Those First Few Weeks of School

I think parents, teachers, and students need to give themselves a little grace during that first month of school.

Have you ever turned down your music when driving in a new neighborhood trying to find an address?  What does music have to do with directions?

It is another input.  Another distraction when all of your mental energy is trying to focus.

My classroom is old-hat to me.  But to my new students? Everything is novel.  Where the pencil sharpener is, how I pass things out, procedures for lining up.  Literally, everything is new.  So many inputs. And, unlike the music in your car, there is no button to tune some of it out.

The first month is kind of nuts.  Take a breath.  It'll get better.

Cleaning the Classroom

The psychology of this is fascinating to watch play out in a classroom.  Kids are very different.  

Out of twenty kids, I will have 4 actively working... at not picking up or putting away anything. 

Another 4 are spending their whole time monitoring and being upset that other people are not doing their share and they have to give me updates (which prevents them from cleaning).  

There are the 4 who always need to use the bathroom the moment we start cleaning.

There are 4 cleaning but resenting the hell out of the 12 who aren't doing anything.

And there are 4 who happily make our room a nicer place for everyone.

Every Kid Needs a George

Our local NPR affiliate did a story on a recent study which showed that a third of 4th graders are not reading on grade level.  I listened for the first 5-10 minutes and then turned it off in frustration.  They started to go down the path of how our schools teach reading and why it has been producing this outcome.  The thesis was that, about 20 or so years ago, schools moved away from phonics instruction.

This is a popular notion right now as the education pendulum swings back toward phonics.  States are jumping on board the train.  Here in Utah, every K-3 teacher has been made to take part in a two-year program to get them on the phonics page – essentially, a college class for teacher’s evenings and weekends.

Underlying all of this phonics fervor is the mistaken notion that schools can instruct students into reading proficiency.  Contrary to the radio show thesis, I think schools made the mistake of thinking they could move students to proficiency without family involvement.  

It was about 20 years ago that I noticed a shift in the rhetoric at trainings and meetings.  If a teacher brought up strategies for how to get families involved with reading with students at home we were told, “We can’t control that, so let’s talk about the things we can control.”  Instruction of students became less of a partnership between home and school.  Over time, the responsibility shifted solely to the school.  A lot of parents took that as a signal that they could leave the work of educating their child to that building the child busses to each morning.  For many, education became a consumer item that one could write a check for and forget about. 

So, in a lot of American homes, kids just quit reading.  There is your third of students not reading on grade level.  The best instruction by the best instructors will not change that.

There is a slice of students who need intervention due to reading struggles… but, in my experience, that is not the issue with most underperforming readers.  These kids need time on the page and they are not getting it.  They need daily, one on one, time with an adult who reads with them.  Schools (for all of their best intentions) and states (with their expectations) cannot make up for that lack.

Let me give the example of George.  He was a (very) senior citizen who came to my former Title One school every day to read with kids.  He was not a reading specialist.  He was available and he read with one of my 6th-grade students almost every day.  

My student read at a 2nd-grade level.  She didn’t like to read because she was unsuccessful at it and because she was unsuccessful at it she didn’t like to read.  Most of my Title One students were stuck in this vicious circle.  Still, she was willing to read with George.

Over the months, her resistance to reading lessened.  She started carrying a book in her back pocket and I would catch her at recess reading under a tree.  By the end of the year, she was reading at a 4th-grade level.

Her success had nothing to do with my reading instruction (I had 37 students that year).  It was her daily time spent with a saint who somehow got from his downtown apartment to our building.  

Moving that struggling third cited in the radio show to grade-level is not going to come about due to instructional methods.  It will happen when our culture gets back to adults being available to read with kids.

Teaching and Tacos

I often hear people say, "Kids are natural learners.  They are curious.  Just don't stand in their way!!"

Ummm, no.  SOME kids are natural learners.  Some are curious.  Others would just like to watch TV and eat tacos thank you very much.

I know this because if I only did what I WANTED to do... I would watch TV and eat tacos.

But, I have the self-discipline to know that path would make me obese and lonely... so I do other things and go to work.

Now, what is true is that most American classrooms are not meeting most kids' needs.  Some kids excel in academic disciplines.  They love bookwork.  They love to write.  They love to solve equations.

Others prefer movement.  They want to be outside.  They want to tear things, twist them, bend them, throw them.

Some folks love to be with people ALL DAY!  For others, an hour or two is MORE than enough.

Some kids have been reading voraciously since they were two.  They walk into 2nd grade on Harry Potter 4 and are starting to worry about what happens when they finish Deathly Hollows at the end of the month.

Others come in hoping that since they got through an entire Clifford book this week, they might be excused from reading for a while.

In our system, the Potter and the Clifford reader go to the same class because they have hit that magic age of 7.  Yes, ladies and gentlemen... your child's core curriculum for the year will be set, not by their motivation, not by their interest, not by their present level... but by how old they are.  

We just toss them all in together and wish those teachers the best of luck.  🙂

Prayer in School

In America, some people of faith experience frustration because they believe religion is not allowed in our schools. This is because they do not understand that there is a difference between allowed in and promoted by.

My students talk about religion frequently. They sometimes pray over their snacks. They occasionally read their holy books.

Nevertheless, some people desire for me, as a teacher, to lead my students in prayers and scripture readings. More specifically, prayers and scriptures from their tradition.

Reasonable people from every faith tradition understand why this would be problematic. I have students who come from a variety of faith traditions and some from no tradition.

I support every student in my classroom. When people of faith ask that I promote their faith tradition in class, they are asking me to break the neutrality that allows each student to feel supported by me.

I had a number of traditions represented in my class this year. None of the children knew where I stood. They all felt equally supported by me. Please do not ask me to take sides.