Oct 16
by Rita Kenefic
As a child, I relished a visit to Gruber’s Bakery for a “magic cupcake”. What was so special about this chocolate treat? The dab of whipped cream in the center made an already delectable cake something special. These weren’t just ordinary cupcakes. They contained an element of surprise and magic that kept you coming back for more. Read more
by Lynne R. Dorfman
The beginning of the year is a perfect time to choose a multitude of favorite texts to share with students as read-alouds. These selections serve as mentor texts that you can return to again and again for many purposes over the course of the school year. First, begin to introduce these texts as read-alouds. The rich talk that accompanies a read-aloud creates a comfort level and interest in the text, and often, in the author as well.
These mentor texts help students take their first steps as writers in your classroom. They provide gentle nudges to try out new strategies, organizational scaffolds, or write in the persona of another – to name a few. Kelly Gallagher urges us to do more than model. In Write Like This: Teaching Real-World Writing Through Modeling & Mentor Texts he explains: “Beyond teacher modeling in the classroom, my students benefit immensely from closely examining writing from the real world. … Yes, it is important to show students how the teacher writes, but it is also of paramount importance to provide students with mentor texts so they can see how other writers compose.” Read more
By Lynne Dorfman
During a recent staff development day that I was conducting, one of the participants asked, “So what you are saying is that we need to force our students to read and write poetry?” Implicit in her question was that she felt many of her students would be resistant and would not choose read or write poetry unless forced. I answered by saying that we need to expect our students to read and write in many genres. We need them to take risks and try to convince our students that the ability to independently read and write poetry and myriad genres is a way to explore the options that are available to them. Rather than to force your students to read and write poems, invite them to grow their capacities as learners and investigate new worlds through the promise of poetry. Read more
Sep 22
By Carrie Hagen
I wasn’t sure how I would do it. After taking a two-year leave from teaching high school English, I would be returning to the classroom.
I had ushered students through the starts of twelve school years, but this year’s opening felt new to me. I walked through the inservice days with the usual to-do list: organize classroom, dust off posters and props, make seating charts, print class lists, assemble papers to photocopy, grab books from the bookroom, consider opening day activities. I had madly juggled these tasks in past years, but this time around, I hesitated. Read more
Sep 17
By Wendy Hopf
One hundred energetic sixth graders greet me each day, and I need to be ready. As an English Language Arts teacher the actions I take in September and October are critical for setting the tone for a successful school year. In a nutshell, my practices reflect my beliefs:
”We are a community of learners who respect each other’s space, time, and learning and accept each other’s ideas. We trust that Ms. Hopf will guide us, but we are expected to work hard throughout the class period. We support each other, have fun while learning, and gain the rewards of learning for its own sake.”
To create the habits and attitudes I am striving for there are four practices I follow. Read more
By Lynne Dorfman
The organization of your classroom sets the stage for learning. It should reflect your personal beliefs and values as an educator.Debbie Miller says, “Classroom environments are organic – they grow as we do. The best of them reflect the hearts and souls of those who inhabit them. They’re never really finished. They’re never really ‘done’.” Debbie devotes the first section of her book, Teaching with Intention: Defining Beliefs Aligning Practice, Taking Action, to setting up the physical classroom environment and creating an energizing culture through the kind of interactions we value and nurture with our students. She suggests inviting a trusted colleague or two into your classroom in early September and asking him or her to tell you what the classroom environment reveals about your own personal beliefs as an educator. Read more
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