Classroom Management

Classroom management is potentially the most difficult part of being a teacher.  You have to be able to work well with the class while maintaining a level of respect from teacher to students and students to teacher.  This does not have to be a hard task as discussed in the readings.

Pinnell focused on what a teacher can do.  Teachers can learn about learning.  They can learn about how students best learn and what works for their classroom.  My favorite advice from Pinnell was to take time to build a community.  The students should feel comfortable working together and sharing ideas with one another.

In Allington's article, he discussed the stereotypes of education.  People think that students are not receiving the same education that they used to.  Allington stated, "It is time to reject the notion that only a few children can learn to read and write well."  All students can learn.  All students have the ability.  So as teachers, how can we make sure that we are working with students to best meet their needs?

The idea above includes Attention Grabbers that can be used to maintain the students' focus in the classroom.  This is a great way to build the community while still managing the classroom in an appropriate manner.

Do you have any other ideas for how to best manage the classroom?

Assessment

In Rubin's article, he states, "The mandated tests tend to give a snapshot of a child's ability, whereas use of a variety of assessments gives teachers a more comprehensive portrait."  Rubin discusses the importance of using multiple forms of assessment with the students.

My favorite was when Rubin discussed using three different periods of assessment measures: during independent reading time, instructional time, and times of frustration.  By evaluating the students during these different times, the teacher will be able to better assess the student's overall fluency, literacy, and reading level.

In the above assessment, teachers can use a simple worksheet to review student's reading.  Rather than writing negatives, teachers can suggest goals for each individual student as well as distinguish their strengths.

By using many ways to assess the students, teachers can get a better, fuller understanding of their comprehension.  How as teachers can we monitor this more and make sure we are fully assessing students in the most fair way possible?

Guided Reading

After reading Veronica Hanke's article, "Guided reading: young pupils' perspectives on classroom practice," I learned about the importance of guided reading and how best to address it within the classroom.

"Although there are explicit rules to learn about behaviors associated with books in guided reading lessons, there were also implicit rules about interactions between pupils and between teachers and pupils."

As indicated in the article, most teachers address guided reading by having time for the students to meet in small groups.  Each student is given the same book and the teacher is able to walk through the text with them.  The nice part of being in small groups is that the teacher has the ability to create the groups based on reading level.

If the teacher's schedule does not allow for time to meet with the students in groups, there are many ideas of how to include guided reading as a center during rotational time.  On Pinterest, I found a great idea:

For the "Roll & Retell" activity, students roll a dice to see what question they must answer.  This activity would be great for groups of 2-3 students.  They can pass the dice around and take turns discussing the book they read.

Guided reading is essential in fueling student's literacy, but also a great opportunity for students to work together in team building activities and build social skills.  If you are a teacher who is dividing the class into small groups, how do you make sure that all the students are contributing equally to the group?  My concern is that one student might talk the whole time while another may barely contribute.  Also, if you did a guided reading activity like the one above for a center, is there a way to organize the books so that students are choosing from the most appropriate reading level without knowing that there is a system to classifying the books?

Vocabulary and Read Alouds

According to the National Academy of Education, "The single most important activity for building the knowledge required for eventual success in reading is aloud to children."

Why is reading aloud so important?  Lane and Allen's article discusses creating a classroom that fosters an environment of proper word use.  The article discusses modeling sophisticated vocabulary use.  One way to do this in the classroom is when reading aloud to students.  As a teacher, the students look up to you and want to model what you do.  Therefore, if you use sophisticated vocabulary and display the proper ways to read a text, students will pick up on this and want to model your behavior.

The picture above shows "whisper phones" made out of PVC pipes.  This would be a terrific activity for a center so that students can practice reading aloud while also working alone.  This individual activity may be more comfortable for the more shy students while also allowing everyone a time to practice using their reading voices.

Is vocabulary important in the success of students' literacy?  Yes, by enhancing a student's vocabulary, the student's reading ability is positively effected.

In Blachowitz's article, the author discusses ways to teach vocabulary.  One simple way is to increase the number of books available in the classroom by providing a wide variety.  With this variety, students will be able to learn new words through the incorporation of unique texts into their daily reading.

