It is expected that all teachers will teach literacy - the reading, writing, speaking and listening - indicative to their content areas. Disciplinary literacy, as developed by Dr. Timothy Shanahan, is based upon the idea that literacy and text are specialized, and unique, across the disciplines.
We’re all “perimeter people” at one time or another. But, how can we help move our students to the center once in a while? With humanity, perseverance, compromise and acceptance.
As the Instructional Coach/Reading Specialist at a large urban high school, I’m in classrooms all day offering suggestions, proposing resources and learning from my colleagues.
The other day I was in a Science classroom, observing and supporting a new teacher. I wanted to learn ways to offer assistance, so I listened as she explained her expectations and instructions for the upcoming lab.
In 1999, my colleague, Julie, and I were asked to give the Commencement Address at the private school graduation. Julie and I were “Tutor Buddies”; co-tutoring students during our 5th hour duty. Heck, we even had t-shirts and a motto:
“If you can’t get help from us, get help somewhere.”
Fortunately or unfortunately, I have nothing good to say about standardized testing other than it exists.
In theory, I believe in it. As teachers, we need to have a baseline that can measure growth and can help guide our teaching. If a student does poorly on the section entitled, “Craft and Structure”, we can spend valuable time using research based strategies that demonstrate specific skill building within Informational Text: annotation, main idea and detail, summarizing, compare/contrast, cause/effect, and inferences.
I’m sure you know what this post will be about – the complete and total disrespect some students have for their teachers and the content.
Nope, not today.