Since I do not currently have my own classroom, I decided to reflect upon the strategies I used throughout my student teaching experience. Every day the students heard read-alouds from either myself or my collaborating teacher (CT). This would occur many times throughout the day including during snack time, reading mini-lesson, and while students were packing up to head home. During snack time and while the students were packing up the book was a "fun" book that didn't necessarily relate to the reading topic we were discussing in class. Three to four times a week my CT and I would meet with different guided reading groups. We would focus on one particular skill for the day and work with a small group of students. While my CT and I were meeting with guided reading groups, the remaining students spent the time reading independently on their level. My CT was fortunate enough to have a leveled library in the classroom and the students had the opportunity to choose books on their level they were interested in and read silently during this time. Many times students would ask for post-it notes to record questions they had or unfamiliar words to ask about after I was finished with a guided reading group. All of these strategies helped me assess how the students were progressing as readers and what skills still needed work.
I haven't had the opportunity to implement literature circles or individual reading conferences into a classroom yet, but I would love to try both of them. Personally I've completed literature circles during my undergraduate coursework and loved them and would be interested in seeing how younger students respond to them. During my student teaching experience I had the opportunity to visit several conferences and heard many different teachers using reading conferences as part of their daily routines and would love to try it out in my classroom.
Teaching writing was a personal struggle for me, however, I had an amazing CT that helped guide me in becoming an effective writing teacher. Almost daily we would do write-alouds. We would look at writing examples and talk about why the pieces of writing were good or bad examples. If an example wasn't very good, as a class we would work together to create a more interesting piece. Whenever students finished assignments in other subjects early, they were to work on unfinished work or write in their creative writing journals. This journal was never taken up or looked at unless the student asked me. We considered this to be many students creative outlet and private. The students in my classroom also participated in independent writing. Students had a clip with their number on it and they would move it to which part of the writing process the were currently working on. Many students would be in different stages of the writing process, but my CT and I constantly reminded them that it is okay. During the independent writing time my CT and I would look to see where the students were based on their clips and conferences with certain students to give feedback and suggestions. I plan on using all of these strategies in my own classroom since they worked wonderfully for me during student teaching.
I am glad you had a great experience with your student teaching! Did you teach in a primary grade classroom? It is great that your CT had a level library, I am trying to level my library right now and it is difficult and time-consuming. My students and I love using post-its but throughout the year, they started to use their journals more since they were writing a lot of thoughts on the post-its and they just aren’t that sticky. I love using reading conferences and feel that I gain the most insight to my readers during these times. I agree that teaching writing is a struggle since I did not observe writing with my student teaching experience. However, my class uses journals for all subjects but especially writing. My journals were a mix of private and creative writing. As an intermediate teacher, I wanted to monitor what my students were writing to make sure it was school appropriate. I like how the students were able to move their clip through the stages of writing since you stressed everyone moves at a different pace.
ReplyDeleteTiffany,
ReplyDeleteIn my student teaching classroom, we did not do a lot of read-alouds; however, I think they are vital to a students success in reading. I am so glad to see that you not only read to the students once a day, but at multiple points during the day. This time allows the students to hear a good example of reading as well as gives them a "brain break" because the book is on a fun unrelated topic. I also haven't seen or been apart of individual reading conferences. I would love to see one of these in action, because I think it is great to show the students that you are willing to work with them on a more personal level. This meeting may also enlighten you as to why they are having specific difficulty. Also, your use of writing in the classroom seems to be a great technique in allowing the students to interact with you and the writing strategies. Write-alouds allow the students to assess a sentence or story, while watching you make the adequate corrections on the board. It sounds like you had some really good experiences!