Angela Speer’s Blog Post #7 March/April: Chapter 12; You only Have So Much Time by Reggie Routman

I have to admit, I struggle to leave school at a decent time because I love for my desk to be completely neat. If I do leave at a decent time, I do my work at home. Uhhh! Routman says to leave it at school, but I’m not sure that will happen. I do; however, have days that I do nothing so that I can get some rest. I am guilty of going home early, at like 4 or 4:30, and playing with Easton, my son, having dinner and talking. Then I stay up late working. This year has been the worse because of all that I have going on. Like Routman states on page 202, I like to plan with the idea of my students. I cannot plan for a whole month or unit until I understand what my students know, their interests, purposes and goals. Routman’s chart on page 203 reflects the questions for Safe-T, which I am finishing up this year. Yay! The questions make everyone reflect on what the students need to know, all the way to what needs to change. Modifications are necessary for all class plans because every student learns differently, based on the topic or subject. Routman discusses having “authentic reading and writing in which students have some challenge, choice, control, and opportunity to collaboratively motivate students most” (204). This is the reason why I have believe in Balanced Literacy and Reading and Writing workshop!!! I want my students to create reading and writing on the spot!!! To think and analyze like little Einstein children. Most of all, I want them to be responsible for their own learning! Routman discusses authentic learning a lot in their chapter, she wants teachers to do this. So I can now pop out an assessment quickly to ensure that my students have an authentic assessment. I can create questions that make them think, but I want them to do the same. I feel that Routman would agree. The section in which Routman wants us to keep work simple is relevant because with only so much time, the students need to have experiences, but complete them. I feel that last year, when I used the textbook and the textbook assessments, the tests were way too long and made the students and I have to figure out what it was asking exactly. It did not build on their understanding or make any moments count as Routman wants on page 205.  Although I feel that my relationships with my students in the past are still reflected, I do feel that I have connected with my students on their reading and writing more this year. I do understand where Routman is coming from when she talks about assessing, then teaching, then assessing. I feel that the only way that I can truly believe in Reading and Writing workshop is to do this. She talks about doing Running records. These are done through conferencing each day with my students. Conferencing has allowed for me to work one on one with each of my students. While conferencing, Routman believes that we should tell students their strengths and weaknesses (205). I do feel that I struggle with allowing students to know their weakness because I do not want to upset them or make them feel negative about their reading. I try and find everything positive about their reading, but do understand that they need to understand both to become stronger readers and writers.

I love everything on page 206 of Routman’s tips because I find that I also call on students that do not volunteer to give ideas and I have my distracted students in the front closest to my desk. However, I am constantly moving so I have to make the students feel that the desk is close to me. I also agree with “Keep a lively pace” because some of my students get distracted if there is too much time spent on one topic (206). On another hand, I like to keep my students hanging so that they want to read more, or explore the activity more. I do want more time with my struggling students (207) because I feel that they have so much that they could offer the class if only they could get past their struggles! Also I would love to try the “mystery words” (208) with vocabulary words or with spelling words. It would be a fun way to get them to play with their words.

I feel that this year, I have used the resources in the room for students. Last year, my library was there with little interaction. This year, my students use it almost every day, which makes me excited. I also feel validated in not using my crayons as much for coloring. I find with our new curriculum, we don’t have enough time to color. I also find that my students will draw better if I tell them that they can only use their pencils (210).

Routman really wants us to communicate with other teachers. I agree, building relationships will help you teach more purposely. Even though I am not in control of the list on page 216, I do agree with hiring roving subs, having a late start once a week, which I have done for Bullying meetings, loved adding paid days to school calendar and adding more time to the school day. With only so much time, I would like for the school days to be longer, but with less days. I feel that when I am teaching, I do not want to continue the same idea the next day, I want to finish my work for that day. Extending the day would help this to happen. I also agree with Routman on page 217 because I feel that professional development and reading does keep me learning and growing as a learner and in turn, as a teacher. I expect my students to grow, and they expect me to as well. I want to try new things and introduce new, interesting learning/teaching techniques (217-218) to keep my students and I engaged!