Dear+Dr+McKool

Dear Dr. McKool,

If I sat down and began to write everything that I have learned and developed a belief about this semester, you may have a book that’s thicker than Fountas and Pinnell’s. However, I decided to pick out the most important details. From this semester, I have learned that I believe in a student’s right to choose, that students should read and write everyday, that teachers must model reading and writing, and in the power of motivation.

I believe that students have the right to choose what they want to read. Donalyn Miller talks about how effective allowing students to have flexibility is. It is very easy to discourage readers by allowing them to be frustrated. When this happens, students are likely to lose interest in reading forever. If a student is interested in a book, they will be more likely to read it, think about it and discuss it. Having discussions about books allow for open-ended thought about different opinions between students. We experienced Literature Circles during ELD 308 and I think this is a fabulous way to discuss literature. I always looked forward to discussing things with my group, and I didn't neglect reading the assigned chapters because then I knew I wouldn't be able to add to the discussion. Also, I know that I enjoyed reading this book because I was able to choose it from the others.

Chapter 16 of Fountas and Pinnell's book extensively explains the details of how to choose literature books and how to discuss the books in heterogeneous groupings. The texts should "'Teach' and 'Stretch' students' learning," (Fountas and Pinnell 263). Groupings are meant to develop students' love of reading, rather than only having students read for instructional purposes. During this semester's field placement, my cooperating teacher employed discussion promts like Fountas and Pinnell do. Examples include: "Can you say more about that?, What does that remind you of?, That makes me think of, I think the author is trying to say ___," (Fountas and Pinnell 270). By providing the students with prompts, they are more likely to have more productive conversations that lead to in-depth analysis of a text.

When conforming to the three block framework, students will have opportunities to read and write everyday. Reader's and Writer's Workshops allow time for mini-lesson instruction as well as independent reading and writing. Although Fountas and Pinnell suggest sixty minutes for each block of framework, that is not always realistic in a classroom. So, I would adapt this framework to fit the time constraints in my classroom.

From my field experience and from our class discussions, I have gained a better idea about modeling during lessons. When teaching science, you want students to be guided to find out answers. However, Reading and Writing have very specific rules and techniques. In order for students to understand what you are teaching them, you must have an accurate model of how to use the rules. Then, once they see the model and have a bit of guided practice, they will be able to explore on their own. They will be able to create their own writing/reading techniques based on what you have instructed them.

Another very important thing I have learned from both my field experience and our classroom discussions is the power of motivation in a classroom. Donalyn Miller motivates her students through choice and interesting books for each student. Also, she tells us that you must believe in your students and force them to believe in themselves. One way of doing that would be to set high expectations and help students know that they will reach those goals. In order to meet all the needs of every student, you must get to know each student and find out the different ways that they learn.

In my 5th grade field placement, I have been working with a student named Jane. She has been struggling in math, so I have worked with her several times throughout the semester. I understand that I am novice, but I wanted to find out more about her and why she gets poor grades on tests and homework, but then is able to complete the problems with me - even though I typically don't say anything during our interactions. I asked her, "What do you think is different when you do corrections with me than when you complete problems on your own?" She said that she gets frustrated and "freaks out" when completing problems on her own. Also, she noticed that I always make her use all of the space she needs on a piece of paper. She mentioned that the two of us always talk through the problems. However, I pointed out that I usually don't talk, but she is the one talking it out. We discussed the importance of thinking aloud. Then, we decided on three main points to remember when doing math. I taped a sticky note to her desk with the three main points on it. All it said was, "scrap paper, think aloud, relax." I signed it and put a smiley face on the bottom. I was hopeful that I had helped her and she seemed confident. When math period came around later that day, she started on corrections of the homework and I observed her look at the note, get up to get scrap paper, and quickly begin working on her problems. I was inspired seeing her benefit so much from three little points on a sticky note. I'm obviously not in the classroom for the rest of the semester to see how it worked out, but I immediately saw the benefits of getting to know a child and forcing her to believe in herself.

From this experience, from Donalyn Miller and from you I have learned so much about what it is to be an inspiring teacher. Students have the right to be cared about and to be pushed to read and write everyday. They have the right to choose their own literature and the responsibility to be accountable for their conversations. I have completely turned around my beliefs and understandings of being an effective teacher. I am excited to continue learning and become successful in my Student Teaching placement.

Thank you for everything,

Ali Haugh