Blondell Hardy Blog Post #2 The Habit of Kidwatching

 

Blondell Hardy’s Blog Post # 2:

The Habit of Kidwatching

By:  Timothy O’Keefe

Mr. O’Keefe presented several key points on kidwatching that are important. One of the most valid points included his definition on kidwatching, “learning to see what’s there and using that information to make a better classroom.”  I find this to be especially true as I observe the students in our classroom. I’m able to use my kidwatching notes to drive the instruction for planning in small and large groups.  

I also like how O’Keefe said kidwatching has the ability to push the curriculum forward into new and often unexplored territory.  Often times I find the instruction in our classroom being kid driven.  As the students become more comfortable with sharing and taking ownership of their classroom, I find that we are able to go deeper into the subject matter.  A prime example of this was last year when several students used technology to make oral reports on animals.  I discovered that a few of the boys were interested in dinosaurs and aquatic animals.  After a little research, I found an excellent website that allowed them to explore the habitat, diet, and other key points of interest on these animals.  They absorbed this information and was eager to share their findings with their classmates. 

The final point I connected with from the article was how sitting with a child and watching and listening carefully maybe the best thing we can do as educators to get to know our students as readers.  By doing so, I’m able to give feedback to the student to help him/her grow as a reader.  I’m also able to use these same notes to enhance the curriculum as a teacher.

Casey Lyles Blog Post #2: Routman Chapter 12- You Only Have So Much Time

Routman’s Chapter 12, You Only Have So Much Time, is a chapter that all educators can relate to. Between new standards, curriculum changes, testing, etc.  teachers are constantly struggling to find the time to squeeze in all that they need to teach and do.  Routman stresses that we need to make time for ourselves as teachers and not feel guilty if we leave school at a reasonable time to spend time with our family or catch coffee with friends.  We are better teachers if we take time for ourselves and not let ourselves become burdened with grading papers or creating amazing lessons.  Along with taking time for ourselves, Routman makes many implications for the classroom and how teachers can best utilize the time given in a school day to teach and assess students.  It is important that teachers use their best judgment and experiences to help them when planning lessons and activities.  Teachers need to exercise common sense and good judgment and understand that program manuals and teacher guides are at best resources and do not have to be followed exactly as presented.  You have to do what is best and most appropriate for your specific group of students.  Some more strategies to help with time management is to make ongoing evaluation part of every literacy activity, keep work simple, keep a lively pace, use transitional periods as teaching time, make resources in the room useful and easy to access, reduce interruptions, reevaluate time blocks, etc.  We as teachers should continue to evaluate how we use our time.  First and foremost, we must do whatever we can to ensure that our students love learning. Routman states that we all invest more energy when a task is pleasurable.  Focusing on strengths is the best way to learn anything.  Kids will not be joyful when learning if we are not setting a joyful example.    

Beth Sullivan Blog Post #2-The Habit of Kidwatching

As I read this article I could relate to so many of the points that O’Keefe made.  Early in my teaching career I also had pages and pages of anecdotal notes on all of my students.  I had lots of information on each child but the information was scattered and disorganized.  I was always afraid I would leave something important out so I wrote everything down.  It is impossible to write everything down and then keep up with everything!  I currently use a clipboard with class rosters and checklists that help me keep track of specific information that I am looking for as well as student conference notes.  I also use conferencing and assessment notebooks to keep things organized.  Now the notes that I have from observing and conferencing are organized and can be used to identify student strengths and weakness which is essential when planning instruction.  I agree with the author that record keeping is a constantly evolving process. 

I love the term kidwatching and Carolyn Burke’s idea that kidwatching is “learning to see what’s there and using that information to make a better classroom” (1991).  Kidwatching is also a very large part of assessment in a kindergarten classroom.  I found the section of this article on coaching very informative and helpful.  As I implement independent reading time with my kindergarten students I want to be sure that I am meeting the individual learning needs of each student.  I love how the author stressed that sitting, watching and listening to our students is the best way to get to know them as readers.     

     

Michelle Lanford -Post 2 : The Habit of Kidwatching

     As I read the article, The Habit of Kidwatching, I began to feel more comfortable with the idea. I have always done this sort of thing, but never really wrote it down mainly for lack of time. Or if I did keep the records, it was for those students that you just have to have documentation on for behavior reasons.  I can see how keeping simple records can help a teacher see patterns in a child’s behaviors as a reader and otherwise. I also see the value in keeping records on all the children, not just the more challenging one, and recording positive things that are noticed.  I was glad to read that the records kept can be very informal and short. I think it is also important that there is really no right or wrong way to record kidwatching. Teachers come up with the system that works best for them. I like the idea of just using a roster to be sure that you are getting to each child after a certain point. I am going to try recording something about each child each day as suggested by O’Keefe. I agree that just a number or letter on a test does not really paint a picture of the whole child. I also think these records would be great to refer back to in parent conferences. 

