Posts In Category Reflections
Readers/Writers’ Workshop
on November 17, 2011 by Laura in Anecdotes, Reading and Readings, Reflections, Comments (0)
My district has launched a few Language Arts initiatives.
I applaud Reading Renaissance. In essence, the Powers-that-Be (PTBs) that our students were not reading enough. Therefore, by official decree, during the 2011-2012 school year, students must read a minimum of 40 books. That’s 20 books per semester or 10 books each nine weeks.
I agree with Reading Renaissance. I want my kids reading more and I’ve always launched my own initiatives to get my students to read.
While I applaud the idea, the reality is not what I believe my preAP students need. My preAP students, who were already fond of reading, are reading books far below grade level (which does not prepare them for the AP test) in an effort to meet the 20 books per semester goal set by Reading Renaissance. “Meaty” books require too much time to read and digest so they read easy books instead. Reading Renaissance, I feel, emphasizes quantity over quality.
Another initiative is Readers Workshop (which goes by several similar names). In Readers Workshop, students read self-selected books and then respond to their reading, usually in a composition book. Whole class novels have been banned by the PTBs.
I make no bones about being a “Literature Circle” teacher. In Literature Circles, students read a book together. They may read silently, they may listen to an audiobook, or they may read aloud. The choice is theirs. They then respond to the reading in their notebooks and share their responses. Their responses form the basis of the day’s discussion over the book. Literature Circles turn the solo activity of reading into a communal activity.
Readers Workshop, I feel, returns reading to a solo activity.
Writers Workshop is writing, portfolio-style. The students are given time and prompts to write or respond to. The students determine which of their writings they wish to polish for publication. Steps are taken to improve grammar, organization, spelling, details and elaboration, etc. Many of the editing and revision steps take place within a pair or small group. Writing shifts between both communal and solitary experiences.
I like Writers Workshop. It provides students with the opportunities to write and polish with their peers.
The sixth grade Language Arts teachers have implemented Book Club to supplement Readers Workshop with social activities. Students volunteer to form reading groups based on their interest in particular books. Students decide the calendar for the group.
I’ve joined the sixth grade teachers in Book Club. It’s closer to Literature Circles and well within my zone of tolerance. However, Book Club relies on students who volunteer to attend the early morning meetings. The students who attend tend to be students who are already turned on to reading. It fails to reach the reluctant readers, those who ride the bus, or students who need to attend math tutorials (held on Wednesdays).
Why Am I Here?
on September 8, 2011 by Laura in Anecdotes, Reflections, Comments (2)
I had a wonderful summer, full of learning and fun. Then school began with the same interdepartmental fighting and cliques back in place from the spring semester. Like a student, I began getting stomach aches and headaches at the thought of returning to school every morning. Feelings were hurt; pride insulted. Meetings were held which felt fruitless. I was ready to hand in my resignation, effective 6th period.
I struggled to remember why I’m here.
I dreaded the beginning of 7th period. How could I put on a professional face when my professional life was in such turmoil? I put myself through my paces. One step at a time. I introduced workshop expectations. Between bullet points, I practiced deep breathing. And my preAP students reminded me why I teach.
Tonight is Meet-the-Teacher night. My 6th grade students would be showing off to their parents. I didn’t want to face them with a negative attitude so I went out for dinner with friends who reminded me why I teach: the students.
Returning to school, I prepared to face the parents. And I watched my proud 6th graders show their parents and their teachers off to each other. Watching this new crop of parents, I was reminded of past parents and students.
I remembered Brian who works now at Whataburger as he saves money for college. He came to me three years ago reading at a third grade level. Now he’s in an AP course at the high school
I looked over my students. Who would be my next Brian?
And that’s why I’m here, teaching middle school: the students. To heck with my so-called professional colleagues! I’m here for the students!
Brilliant Observations
on April 6, 2011 by Laura in Reading and Readings, Reflections, Underachievers, Comments (0)
“Ms. Gonzalez, I think I noticed something. Can I share it?” asked Andy, one of my lowest-performing struggling readers.
We were in the middle of a paragraph in The Tale of Despereaux but Andy offers so rarely that I felt compelled to say, “Sure, Andy. Go ahead.”
“Well, Miss. I noticed that both Roscuro and Despereaux have something in common. Both are falling because of their loves. Despereaux is falling in the abyss because of his love of music. It made him come out for Princess Pea to see him. Roscuro is falling because of the light. It distracted him and made him fall in the soup.”
I stared at him, dumbfounded.
“And, Miss, I noticed something else. Both Roscuro and Despereaux want to be something else. Despereaux wants to be a human. He doesn’t want to study mouse things. Roscuro doesn’t want to be a rat; he wants to be a mouse and be up in the light, out of the darkness.”
Wow! What else could I say?
