How do I know what I think until I see what I say? ~ E. M. Forster
How do I know what I think until I see what I say? ~ E. M. Forster
GROUP B - Hidden Assumptions
This past week, we've begun reading Beers What Teachers Can Do... Here are two seed questions which would be interesting to consider and respond to:- Chapter 2 - CONFIDENCES OF ADULTS - As you listen to your colleagues in the teachers' lounge, how many of them discuss good books? What percentage of them do you think are active, engaged readers? Is there a voluntary book club at your school and, if so, how is that perceived? If not, how might you get one started? Do teachers trade strategies and discuss new ideas in pedagogy? As a teacher leader, how do you think that you could support a positive attitude towards reading?
- Chapter 3 - STUDENT FEEDBACK - Raymond (page 34 & 36) offers rather "cheeky" responses to Beers. Should we be listening more often to what students are trying to say or challenging them on how they say it? How can we listen without getting defensive? Has a student ever said something that made you rethink your assumptions?
This past week, we've begun reading Beers What Teachers Can Do... Here are two seed questions which would be interesting to consider and respond to:
I do my best to stay out of The Teachers' Lounge. I know this may not be what is the best action for teacher leaders, especially when all of the readings from the other BETLA class have focused on making sure we do not stay isolated... but it is the way I feel I can survive without causing any negative feelings towards me. This week, practically all of my students got Holdover Letters so it is especially important to stay outside of that room now! When teachers talk to me about my students, it is all negative. They have completely different views of the students than I do. In my room they are smart and capable because as a Pullout ESL Teacher, I do my best to make sure everything I am teaching has the appropriate methods to make content comprehensible to my students. I definitely have things to learn which is why I am grateful for BETLA, but I do my best to pay attention to the students' needs. But I don't compare them to their English dominant peers or any other ESL students. I only gauge by their own personal improvement. I appreciate it when they give me immediate feedback like, "Ms Levin, you are talking too fast", or "I don't understand", because it draws my attention immediately to adapting more for comprehension. I think it takes a lot of guts to communicate these things to the teacher and it shows a high interest in learning. Outside of my classroom, the students experience a lot of negative. It is hard not to personalize it and get mad at teachers for what their students are experiencing. I have to work within the confines of my realistic situation and that is that ELLs are viewed as deficient rather than as part of an improvement model. Pullout is seen as a deficit model and teachers are frustrated when the ESL kids "miss" their lessons to come for an important mandated service. SO I do not know if the teachers are discussing books or even if they have interests besides teaching because the dynamics of my school just do not seem to allow for that. My school is a Chinese Dual Language School and the focus all the time is on school and academics, with little room or tolerance for personal business. I have learned who I can share information with so that others can learn about how to gear instruction for ELLs, but I prefer to stay "out of the line of fire" for now. It would be totally different if I were a classroom teacher. But I am not. I am a lowly Pullout ESL Teacher who barely makes a dent in the students' day. Maybe one day, that could change.
ReplyDeleteOk...My BETLA Advisor Yvette came to my school today and reassured me that the BETLA Program can help me to create a better situation at my school. I hope I wasn't viewed as too negative or unhappy when I responded on the blogsite. I was more just speaking about the reality of what can occur in Pullout Programs, and I do wish that there could be more of a top down understanding with regards to school priorities. I do feel like my perspective changed a little after speaking with Yvette, who assured me that some of you may have had similar challenges but were able to overcome them or at least make some improvements. Do share!!!!! Thank you and kudos in advance!
ReplyDeleteJulie said...
ReplyDeleteI think the *key* to a cheeky response is not getting defensive. For one thing, defensiveness is often the outcome that the student is hoping for. For another, there's almost always a reason for the cheekiness (hurt, anger, frustration, a feeling of injustice) and we do both ourselves and our students a favor to address the root of the response (rather than the manner of response) before addressing the manner of response. Saying things like, "You sound very upset" or "Is something bothering you?" will sometimes be all it takes to figure out what's going on. Other times it's not so easy. :)
Of course, we're teachers and our curriculum goes beyond the academic subjects. We want to prepare our students to get along and be successful in the world. So I think it's also our responsibility to address the manner in which they say things, especially if it's in a manner that's rude, 'cheeky' or offensive. But I don't think we have to 'challenge' them on the manner, just help them to understand the implications of communicating things in different ways. Depending on the child and the situation, this could be done privately, as a lesson, as an ongoing conversation.... But to help them see and understand HOW to communicate anger, frustration, hurt, a sense of injustice is kind of one of those 'transferable' skills from the other class. It's really going to be at the heart of helping some of our kids get along in school and the world.
