So this past week we had an early release day and the second half of the day was for teacher workshop. We spent it as a staff reviewing the NECAP scores from earlier this year and looking at the areas our kids did well in and the areas they didn't. We wanted to know if the areas they did poorly in were areas we just weren't covering or maybe weren't covering enough. As a first grade teacher I was intrigued by the assessment and looking at some of the questions and how our students fared. I was completely surprised by the fact that the questions done most poorly on that we viewed were simple questions about vowel sounds. It was asking students to pick the word in the list that had the same vowel sound as the word given. I was so surprised that 3rd and 4th graders didn't know their vowel sounds. I am quite sure all of the kids in my room know them. We chant the "5 most important letters in the alphabet" as I call them everyday. We talk about how just changing one of them can make a whole new grown up word. That we really have to pay attention to the sound that we are making and hearing. They know these 5 letters are called the vowels. At this point in the year when I say, "It's time to chant the 5 most important letters in the alphabet, the...." I get a groaning response of, "vowels" because they all know them. I wonder if this wasn't done with this group or where do they lose this basic knowledge in the older grades?
At this same meeting our principal suggested trying to work the specials schedule so that next year there was a common literacy block in the morning for the whole school for as many days a week as possible so that we could blur the lines of the classroom. The idea he had was that we could use this block as a way to shift kids around to different teachers with their own expertise in a certain area of literacy and teach those kids that need that kind of instruction. We had a few who didn't think 4th grade boys, who already feel down about themselves, would appreciate being in the same room as a 1st grader. That it would make them feel even worse. Others I could tell just didn't want that "floating" classroom idea of students coming in and out based on need. My angry questions in my head when listening and observing this was, "Do you not care about the education of kids? Are you so scared to change your routine that you would rather teach these kids less so you are comfortable in what you are doing? Be the ADULT!" For those 4th grade teachers I understand their concerns, but you could use those 4th graders to teach the 1st graders the skills that they also need to improve on. They would learn it more deeply and the 1st graders would be learning with their buddy and not even know it. Are their risks and kinks that would need to be worked out...sure. There always are, but you have to start trying.
Again I go back to my recurring question it seems, "What is it going to take to make the change?" Does it take a principal not willing to hear no? Does it take the right kind of staff to make the change? Why do we wait for those "right" people? Where is common sense? Why does the fear of change grab a hold of the mind more than the greatness of change?
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I think it will be hard for those 4th graders at first, but by the time those 1st graders are 4th graders it will be a routine and most likely a positive one. We are afraid of change because it might make someone unhappy. We need to look ahead and see the positives!!!
ReplyDeleteChange within organizations can be very difficult and it's almost always the teachers in schools who resist these changes. I think that in order for change like this to occur, you need a knowledgeable and progressive administrator who is committed to the change, a reasonable plan or time frame to implement these changes and buy-in from the teachers who will be carrying it out.
ReplyDeleteHow do you get teachers to buy-in? That's the tough part. It seems as though looking at data is the first logical step. Another may be asking all the teachers (or the teacher leaders in a school) for alternative methods of improving instruction and presenting these options. Lastly. a data team or sub-committee would provide an opportunity for buy-in.
Ultimately, I believe that it comes down to leadership within a school and a commitment to always look at ways for schools to improve.
Fallyn and Ben's comments here are very helpful. The culture of most schools is status quo...NOT to change things very much or expect people (teachers or students assuming new roles or acting in ways they have not in the past).
ReplyDeleteIt is a matter of changing the culture of the school...for example...we'll try out different ways of doing things even if it makes us uncomfortable. A principal who leads and is supportive of those who step out in front.
And ultimately, having the majority of adults in the school willing to try out new things.
Isn't it ironic that we work so hard to keep things as they are in schools (the schedule, the format, the curriculum, and more) and yet we are always frustrated because we see the status quo as inadequate?