And it seems to me -- inescapably -- we're going to have to find a way to reflect and respond -- in writing!! It's so hard to keep journaling even on the table during those first weeks of school, much less front and center. But Ellin hasn't developed her thinking by "keeping her nose to the grindstone" and "efficiency" and "working harder" and all these things that are overwhelmingly tempting when we have too much to do. It's almost as if the more we have to do, the more essential it becomes for us as professionals to slow down, step back, give OURSELVES think time, and try TO UNDERSTAND. No matter how much we increase our "skill" of teaching for understanding, the truth is, we can come to it ourselves only by understanding--that which comes from looking inward. I am SO READY to be rid of "time on task" - for kids and for those who live among them!! The hamster spends a lot of time running, but he doesn't really have anywhere to go anyway.
> Date: Mon, 21 Jul 2008 17:26:48 -0700> From: [EMAIL PROTECTED]> To: > understand@literacyworkshop.org> Subject: Re: [Understand] inspired> > I > agree, Jennifer. I think keeping track of what it looks like in our > classroom when we understand is a great idea! I know during the first few > weeks of school, we read some pretty powerful picture books. Making time for > a discussion of what we feel and what we think after delving deep into a book > would be great - and definitely recorded on a chart that we could return to > as the year progresses.> I don't know if we've discussed this on this > listserve already, but I had the most amazing opportunity this year to > co-teach a lesson with Ellin in my classroom. We had about 40 or 50 > observers, and afterwards, most of the talk was about the wait time that > Ellin uses. I could go on and on about this - but, in a nutshell, I know > this is a key factor towards moving our kids towards deeper thinking. If we > want our kids to dwell, to be fervent, to converse..... all of this takes > time, right? So I know one of the biggest changes in my classroom this > upcoming year will be to SLOW DOWN!> I'll keep thinking about this, too. > Can't wait to hear everyone's thoughts on what this may look like in your > classrooms!> Dana > >>>> As the school year draws near I have been pondering > how I am going to live differently (and teach differently) after completing > this book. How is my classroom going to look different this year? What can > I be intentional about in the first weeks of school to ensure that I am > teaching and modeling the dimensions? What minilessons need to be > incorporated to improve what I already do in setting up my reading > classroom?> > Has anyone else had these ponderings? Any thoughts?> > Andrea> > 4th Grade> San Antonio, TX> > > > > > _______________________________________________> Understand mailing list> > Understand@literacyworkshop.org> > http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org> > _______________________________________________> Understand mailing list> > Understand@literacyworkshop.org> > http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org _________________________________________________________________ Time for vacation? WIN what you need- enter now! http://www.gowindowslive.com/summergiveaway/?ocid=tag_jlyhm _______________________________________________ Understand mailing list Understand@literacyworkshop.org http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
