Teaching and testing ah ha moments...

Well, I reconnected with my ELL experiences this week as I tested two ELL students at LPES. I realized SO much the need for intensive vocabulary instruction every day as many times a day as possible. This was the one thing that held them back during testing. You may be saying duh, but it was huge for me. Everyday words that we take for granted just really threw them. One of my students said, "I didn't know so was a homophone til now." He was faced with the word sew on the test. He got the answer because his little brain was working overtime. I also experienced the power of prior knowledge with this same child. After answering a question about using a filter in science, he told me he knew it because in his country they "put these things around trees to catch them and dirt gets in them and we have to shake the dirt out to get them." I am not sure what "them" was... some kind of fruit maybe?? At any rate, it reaffirmed what I know to be true about learning. It also made me miss teaching.

A Couple Thoughts on "Outliers"

So as I finished up Outliers, I was almost haunted by the idea that we possess the power to affect change, but rarely truly harness it. Students in KIPP schools given opportunities rise to the occasion by seizing those opportunities. This idea led to an interesting conversation with my daughters. My oldest daughter is in 7th grade, and knew about KIPP schools (Thank you, Channel One!). She went on and on about how many "amazing experiences" those kids have when they might not otherwise have anything meaningful to do. After lots of mom questions and probing, my youngest daughter remained unconvinced that so much time invested in school would be worth it.

I recognize that the premise is that poorer children need these opportunities to keep up with their wealthier counterparts. But what about my kids? Neither poor nor wealthy... I can't help but think that I'm failing to help them recognize the necessity for effort, practice, and that the opportunities they are given are worth seizing.

Just thinking... and hoping to do better day by day.

How coaches influence student achievement

A fabulous article by L'Allier, Elish-Piper and Bean in the April 2010 edition of The Reading Teacher describes how literacy coaches improve student performance... highest gains were reported with students whose teachers worked with coaches who spent most of their time working with teachers, as opposed to other activities.... makes sense. But the good news is that over time coaches begin to spend more and more time in "teacher-centered" activities....It seems that it often takes as many as 3 years to build those collaborative relationships!!! Read it and comment about what you think....

Congrats to Cynthia!

I know she is too modest to tell you, but I wanted to let you know that Cynthia was given the award of "Above and Beyond" at Whitten Elementary. This honor is given several times a year by the Whitten faculty to another faculty member who has shown and given their best and more in contributing to education in the building. She was given a journal in which each teacher wrote their thoughts and thanks regarding how she has helped them this year. I know Cynthia deserves it and I am especially pleased because this brings honor to all of you as coaches-- it shows what a difference you make!