These days with all the talk about who is promotion in doubt or might be left back, teachers are on the defensive and are worried. We worry because we don't know who is at risk, since they are mentioning productivity and getting our kids to pass, no one want to be seem as the culprit,
ReplyDeleteIn my school we do not have a teacher lounge so we only see each other in the hall ways or the cafeteria, but we manage to speak with each other and share our ideas, worries and practices. We are like a family always giving others ideas and tips on how to improve or better our practices. What work or did not work
Some time ago we had book a club, but it stopped functioning after the teacher that was running it left the school. We've talk about re-starting the book club, but we all the ungencies we had lately, we do not seem to find the time and strength to start it.
I think a very high number of my fellow teachers are readers, they are always talking about different books they had read or are reading. I would said about 60-70% maybe more.
I do not think that I could start a book club due to the lack of time and I don't think am ready to do it. Maybe after the BETLA classes, I would develop the confidence to do it.
We used to have a book club that met once a week at 7:30 a.m. The teachers who participated in this club, loved it. We shared what we were learning with our other colleagues.The teacher who would get the clubs going retired and we haven't started one on our own. It has been kind of crazy. Everyone is learning the new core standards. That seems to be the focus right now. One good thing is, the principal at our school is constantly purchacing books for us to read. When she is interested in a book, she brings it to our planning team meeting and asks if anyone would be interested in having one. At the beginning of the year she bought "The Power of Words" and arranged for the entire staff to present and discuss each chapter. Some of the staff were reluctant to it, but they had no choice. We met every two weks, and the chapters wern't that long. If a teacher gets her hands on a good book, it is brought to the attention of the principal, and you know what happens next. If you aren't interested in having the book, then she won't purchase it for you, but she will buy an extra copy to keep in the teacher's lounge. Last week , I decided to take the leader role, so I asked the teachers in my grade if we could start our meetings by sharing strategies, or lessons that have worked well in our classroom. They were very excited by this idea. Starting this week, we will take ten minutes to share and model for each other. I volunteered to be first. I am also planning on sharing the book 'When Kids Can't Read' with the principal at my school. I'm sure many of my colleagues would love to get their hands on this book. It's a great resource.
ReplyDeleteIn all honesty, now a day the times I enter the teachers’ lounge is limited to using the restroom there and maybe once, these past couple of months, to actually sit and interact with my colleagues.
ReplyDeleteHowever, from past experiences, when I have joined the teachers’ lounge conversations, they are mostly about our personal lives, classroom tales, and shared feelings about the amount of work that is being demanded of us, of course without leaving out the teachers that gather around to “chitchat” about the whereabouts of others. This pretty much sums up the average conversations that go on in there. I think it’s the only way and time that we have to unwind with others and reassure ourselves that we are not the only ones going through certain situations.
In spite of all this, I must say that the teachers who do convene in the teachers’ lounge often, are more than willing to reach out with advice or share their teaching methodologies when support is sought out. In the previous school I worked in, we had a “voluntary” book club, which was directed by the Literacy Coach, the Principal and Assistant Principal. We met once a week, either before school or during our lunch. It was an extension of our focus for professional development that month/year, which at the time was Developing Vocabulary. Although at times it felt like an extra burden to keep up with the readings and attend these “voluntary” meetings, I can’t help but admit that it was a great way to get everyone involved, add a new book to our repertoire of knowledge and have us share our ideas to learn from each other. As a teacher leader, I would consider something like this, keeping in mind that sometimes teachers just like students, need that extra push to further help our development as a teacher.
Julie says...
ReplyDeleteIt was really interesting and surprising (actually) to hear that so many schools have had book clubs. My initial reaction to thinking about book clubs was negative (more work, more time, administration taking control of the agenda), I think that it could be doable at my school given: 1. People volunteer to be a part (no mandated attendance) and 2. People decide together what to read (what do WE think is relevant and what do WE want to learn more about) and 3. The group is truly led by the teachers (no co-opting of the group by the administration). Like Cristina, I don't think that this is something I could do at the present moment, but it's an interesting consideration and possibility for taking teacher leadership in the future.
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ReplyDelete*Note ~ on the class website attachments page, there is a how-to guide entitled 3 Simple Steps to a "Book Study Group.pdf." For those of you who might be interested either now or at some point in the future, take a look.
ReplyDeleteThe dialogue about good books at my school is not very consistent. I’m not sure how many of my colleagues are active readers; I understand this readily, as I myself have not been the most active reader when it hasn’t been required of me for an outside course. There’s just so much to DO: so much planning, paperwork, correcting, and oh yeah, tending to one’s personal life, too. This isn’t to say, however, that I think my colleagues (or I!) are closed off to reading up on new ideas and expanding our repertoire of strategies: I just think most people are already so busy and stressed that it’s hard to make time for something that doesn’t seem absolutely essential.