The City of Ember by Jeanne duPrau
on February 15, 2011 by Laura in Anecdotes, Reading and Readings, Reflections, Underachievers, Comments (0)
Mandated testing makes us do funny things. In Read180, we read aloud every day. The 7th graders get tested on writing but the other grades don’t. To keep the classes aligned (and minimalize my prep time), the 6th graders and 8th graders respond orally while the 7th graders respond in writing.
Their relative maturity levels bring out different responses. The 6th graders are very visual. They love describing what they imagine. We talk about dreams and nightmares and other stories that City of Ember reminds them of.
The 8th graders love tackling issues related to justice and fairness. We talk about legalities (some of the 8th graders have parole officers so they are very interested in the justice system). They wonder where the police are. How does Looper get away with stealing from the city stores? How can Looper get away with dating 12-year old Lizzie–jailbait?
The 7th graders fluctuate. They don’t like writing (and they’re not really fond of reading). Reading is uncool in the 7th grade. But every once in a while, as we read aloud, I hear a small comment or an intake of breath. They are responding; they just won’t admit to paying attention.
City of Ember has a lexile score of 680. The average lexile of a 7th grader in Read180 is 530 so City of Ember is an opportunity to increase their vocabulary scores. I would rather use the time to get students to love literature but I’m stuck with getting them to write.
Last year 100% of my students passed the writing test. On March 1st, this year’s students will be put to the test.
Social Media
on February 4, 2011 by Laura in Reflections, Comments (0)
Updated educators’ ethics code addresses social media
AUSTIN -Teachers must refrain from inappropriately communicating with students through the use of social media under the requirements of an updated Educators’ Code of Ethics endorsed by the State Board of Education today.
The Code of Ethics was updated by the State Board for Educator Certification (SBEC), which oversees educator certification issues. Rules proposed by SBEC must come to the State Board of Education for review before they become effective.
Texas Education Agency staff requested the change to the ethics code because they said they are receiving disciplinary case referrals in which teachers were found to have sent students thousands of text messages. Sometimes the content of the messages was not inappropriate on their face but the volume of messages and time of day the messages were sent indicated that the educator was “grooming” the student for a future sexual relationship.
A school district employee commits a second-degree felony under Penal Code Section 21.12 if the employee engages in sexual contact with a student who is not their spouse.
The new provision in the Code of Ethics says:
(I) Standard 3.9. The educator shall refrain from inappropriate communication with a student or minor, including, but not limited to, electronic communication such as cell phone, text messaging, email, instant messaging, blogging, or other social network communication. Factors that may be considered in assessing whether the communication is inappropriate include, but are not limited to:
(i) the nature, purpose, timing, and amount of the communication;
(ii) the subject matter of the communication;
(iii) whether the communication was made openly or the educator attempted to conceal the communication;
(iv) whether the communication could be reasonably interpreted as soliciting sexual contact or a romantic relationship;
(v) whether the communication was sexually explicit; and
(vi) whether the communication involved discussion(s) of the physical or sexual attractiveness or the sexual history, activities, preferences, or fantasies of either the educator or the student.
Monica: Hm. I have an english draft due in third period tomorrow. I haven’t picked a topic yet. Meh.
Sandra: Thanks for reminding me! Lol.
Joe: Yessssssss
Janey: and peer revision haha, welcome to the club though.
Marilyn: You better have a journal for MW before fourth period. I must write you about something 
Laura Gonzalez: Potential Topic: Procrastination.
Monica: Prompt: An i’mportant choice I’ve made in my life. It’s worse than the TAKS prompts, Ms G.
Laura Gonzalez: Procrastination is a choice, Mon! And you’re a good enough writer to be able to inject some humor into it.
Monica: Hah.
Janey: i decided to procrstinate onthis essay because it was really boring and i had better things to do. the end.
Monica: Janey. That is my seventh grade english teacher. Hahahahhahhahahaha
Janey: just kidding, haha.i was actually thinking about writing about how i decide to write the essay, instead of just not doing it
Monica: I’m doing that. And i’ve already started. she’s going to accuse us of cheating. i blame you, Gonzalez.
Laura Gonzalez: Hmmmm… maybe I ought to copyright/TM the topic of procrastination.
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I resent the implication that I would be so unprofessional as to “pick up” students online. When students and teachers interact online, they begin to see each other as human. Students see how adults, professional adults, interact in an online environment. Students learn about tone in writing as they watch adults interact online. (Tone in writing is difficult to teach in the classroom.)
Teachers are examples for students. I resent the idea that we’re bad examples. I resent the limitations placed by an outside agency on whom I interact with. Students who want to keep in touch contact me on Facebook.They want to keep in touch. I resent that anyone would deny them that comfort.
In some cases, I serve as a parent. In some cases, I serve as a trusted adult friend. In some cases, I’m a sounding board. I resent that these roles would be denied to me by TEA.
I am not a happy camper.