Michelle Lanford Post 1- Routman Chapter 3

While reading chapter 3 I honestly felt a little at a disadvantage. I did not grow up loving reading. I am still not an “avid reader” by some definitions. Let me explain that…I read a lot and I read often. I have always been very interested in literature that is more of the nonfiction nature. I have read the newspaper for as long as I can remember, I loved reading magazines as a child, and still today I read every professional development book and article I can get my hands on. That is probably why I already have a copy of the book Reading Essentials in my personal library.  At some point, I picked it up thinking that it would help me as a reading teacher. If I go into Barnes and Noble, I go straight to self help books, education books, or nonfiction children's books. Although it may happen on a rare occasion, I am not the girl you will find sitting on the beach reading a novel off of the NY Times Best Sellers List. Routman suggests keeping your own reading journal or a list of favorites. I am not sure how my list would look. Maybe… The Greenville News, an article in Sports Illustrated, articles and information on the website for Whole Brain Teaching, parts of The Daily Five, parts of The Café Book, The Energy Bus, Owning a Golden Retriever, Guided Math in Action, Dr. Nicki’s Math Blog, parts of the Clemson Football Program, etc. These are just a few of the things I have read this week. I certainly see a pattern in my choices. So my question is, do my choices make me less of an “avid reader?”  Not by my definition!

I think about this a lot as a teacher. I know we want to encourage a love of reading to our students. However, I also know that every student is not going to love picking up a book and simply reading for pleasure any more than they will all pick up a pencil and love to draw. I do think the better they become at it, the more enjoyable it will be to them in whatever genre they decide is their favorite. I think my love for reading actually developed from a love of learning. I wanted to learn and be knowledgeable about as many topics as I could, especially about things that were personally important to me. With this being said, I try to include as much nonfiction as I can in my classroom collection of literature. I have subscriptions to several magazines as well biographies and informational books. I think my love for nonfiction definitely influences my teaching when it comes to choosing materials for my class. Of course I have plenty fiction as well because I realize that this will be the favorite for some students. My goal is to foster a love of learning to my students and to show them that reading is just another way to learn about any topic you choose. For them to know that as long as they have for reading, they will never stop have to stop learning!

Beth Sullivan Blog Post #1-Routman Chapter 3

The focus of this chapter was sharing your reading life with your students as well as offering practical strategies and suggestions that can be implemented in the classroom that allow students to have choice and make decisions about what they are reading. As I read this chapter I couldn’t help but reflect on my own school experiences with reading.  I still remember that my fifth grade teacher read each book from The Chronicles of Narnia series aloud to the class. I do not think I missed a day of the fifth grade because I wanted to find out what would happen next.  I also remember laboring through some not so fun books during high school. I love to read!  I want my students to love to read.  I love sharing books and reading aloud to my students.  I want my students to be excited about learning to read and reading. 

I enjoyed reading this chapter.  There were many thoughts and ideas that stood out to me.  First, I love the idea of talking with and asking students why they think we spend so much time reading.  This is a great way for teachers to gain insight on how their students view reading.   Next, I liked Routman’s suggestion that as teachers we should not only share what we are currently reading with our students but we should also talk with them about what we plan on reading next and how we decide what we are going to read next.  This is a great idea for a mini lesson.  I loved the idea of keeping a class chart of favorite authors and a basket of recommended books.  This would provide guidance for students that are struggling to decide what to read and also create interest in books.  Other great ideas from the chapter include providing time for students to recommend books to one another and finding a way for students to keep a record or list of books that they want to read as well as establishing a system to keep track of the books that students have read.  Learning to read is a huge part of kindergarten.  I want my students to be excited about what they are reading. Even though the majority of my students are emergent readers there are many ways that I can nurture a love of reading in my students while also helping them take ownership of their own reading and reading choices.

Martha Frye-Blog Post 2-"The Habit of Kidwatching" by Timothy O'Keefe

My take-away from this article was both affirming and convicting—affirming in that I generally record kidwatching notes on rosters attached to a clipboard similar to the methods O’Keefe describes in the article; convicting because I’m well aware that I need to be more thorough and organized with the anecdotal notes I take during kidwatching moments.  My recording sheets often end up so messy that it’s difficult to use the information for a positive purpose.  Overall, the following statements from the article inspire me to put more effort into kidwatching notes:  “Kidwatching is not something apart from the curriculum but rather what holds it together and pushes it forward into new and often unexplored territory” and “Sitting with a child and watching and listening carefully may be the best thing we can do to get to know our students as readers.”  (O’Keefe)