ReplyDeleteColleagues share ideas intermittently – this usually arises when someone encounters a chronic challenge in instruction, or when they have a particularly successful day/week/unit. (Usually the former, though.) Still, I know there is a vital interest in doing something more consistent and organized than this. At various times, teachers at my school HAVE voiced the idea of getting a book club started, but it has never come to fruition. One stumbling block has been our not being able to utilize time that was promised us for such purposes. We currently have a SBO (School-Based Option) in place allowing us a half day on Wednesdays for “student-centered,” “teacher-centered,” or “administrative” duties (depending on the week – they rotate). This gives the illusion of a very pro-teacher environment, when in fact it became very clear early on that “our time” wouldn’t actually be our time at all, and that teachers would continue to be told exactly how to spend their time (not actually be allowed time for common planning, book club meetings, etc.). A viable alternative to this would be to meet before school, at lunch, or after school, but as I said before, I get the feeling that most everyone is already spread too thin to consider it. It wouldn’t hurt for me to ask again directly, I suppose.
I would really enjoy trading strategies and discussing new pedagogical ideas in a collegial atmosphere. I know many of my colleagues would be, too. The challenge will be to find a way to incentivize it – to select readings that stimulate dialogue across the grade and content areas and are not too long (less burdensome! more interesting). Also, to find a time and place that will work for all who are interested in taking part in the dialogue…
As to the “Raymond” example, I believe there’s a fine balance to be had between listening to the actual underlying message contained in so-called “cheeky” responses and facilitating more precise and explicit communication by our students. When I’m faced with situations like this one, I find I typically give myself a moment to step back mentally and appraise what the student is actually trying to get across on multiple levels: what s/he’s saying, not saying, insinuating, nonverbally communicating – what’s his or her motivation for saying it? Then I find I can do a much more effective job of stepping back “in” and coaching the student toward a more precise version of their remark. 99.9% of the time, I have no reason to be defensive, anyway, because the comment is not about me at all; it may be about the way that I’m teaching, but that’s okay. That can even be great at times. I think these kinds of comments – the ones that seem offensive or intimidating or jokey – can serve as excellent “teachable moments” and mini-metacognitive conversation starters. Then for us as teachers, it becomes: What is this student saying that perhaps other students are also thinking or feeling? How can we as a class address the underlying doubt, concern, or seed of an idea in a meaningful way that will push us forward (in the direction of our lesson & unit goals)?
I regards to Raymond’s response about “good readers”, I can honestly say that I don’t know whether I would have responded in a positive way or not; considering he was a high school student and often times they try to be smart alecks with you. Now, even in 3rd grade sometimes I get responses that completely throw me off the lesson or are just unrelated to the topic at hand. At times I have gotten, just that – “smarty pants” responses or questions about things. I can’t say that I always do step back, take a few seconds to process my reply, and really see where the students are coming from or want to go with their remarks. I think I just respond back by an instinct reaction, not necessarily defensive, but just a reply to redirect the class and don’t think any further about the students’ responses. Nevertheless, when their responses are sincere, or I consider them sincere, I do try to make it a teachable moment and usually open up mini conversations about the subject.
ReplyDeleteAfter reading some of your feedback about these situations and what Beers has to say about, I think that I am going to be more careful with how I interpret my students’ responses, questions and remarks. In addition, I also try to remember that we are not only there to teach them how to progress academically, but also develop as a fine individual in society, or at least we try, by teaching them manners, appropriate social interactions, and being good speakers. This involves how to self-express and share their thoughts, ideas, and different points of views in a cordial way.
Our school does not have a teacher’s lounge presently. In the past there was a space that functioned as teacher’s lunchroom/lounge however this space was expropriated for the construction crew three years ago and has never been revived as a teachers’ space. In its place are numerous smaller meeting areas throughout the school when teachers congregate for lunch or a prep. Typical conversation in the recent weeks has pertained to the Quality Review, the JIT and then last week the Promotion In Doubt” letters sent out. I know the conversations on the 5th and 6th floor among the teachers have expressed a deep concern for this situation and how best to address the situation.
ReplyDeleteWe do not have a book club in the school at this time. A few years ago the UFT teachers’ center person retired and with her went our main organizer of book clubs. Deb was successful writing grants to cover the cost of books in addition to motivating the staff to participate. I facilitated several of Deb’s book clubs. In 2 separate instances, we produced ESL lesson plans, demonstrating the strategies we have studied in our meeting. These were very successful and I would like to see them return. The major obstacle in the return of this tradition is to our school is time. Most of our teachers work in the afterschool program 3-4 days a week. I hope to be able to create another such book club but am not certain how to overcome the time factor.
The second portion of this blog pertains to “cheeky” responses from the students. When I reflect on this I realized all too often I respond , attempting to provide clarification and then modeling a response based upon what I know of the students’ struggles. I have a group of very chatty students this year and there is often a “Raymond” response from one of several. This is provides an opportunity for the class to have a chuckle and get off task for a moment or so. I am going to make a conservative effort to listen to them more when I ask a question, beginning when I conference one on one.