These chapters provided a lot of needed information for me. I really enjoyed reflecting on the use of mentor texts and my mini lessons. I have already found that creating a common language in a classroom is pivotal in helping create a space for the right conversations to happen. I need to make sure I am modeling and explicitly talking about a writer's language! By doing this, my students and I will be able to have more fruitful conferences. I also think that by having this common language and my other students observing each other's conferences will help each writer grow. I have found that students often take a lot of their tips from other students while I am complementing their choices as a writer.
I really enjoyed reflecting on the use of mentor texts and my mini lessons.I also have found that mini lessons on mentor texts can happen all the time! Sometimes some of my kids most interesting questions during a read aloud can serve as a mentor text. For example, if a student asks why pictures in a book are in black and white, I can use that as a time to talk about a choice the author made. Anderson made a lot of points about mentor texts that cemented them in my mind as a great tool to use for especially our earliest writers.
Additionally, am I putting my students first during conferences? I usually have them come to my table but that isn't putting them first and is also putting all the power in my teaching station! Dr. Fisher taught us a lot about positiionality in a classroom and I am choosing what is easiest for me over what's best to make a comfortable writing space. I feel like after reading these chapters I am especially ready to have my kids writing anywhere they want in the room. I can move around and meet them to conference. I am excited to put these points into action right before our break!
Having students choose a space in the room is so powerful!! During writing block, my kids are all over the place - sitting on the carpet, sitting under their desks, curled up in corners. It's probably not what some people would love to walk into but it works for us! I also have certain areas of the room that are designated for peer editing sites. Having those students in the same area every day not only helps me keep track of where people are in the writing process but helps with management. I know that those kids are talking during writing time because they are working together to edit and revise their papers.
ReplyDeleteI LOVE what you were saying about using read alouds as mini-lessons. One of the areas that I need to work on is my mini-lessons and reading about how you guide your students' thinking when they are questioning author's decisions helped me think more deeply about my mini-lessons!
Kelsey F
Margaret,
ReplyDeleteIt sounds like you are taking away a lot from this book which is awesome! I have definitely thought a lot about the common language I am creating in my classroom and how that impacts the students in all subject areas. It is amazing to see how a common language can really bring a group together and help our students.
I also love how you talked about positionality - this is definitely something that we need to think about as teachers who are trying to do what is best for our students. I know I catch myself wanting them to be in a certain area when when I think about it, it really doesn't matter. I am eager to hear how everything goes over the next month!
KM
I also got a lot from these chapters, especially the part about modeling writer's language - I don't think that this comes as naturally for me when compared to my modeling of reader's language. I love your idea about using students' questions as a moment to talk about author's choices -- that's genius!
ReplyDeleteYour reflections are very similar to what I have been thinking about, especially when it comes to our positionality as teachers. I find it very comfortable to sit at my table and have students come to me to confer, but as you have mentioned, I haven't been putting students first in this situation. I have put my laziness and my comfort before the needs of my students. So thanks for calling that out and paying attention to these important aspects of our conferring!
Margaret,
ReplyDeleteWhat a great opportunity to honestly reflect on putting out students first. When you spoke about positionality, I immediately had to think of the seating arrangement in my classroom and how it offered students an opportunity to zero in on conferences and learn from and support each other. I also love that you see the importance of using student's questions to guide conversation and ultimately serve as mentor texts to create teachable moments. Thanks for providing a closer look into your perspective while reading these chapters.
Tenagne