you feel like JOY in your room and not Ms. Harrison. I know what a big deal this is to you and I am so ecstatic to hear you brag about this! I am also really excited to hear that you feel as though you are able to make meaning of what matters. That is something I have been trying to work on too and I agree that our classes and readings, although a lot, have been helpful in giving me ideas and lessons and deciphering what really matters in terms of standards.
ReplyDeleteAs I read your paragraph about the TICC project I felt like I was reading my own journal. I think I too wrote the exact quote " I constantly have to remind them that "this is for real," and that they're not just theoretically planning a project." I say this over and over again during our one period a week that we are able to work on it. I am worried about getting these projects done as well and realize that I feel like I am trying to head them up more than I originally anticipated. I wonder if we can ask parents to help with the outside of school aspect on it, I know that the idea is to empower our students to help our community so maybe incorporating more parent participation would be helpful.
I think one thing I have realized as I reflect is that it is a struggle to do everything. Know that you are providing your students with amazing skills and strategies through their book clubs even though you may feel as though you are paralyzing them on their independent strategies. Continue to celebrate your successes and know you are doing amazing things for your students and you should celebrate! Keep it up JOY - March is going to be amazing!!
Kels
Joy,
ReplyDeleteIt's so refreshing to read about how you have become so much more comfortable in the classroom this year. I think that is something to really be celebrated as I have struggled with that this year.
As far as reading, I think the book clubs are obviously awesome. Maybe this last month before the CRCT, you can have them shift from book clubs and focus on more independent reading to develop their reading skills that they need or develop some independent reading skills as an extension of their book clubs that way you're not totally getting rid of it. I think you are doing some wonderful things in your class this year and I have no doubt that it will all end on a good note :)
How lovely it is to watch each other grow and blossom in our profession. I am exceptionally proud of who you are becoming both as a professional educator and a person. You truly understand the importance of reflection and growth and I know your students are benefiting from such an awesome transformation of identity.
ReplyDeleteI feel your pain about teaching so many subjects and standards that you have to honestly step back and say that there is some instruction that is falling by the waist side. I want to ask you, do you utilize guided reading instruction? I ask because I know you do read alouds where you are modeling reading strategies and skills for them. Guided reading is an opportunity for them to apply those skills under guided instruction. Overall you are on the right track with your literacy instruction and I love the collaborative group work that your students are engaged in.