One by One

So, today was fun. Since I was gone yesterday at the Librarian's conference in Ogden, I left my students with the sub doing a "Research Day." The day before we'd talked about how to evaluate sources, how to search specific terms, etc. so I thought they'd be good with all the strategies I left them (I even put reminders of those strategies on the board before I left).

I obviously haven't learned my lesson yet about SUB days. Students rarely focus when a sub is there. So did that assigned work get done? Nope.

Oh well.

Regardless of this, I set high expectations today. My challenge was for them to take the research and evidence they had found and start making their outline for their essays. I asked all students who were having issues finding sources to raise their hands. I wrote down the names of those students, noted the ones I knew were probably most in need, and I got the class working independently. Then I called each student on my list up to my desk one-by-one. I asked them guiding questions, I had them talk out their ideas, I encouraged good searching practices, and then I sent them back.

And you know something - I got more smiles and "Thanks, Mrs. Brown"s than I ever have before. Yes, were there students that were probably off task because I wasn't actively monitoring their iPad searching? I'm sure of it. But I don't regret the decision to help those students who were having issues.

When it comes to writing, I think I can do a better job breaking things down into chewable bites. Who says they have to complete the entire outline before they start writing? Could I have them choose one mini-claim (topic sentence) to find evidence for and walk them through beginning stages to finished, polished paragraph stages? That may be on my list of things to try!

I did have 7 BYU students come and visit me today. My BYU supervisor is teaching a Reading Instruction class and they were given the assignment to come and observe the "presence" of reading in a real-life classroom. It was a little daunting when, in the 3 hours after I spoke with my supervisor, I had 5 emails asking to come and observe today, but it was actually a relief when they came. I'm always thinking about good teaching practices, but when someone's in the room, you become more aware of the WHY behind the practice, and much more aware of the consequences of teaching choices (probably because I'm thinking, What would they think if I did this? So I decided not to...)

After they left, I did realize that I think I can create a better balance of reading and writing in my classroom. My students have been reading all year, but usually they read as a way to get them INTO a writing practice or assignment. Maybe I could use a change of perspective: maybe writing is simply the way for them to convey to me what they think about what they READ.

Is it practically the same thing? Yeah. But I think the perspective change would help me be more purposeful with teaching to the READING SKILLS as well as teaching to the WRITING SKILLS.

Right now, I'm going to finish the grading I have to get done before the weekend, and then I'm going to celebrate the end of the week.

Boy - it's been a long one.