Finding the Right Balance

Texts:
Readicide by Kelly Gallagher 
What Matters: Meeting Content Goals Through Cognitive Reading Strategies with Canonical Texts - Mary Styslinger, Julianne Oliver Ware, Charles W. Bell, and Jesse L. Barrett 
When Kids Can't Read - Kylene Beers 
Bridging English - Milner and Milner 


Say:

For starters, I love the focus for this week: finding the right balance. This is important to me because as I read different theories and begin to develop my own understanding of my educational philosophy, I am coming to understand that it is a balancing act between everything I'm learning. I tend to be a cynical person when I hear someone say they are a one type of theory person because I do not think that translates well into the classroom. Plus I am cynical towards things that present themselves as the popular trend in education. I loved Gallagher's article because I felt like she really hits home to the challenges teachers face with teaching the classics and she seemed to have a very practical or realistic perspective for what works in the classroom. I loved the idea of finding the sweet spot in teaching a classic because we've all had those teachers that either under taught or over taught a particular text. In a class where students will role their eyes at the sound of Shakespeare, I appreciated that she stood up for the cannon and I think it is important for us as English teachers to show that love or appreciation for canonical texts. I also appreciated that her goal was not to convince students that classical texts were best thing ever; however, her goal was for the student to obtain something valuable out of the text. I think it is important for teachers to put the students in a position to discover something valuable, whatever that may be or however that manifests itself.  One thing that I found interesting was her level of guidance when it came to giving the students the lens in which they read that day. I thought it was interesting because I fear that giving students the lens to look at something will hinder their ability to look for themselves and find things on their own; however, I think this is a great way to start especially if you have students struggling with reading. I thought a lot of her activities helped to develop reading skills for both proficient and struggling readers. Throughout the article, I saw how much she modeled for her students as well as reflecting on the power of her role in the classroom. As a teacher I want them to become independent thinkers and learners; however, I have to acknowledge that they need assistance and my help to guide them which is a really powerful and amazing position to be in! The strategy and importance on modeling was also talked about in Beers and the What Matters article. I think modeling the reading process is such a simple thing that teachers often forget, but it can have a real impact as to whether or not students understand that process of wrestling with a text. Even though the teachers were teaching different texts, they all employed some modeling and visualization strategy. As a proficient reader I realize now how much I rely on my ability to picture what is going on in the book and it is sometimes hard for me to imagine not doing it when I read; however, I've seen students struggle with this in the classroom. I like the visualization strategies used for teaching drama and plays. Towards the end of the article, they noted that focusing on too much strategy can be a little crazy when students just want to move on. I've personal heard students complain about stopping so much for discussion or for comprehension. I know teachers are trying to make sure the students are getting it; however, I do think there is merit in sometimes waiting and allowing students to just read it. The article also talks about metacognition in which we get the reader thinking about their own process. The pre, during, and post reading strategies that Beers illustrates can all adapt themselves into helping the struggling reader become aware of his/her process. I think teachers will always struggle with finding the right balance because that balance is dependent on something that changes day to day, class to class, or even student to student. Even though it is hard, I believe that if you make that attempt at balancing by using a wide variety of strategies, genres, and critical theory then it can be very effective for your students. 



Say:

There are a few pre and during reading strategies that I liked from Beers that I would like to implement one day. I liked the probably passage idea, especially for poetry or a short story. Before reading the story, I would give students a list of words that relate to the story/poem and then have them use the template to predict, pose questions, visualize the many possibilities of what the story could be about. I also liked the during reading strategy say something because it could be done in pairs and works well with getting them to think, predict, or question while they read. I would also use this as a way to scaffold them into becoming more independent questioners, meaning that the questions or observations discussed would drive some of the whole group discussion instead of me guiding it! 

I had students look at pictures and then start to question, predict or guess the main idea/point of the picture. I thought it was great how the students were bases it off of their own views or feelings; however, they started to analyze and use those questioning and predicting skills. This is an artifact from one of the students!