Write You Own Ending

The last paragraph on page 190 sums it all up for me. Writing is at the heart of our teaching. It is about poetry and the stories of our lives. It is about thinking and celebrating success. Don't settle for anything less!

I don't know about you, but I'm ready to fly as a writing teacher. Let's float through the clouds and soar to new heights. Let's give our students wings by teaching them how to write, process, think, and persuade. Yes, it will take work and collaboration as a team to come up with the best ideas and activities; but the flight will be worth it. If we travel together and help each other, the journey will have less turbulence. Then let's look out the window of the plane and see the fields of success growing all around us.

Make Every Minute Count

Most of this chapter was just good common sense. I liked Routman's comment on pg 286, "Ask yourself, How did what we do help students become more competent, confident, and independent as literacy learners?" I believe all good teachers reflect on their teaching to improve their practices, and that is what Routman is wanting us to do here.

In addition, I like her advice to live your life and have a life outside of school. If we don't have our own lives, then we don't develop experiences. Writers without experiences are dull and lack voice and ideas. How can we model excellent writing, if we are dull and lifeless.

"I have seen no research that shows that educators who work the longest hours get the best results," Routman states on pg 287. I agree. Teachers have to take time out to refresh themselves otherwise they become burnt out and unsatisfied with their work. Once again just good common sense.

Build on Best Practices

I remember a college professor making the same statement about education as Routman, "We are not taken seriously and our voices are silenced if we cannot back up our beliefs and recommendations with solid research." In today's educational world teachers do not always have the time or resources to read and conduct research. I believe this is why so many things are pushed upon teachers by those who are not in the classroom. As educators we need to take the time to analyze the research. We also need to conduct our own action research. However, for that to happen; we need to be given the time to do so. Could this be a grade level PLC project? If so, we would need to be given the time during our meetings to do so.

I remember ten or twelve years ago, when every library in our district housed professional magazines such as "The Reading Teacher." I think it is time we started demanding that this type of professional reading return to the shelves of every library in our district.

Furthermore, I liked Routman's list of Characteristics of High-Performing Schools on page 273. The very first one is ongoing professional conversations and study groups. Could we conduct a study group and a blog such as this one among our PLC teams. This could led into some professional research by the team. How would Rick defour see this as a tight but lose situation. Maybe the leaders of the district could suggest several books for us to study; then the team would get to choose the book. (The tight) The team would be left to read, analyze, and conduct their research. (The lose) Of course, they would need to be accountable for their efforts. (The tight) Does a blog show that accountability? I am learning through my Intel class that it would be considered a type of assessment. Just a thought.

In addition, I liked the statement about teaching kids to be courageous writer on pg 278. It is my belief that persuasive writing is very authentic. Also, kids need to learn that their words are powerful and it only takes one person to make a change. As a 5th grade teacher, I think I need to spend the last 9 weeks focusing on persuasive writing. This will better prepare them for the 6th grade local assessment and adulthood.

Make Assessment Count

On page 245 Routman states, "Research shows that high achievement and high test scores result when what is tested is woven into daily teaching and challenging curriculum in a relevant manner. So much time teaching to the test exhausts teachers and students and makes everyone anxious." I would agree with the author on these two points. Lots of time is spent across the United States teaching to the test. What is tested must be woven into our everyday practices not a separate curriculum. With NCLB teachers are exhausted and student develop anxiety about test taking.

Also, I love her idea on page 247 about picturing the person who is going to be assessing your writing. I think this makes the assessment more authentic.

Conferences With Students

Yeah for Buhler teachers! We are doing something right when it comes to conferencing. I didn't know that whole class sharing was considered a type of conference. I have been doing this for years, and my colleagues are too. I know that my colleagues are doing this because my students come into 5th grade knowing how this process works.

This chapter confirmed for me that I was doing conferencing correctly because I use the different conferencing techniques in my classroom.

One thing I did learn from this chapter is that modeling a peer conference is important. I have never thought of that before, but it makes sense. I will try this in the future.

Organize for Daily Writing

I liked Routman's ideas for nonfiction writing on page 196. I would like to be able to write lots more nonfiction pieces with my students. However, with a state assessment that focuses on assessing a narrative piece, I feel I have to put most of my efforts on fictional writing at least until February. This year I have had students write nonfictional, short pieces in science and social studies though; so that makes me feel somewhat better.

I would also like to know how others are organizing their writing time. I have about thirty to forty minutes a day for writing. Some of this time includes a mini lesson on the first day and sharing our work and discussing on the second day. As far as procedures go, mine are sharpen your pencils and begin. Often, I do turn on quite background music.

I also have a question about journaling. I haven't done a lot with journaling this year. How do I fit that into my time frame? It feels like most of my day is already scheduled for me: 1 hour for reading (a set time that can't be adjusted due to Title I) , 1 hour 20 mins. for math, 45 mins. for band, 45 minutes for lunch and recess, 35 for music and PE. Hummm, How much time do I have left to teach writing, science and social studies. Oh and I can't forget intergrating technology, the counselor on Wednesday, and teaching life skills-like being kind to others. Too much to do and not enough time! Maybe it's just that time of year, and I'm feeling overwhelmed.

Be Efficient and Integrate Basic Skills

Now, some of you may want to continue the debate about teaching skills. I say let's end that debate and move on to what this author is really saying. I don't think that Routman is telling us to throw skills out. In fact, she is saying teach the skills just embed them into whole pieces of writing. However, the big picture that she is trying to get across is let's teach kids how to think!!!!! Go back and really look at that second grade example on page 151. This kid is thinking at a higher level. He is evaluating his work as he revises. He is also using critical thinking and making complex choices about his writing. That's what I want my 5th graders to do!

I would like to see us move forward in our work with students. Above all, I want students to learn how to think for themselves. Wouldn't it be awesome if we worked as a team (building or PLC groups) to establish what we want students to be able to do at each grade level; then build activities to achieve that goal. Just think about how powerful that would be. Our students would learn how to really examine and evaluate their work. Moreover, they would learn how to think! And no one can debate the fact that thinking is a much needed 21st century skill.