I want to know what my blog readers think...
1. With the structured curriculum teachers are required to follow, how can we incorporate reading aloud into our daily schedules?
2. Are vocabulary quizzes the best way to assess student's understanding of vocabulary?

Comprehension and Think-Alouds

What does it mean to comprehend?  Can you read the text and fully comprehend its meaning?  Or can you just think about the pictures and fully comprehend its meaning?  No.  In order to comprehend, you must do both - read the text and think about the text.

This activity is called a "Reading Salad."  Rather than just telling your students that you have to think and read, show them.  This demonstration will help them understand that comprehension is a combination of both.  

http://www.readingresource.net/strategiesforreadingcomprehension.html

On red note cards, write 'text.'  On green note cards, write 'thinking.'  As you read aloud to the class, have two students volunteer to each hold a bucket.  Each time you read the text, have them add a red note card to a third bucket.  Every time you stop to think about the text, have them add a green note card to the third bucket.  At the end of the story, look at the reading salad that the class created.  Have a conversation with the students about how reading is a combination of both reading the text and thinking about the meaning behind the words.

In Pardo's article, she discusses what leads to comprehension.  Comprehension is influenced by the interaction and transaction of information between the context/setting, reader, and text.  She recommended that teachers support their students' comprehension by doing the following:

• Teach vocabulary words.
• Teach decoding skills so students can read the words quickly.
• Build knowledge of topic prior to reading.

In Cunningham and Allington's text, they wrote about a technique titled, "The Oprah Winfrey Interview."  This technique allows for students to think aloud with one another and build comprehension.  For the interview, you set up a "show" setting and allow a couple students to sit up front like the guest stars.  Ask a few questions that allow for discussion such as what was the problem, why did this happen, etc.  Then ask the other guest star if they agree.  This allows for the two students to share ideas and think-aloud about the text at hand. 

After reading the articles, I still have a couple of questions.

1. Can students still benefit from reading aloud discussing the text with one other?

2. If comprehension is necessary for students to succeed in reading, how can you assess to make sure students are comprehending the text?  Is an Accelerated Reading (A.R.) type program best?

Making Words

How do you build word knowledge?  Is it by handing a student a dictionary and saying learn all these words?  The answer is no.  It is not that simple.  Building word knowledge takes time, but, if taught effectively, it can can work great for students.  

In Patricia and James Cunningham's article, they discuss lesson planning and ideas for activities involving making words.  One idea they shared was to give the students an assortment of letters.  From these letters, the students have to build as many words as they can.  

For example, you give them the letters C A W T P.

They respond with: cap, cat, pat, paw, tap

By giving them the opportunity to build words themselves, you can assess and see how wide or narrow their word knowledge is and check for false words (for example, taw is not a word).

In Ruth Yopp and Hallie Yopp's article, they presented another great way to work on making words with students.  For the lesson, you have students read a passage and ask each student to pick out the ten most important words.  This will allow students to work on focusing on the key points throughout the text while also building their word span.

One idea I found that seemed like a great lesson plan is called Word Family and pictured below.  You could do this with any objects so maybe a spider with multiple rhyming legs for Halloween or a snowman for the winter.  The teacher provides the base letters, like -all below.  Then, the students must list as many words as they can that have those same base letters, like call, fall, tall.

http://www.pinterest.com/pin/244249979763423466/

These all seem like great ways to teach students how to make words.  However, when I was younger I mostly remember singing rhyming songs or laughing with friends as we tried to create silly words that rhymed with one another.  What about you?

1. Do you remember playing rhyming games when you were younger and trying to create words?

2. Does it help when creating words to know how to make them rhyme with one another?

3. What were some techniques your teachers used to help you when you were first learning to make words?

Wide Reading

Wide reading is reading a ton.  It is a contrast to narrow reading.  In the classroom, give students time to read.  Allow them to read different books like maybe articles from National Geographic or biographies about historical figures.  At school, teachers can promote reading by offering fun reading events.  In my first grade class, we got to bring our sleeping bags and go "camping" in the classroom. We were able to spread out and read whatever books we chose for a period of time.