Involving Students in Their Learning

I involve the students in the awareness of their "tricky letters"; showing them ways that they can figure out the letter name/sound and involving them in monitoring their progress.

For example, I provide numerous alphabet charts and posters in the classroom that are always ready for any child to use. When a child does not know a letter name or sound, I direct them to an alphabet chart and provide thinking time. At first, the child will look at me and will want me to tell them the answer, but I just point to the alphabet chart (sometimes I model for them on how to use it) then I smile and wait. The children take great pride in figuring out the name of the letter or sound. Many times, a child will say to me or other children, "Don't tell me, I want to figure it out." And actually, now that they know how to problem solve, they get quite upset if someone blurts it out.

I always follow up with, "How did you figure that out?" and "Will you tell your partner (or group of friends) how you figured it out?" By retelling their strategy, they are reinforcing it for themselves as well as possibly teaching others.

The children take great pride when they can state the name of a letter or sound that they knew was tricky for them. Many times they say with a proud smile, "I didn't know that before but now I do." 

This year, the children have learned from day one that mistakes are "learning opportunities". I help the children celebrate mistakes by giving thumb-up or high-five when they catch their own mistakes. I let them know that we all make mistakes, especially me, and what's important is to try again... and with practice, you get better. They learned what to do when they get that "uh-oh" feeling...to take a deep breath and to try your best. It was reinforced with the Reading Workshop lesson on connecting it to the story, The Little Engine That Could. The children often say to themselves, "I think I can, I think I can". 

Another big factor in involving students to self-assess, set goals, and monitor their progress is educating the parents. I do this often through my newsletters and website. My fall conferences included the child and the conference became a parent/teacher/child conference. I had the students showoff their reading and writing skills. First, they taught (by showing) their parents how we do private/partner reading and at the same time I explained the skills/behaviors that the child was practicing. Then I explained take-home reading and how to reinforce the reading skills/behaviors at home. Then, students proudly got their writing folder and read one piece of writing to their parents. This allowed me an opportunity to model in front of the parents how I allow students to catch their mistakes to make their writing even better. I explained to parents the importance of sound spelling and allowing the child to "stretch" the word out and put down the sounds they hear.

So far this year I have noticed that the children are much more willing to take risks and problem solve. It is exciting to see their growth blossom before my eyes!

Learning and the Brain conference

I attended an amazing three day Learning and the Brain conference in San Francisco titled, Shaping Students Mindsets: Promoting Academic Attitudes, Persistence and Performance. I heard nationally and internationally known professors, psychologists, researchers, consultants, and educators speak about the science behind mindsets and how to create growth mindsets to boost motivation, persistence and achievement in students. Socio-emotional learning (SEL) and character traits along with the Common Core Standards are necessary for student success, yet implementing curricula that promotes and assesses SEL remains a challenge for many of us educators.

I'm excited to share the works of Christine Hertz and Kristine Mraz. They are primary grade teachers that have easily embedded NYTC reading & writing workshop, Arthur Costa’s Habits of Mind, and Carol Dweck’s growth mindset into their daily curriculum! WOW!! And they have written a book called A Mindset for Learning! Essentially they argue that it isn’t about adding a new curriculum to your already full day, but rather rethinking the curriculum you already have in ways that support flexibility, resilience, optimism, empathy, and persistence. It is not about doing some more, it is about doing something differently. It boosts learning and achievement for ALL students!

This book is made for educators! They balance theory and research (the what and the why) with practice (the how). The twelve chapters are designed to work in pairs. The first chapter in a pair focuses on theory, relevancy, and research and the second focuses on application and practice.

They have outstanding blogs too! https://kinderconfidential.wordpress.com/ https://chartchums.wordpress.com/ Amazing charts!!

I'm also following them onTwitter:   @christine_hertz @MrazKristine

ABC Tracer app

I LOVE the ABC Tracer app because it allows the students to work on their tricky letters. It helps them catch their mistake, identify what they did wrong, and then fix it! The children love to challenge themselves by trying to do their tricky letters without any "squeaky sounds" (mistakes).

Here is a child that knows they are successful with these letters because it applauds and advances to the next letter...

But then the letter "K" is tricky...

After practicing and becoming aware of his mistake...and was successful with the letter Kk!