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.