Blog 4

I am a firm believer in children making decisions for themselves. Because of this, I LOVED the section in chapter 7 on “Work Activity Time”.

She opens the section saying, “Children use work activity time to investigate and explore…”. Investigation and exploration are at the heart of learning for children. I feel children are able to investigate and explore because there is not a teacher standing and holding their hands, telling them where to play and what to do. I feel this “alone-decision time” is crucial to a child and his/her development.

I love that the author discussed that the children need time away from academics during this time as well. She stated that children needed time to play with blocks, paint and beads. If children want to read or write, they could do so during this time, but it was not mandatory. I feel children should be given the option to sometimes read and write. I feel many teachers put too much pressure on students to do so, therefore causing them to hate reading and writing. If we as teachers treat these as an option and not a chore, students will be better off.

The author ends the section by hoping that one day a child will paint a scene from a poem or something worked on during a writing workshop. I feel it is important to not tell students to do so, but let them do this on their own. If teachers put this idea into students heads, it would not be unique and be teacher created.

Here is a video found from Annenberg Media from learner.org on making choices for themsleves:

http://www.learner.org/channel/libraries/makingmeaning/makingmeaning/wholegroup/

Happy reading,
Sarah

Blog 3

I would like to write about the section in chapter 5 titled, "Thinking Through Text Together: An Anchor Chart in the Making".

Reading the chart on page 60 reminded me of the "oh-so scatterbrained" remarks that children make during a read aloud. Children will comment about anything during a read aloud, regardless if it relates to the text.

I feel the anchor chart is a great way to help students think through their text. By placing a 1 or a 2 next to the child's statement, students can see whether or not the statement relates to the book. Furthermore, students can make connections between their life and the book by making this chart, and later see if their connection actually connect.

Here are links to pictures of a few anchor charts which were actually used in classrooms around the country!

http://www.readingonline.org/electronic/webwatch/authors/fig1.jpg

http://www.u-46.org/dbs/roadmap/files/From%20the%20Field/anchor-where.jpg

I really loved the dialect between the children in the chapter. I actually felt as if I was in a classroom listening to them talk about the connections made. It really impressed me when the students thought of connecting the main idea of the story, not just minor points. I feel teachers should model this kind of discussion with students. When students figure out ideas for themselves, with minor help from a teacher-made chart, the learning is greater and more genuine.

Happy readings,
Sarah

Blog #2

So as I started reading the book, I found MANY interesting topics to start talking about. However, one really caught my eye and I feel it is important enough to include in this blog...

Debbie Miller (the author) discusses in the second chapter of her book the importance of establishing mutual trust with your students. I could not agree with "Deb" more!

I feel trust is one of the most important aspects that goes into a classroom. If your students do not trust you as a person, how will they ever trust you as their teacher? So many teachers focus immediatly on assignments and lessons and the ever-so-famous TEKS (for us Texas folks!). I feel the first thing a teacher needs to do is gain trust!

"Deb" also discusses how teachers need to expect "big things" from themselves, not just the students. I feel that all teachers need to expect great things of themselves and never settle for just "so-so" and "ok".

It is important to take all of this into consideration when teaching reading. Teaching a child to read (with meaning..hehe...) is one of the most important jobs a teacher has. Once the child learns to read, he/she can do almost anything!

Give students the opportunity to make their own choices and trust that they will make the right decision. I'm not saying allow a first grader to read To Kill a Mockingbird, but if he/she wants to try a harder book, let them. However, remember to help them and this decision along the way.

"Deb" ends this section discussing how teachers do almost everything for their students. Do teachers really need to help their students remember to go to the restroom? Do teachers really need to restock materials in the cabinet? I don't think so! If students start to trust in themselves that they can do things, they will begin to trust in themselves that they can read and write wonderfully!

Here is a link to videos about establishing a community of readers and writers.
http://www.learner.org/resources/series205.html?pop=yes&pid=2204#

Did any of this make sense to ANYONE but me? Happy reading!

-Sarah

The book!!!!

Hello readers!

Hello!

As many of you know (or don't know) my name is Sarah! I am blogging for a class at the beautiful Texas State University in San Marcos Texas!!

So a little about me...I am a senior and am graduating in the fall of 2008 with a degree in early childhood education! I hope to one day (soon!) teach the first grade! Teaching and working with children is my passion and I cannot wait to get into my own classroom!

Currently I work on campus in the Geography Department answering phones and helping out with anything needed in the office! This summer I will be working with a day camp in San Antonio coordinating programming events for kids Pre-K to 5th grade! I am very excited about this!!

I love hanging out with my boyfriend and friends! I love to talk and laugh and just have a good time! But that's enough about me for right now!!

Happy reading!!

-Sarah