Why is the first reaction to criticism rejection? It’s this automatic reaction to save our prides. It stings worse when you’ve actually made an effort.
I checked my email to see if I got comments on my guided reading lesson plans. Occasionally there are a few formatting slights or material presentation misprints and sometimes I’m lucky enough that I did it right. But today there were more comments than the first time I wrote my plans back in September and it was unnerving realizing I had to edit twelve lesson plans. It’s hard enough to write that many in a week with deadlines of subject lessons plans and homework creation. My mood soured.
Since the last testing round, guided reading has changed in our school. While in the long run, once we teachers have fully grasped all the changes and have well-oiled implementation, our scholars will fully benefit from the change in style that allows them to learn to read while increasing their schema, right now we teachers are in the same boat as leadership. The information that is coming down to us is in a narrow pipeline and with no exemplary model to follow, we try and fail and get a thousand edits that leave me with more questions than answers. What am I doing right?
Our school has an education consultant who makes the trek from Brooklyn to Plainfield to help fortify the foundation of our school. A lovely lady she works with each teacher one to one listening to their questions and goals and then assisting them in improving their outcomes. Apparently what I gathered from our discussion from our meeting earlier this week was misinterpreted; I accepted the tip of the iceberg as the whole rather than delve into the frigid waters of the big picture.
We start our reading with a text presentation, a hook question if you may, like the one I started with at the beginning of this entry. Over the last few months I’ve been told to do it differently: from writing an engaging question that opens a discussion to asking a yes/no question that scholars can answer by showing a thumbs up and down to. Now to promote more usage of schema – which is much needed – I thought the consultant wanted us to present the text’s big picture in the question. For example, if the leveled reading book is called Banana Sometimes and on each page there is a pattern in which readers are told what bananas sometimes look like, it is best to create a hook based on. Thus to my scholars I asked, what do bananas sometimes look like? I let them talk to their partners before they shared out and then I was able to tie in their answers to how the book would read and what the book would tell us about bananas.
Wrong. Apparently, the big picture is much bigger. In the case of the aforementioned text in which a boy is playing with his banana as a boat, phone, spider, fingers, pencil, he is really using his imagination to pretend what the banana could be. Thus, my opening question should have been about how my scholars use their imagination to play with – a pencil. Then I would take their experience/replies and connect it to the book’s big picture to allow for a growth in schema by comparison of practice and told by story.
I get it. I understand it. But I was looking forward to my Thursday night with no work to do. Because every night I come home and I have some preparation to do, some email to answer, some plan to write. When you’re a teacher, you can try, but you can’t really turn it off. There’s just too much to do.
And today that made me want to scream. Because if the edits were given sooner, if I had prep longer than twenty minutes, if there was a quiet place for me to think during my prep, if this distinction was made clear before with a model, if if if if if if.
I still have to get it done. But I was told by tomorrow afternoon so I chose not tonight. Even though I haven’t stopped thinking about it.
Tirelessly I try to exceed expectations and face responsibilities with optimism, but I’m stifling the kid inside of me. And she’s banging on my heart to get out. The devil on my shoulder whispers for me to look for a mundane 9 to 5 ticktock workplace, but the kid in me ignores that. She just wants me to remember the fun parts of work: the challenge of coming up with sentences that the scholars can read and have sight words, finding new ways to make lesson plans engaging with videos and stories and hands on activities, doing arts and crafts to make classroom decorations, laminating for literacy centers. Still teaching related but sometimes the brain wants to follow the heart.
Let it. What good are you to anyone if you are dead at heart?