REFRESHING AND GLADENNING

It's been rough, to say the least. In the name of data-driven instruction we continued to test our students this past week and puzzled over how to meet the unending stream of directives and deadlines including one to create plans that will help learners meet state assessment targets. All too, too disheartening.

Early in the week, however, I arrived home and just plopped myself on the sofa and stared at a stack of books I hoped to integrate into my classroom library. They fairly shouted at me to pick them up and, yes, actually read them! Off came the comfortable shoes, left in its travel case was the laptop, and thoughts of actually cooking something for supper were squelched.

Pages turned as I read aloud and and settled into the wonderfully illustrated pages of books like "The Stranger", "Just A Dream", "Seven Silly Eaters", and "And to Think We Thought We'd Never A Be Friends". I was refreshed and my spirit gladdened by having spent some time in those pages.

I immediately thought of my students and how much fun they would have listening to, discussing, and then reading and writing about the stories themselves. I reflected on how I could carve out safe-haven for them during these high-pressure periods but still engage them in the serious business of being well-prepared.

One thing seemed clear...I would have to do for them what I had managed to do for myself - put all other things on hold and make sure they had time to stop to read a book or two. Keeping our morning Read As You Please time sacrosanct would be imperative. Allowing my students to use more modalities as part of their homework completion was another way I could give them respite from the increasing number of state-test-like questions we teachers were expected to put in front of them.

This week as I cycle my small groups through workshop session with me that target their weaker areas, individual students will be able to work on "I Can Stations" and skill building games that are also intended to give them respite while simultaneously developing their competencies.

Talking to a dear friend recently I shared the clear disconnects and disincentives between what we know from research are best practices in instruction and the unchanging policies and structures of school systems and their schools. During our conversation I realized that my learners only have me to advocate for and keep faith with bringing those best practices to them each day. They cannot wait for decision makers to "see the light" but they are depending on me to give them each day what they need -- all of it.

The More Things Change

Over the past couple of weeks I've been struck by the vast amount of knowledge that exists about how kids learn best. As more and more research contributes to educators' understanding of what needs to change about how we teach, the more things in schools seems to stay the same.

Since my last posting I've been attempting to negotiate the onslaught of at least three standardized tests my students will need to take in the coming weeks and months. Teachers at my school observe, only half jokingly, that we're spending more time testing students than we do teaching them.

Questions abound:

• If research-based instructional best practices are the way to go why don't our school processes and procedures reflect that?
• If research tells us that we need to use a variety of modes to reach our students, why do we keep testing them using paper and pencil?
• Why are school administrators still expected to be instructional leaders and business managers given they have little time or resources to do either job well?

The teachers' lounge and after-school conversations are filled with these questions and echo with the refrain of teachers' quandary, "What are we supposed to do?" For some the answer is to leave teaching all together. Incredibly talented and caring individuals are being driven away from classrooms by arbitrary requirements and unrealistic expectations. Others will opt to look for a spot in systems where the status quo is being challenged. Still others decide to stay put and continue to work on ways to mitigate, if not entirely circumvent, this confusing set of circumstances.

Admirably, as my colleagues chart their varied courses of action, the vast majority stay committed and focused on providing their students with engaging and effective classroom experiences. Alongside their efforts to fathom the thinking behind any number of decisions that impact the classroom, are an energetic sharing of lesson plans, resources, or tools that could help learners progress. Positive words and helping hands help to ease the stress. What's more, teachers continue to give of their time to ensure there are extra-curricular activities that develop the talents and feed the spirits of our students.

Through all the frustrations and disheartening decisions I love my job! There is nothing like teaching nor are there beings like teachers who have a calling to the classroom. I wonder when the rest of the world will come to realize this.