Chapter+8+-+Pam+A.

Ok. I'll try this again. I did a post not a new page.

First of all, I loved, loved, loved, this chapter. Best one so far. This is the chapter that confirms that what I am doing in my class is good. The part I especially liked is on page 136, the bulleted items.

I particulary liked this part because it gave a list of coaching tips that is easy to reference and use in my classroom on a daily basis. They are just reminders when coaching and responding to student work. I would literally have to have them out to refer to until I get used to using them. I really like the idea of not writing on student writing, just using sticky notes. I actually learned this in my previous grad class about this. That way, the student is still in control of the writing.

The best one I have to remember all the time is "to teach the student, not to fix the text." This one is is key to me. It really makes you teach the student from where they are at instead of trying to get a text that you as a teacher want from the student.

I also hear Jen's voice in this also.. Have you considered...I wonder...It's like she's inside my head! Anyway, this way you are having the student reflect on the writing instead of just telling them what to work on. They have a voice on what to improve in the reading.

SusanS - Well, Pam, tell us how you really feel about this chapter! jk I hear you saying ... that this chapter helped to validate what you are doing in your classroom and that's wonderful! From what I have observed and heard, you are a great teacher, and what you are doing in your classroom IS good. I liked the bulleted items, too, it is always helpful for me to get a list from an "expert" to help me when I am learning to implement something new. I hadn't heard about using sticky notes before, but it is always hard for me to write all over a student's work, because it is THEIR work. So that helps me, too. Giving students back their voices (or not taking them in the first place) makes a lot of sense to me.

Jen C- Am I in your head, Pam? You make me laugh! I understand that you appreciate the fact that teachers should "teach the student, not fix the text." This leads me to reflect on how my instructional approaches have changed in the last few years; however, it also reminds me that baby steps are essential for some teachers. Putting the pen down and asking questions is a challenge for most teachers that have spent decades rewriting their students' work. I liked the list as well because it reminds us of our potential as teachers. I posted a comment on [|English Companion] and received less than supportive feedback. I simply stated, in response to a teacher's frustration with student conferences, that we need to teacher the students how to be their best critic. If they don't learn the skills they will continue to come back to mother bird for the "right" way to do something. (Not in those words though--very gentle words if I recall correctly.) I enjoyed the chapter as well for many of the same reasons. Thanks Pam.

Karin A - I noticed on this page it is assumed the comment are being writte directly on the student's page. I had not heard of using stickie notes for this until I saw Mary Jo do this for her students. perhaps this is a secondary school thing and I think it is a good idea. However at my level I can see students loosing them or putting them on someone elses paper. I have learned to write the correct spelling of a word directly over the mis-spelled word. This way a student can see where they went wrong. I do not "correct" the grammar per se. I don't change their words to give them hints on how to rewrite a paper. I am hoping the comments will stear students in a clearer direction for their writing. Sometimes it is even difficult to decide what to say if the paper is written nicely. I too like this bulleted list. I am not sure what he means when he says "Don't waste your time with a text that falls below your basic standards. Some of my students can barely write one or two sentences. Below my standards, yes. below theirs not necessarily. If I can get them to improve at all then gains are being made. I am sorry Jen's comment on English Companion was not received well. I can't imagine.

Susan I: I have a hard time making comments on students'/groups' work and try to make comments on the back or the checklist/rubric, etc. It was validating to see that I use these hats in science. I meet with groups/students as they work on a project and help make sure they have the key points, but try not to be too imposing (some things I do need to impose like content information they are getting ready to present to their classmates- don't want important information not be passed on), but really let them be creative in how they want to present information. I like a lot of the ideas you mentioned from the text about "teach the student, not the text," but part of me feels that somewhere these students need to learn grammar. It also seems like students are caring less or just don't know grammar. So it goes back to finding the balance again.

Yet, on bellringers, I will put the period at the end or capitalize the first letter. Occasionally, I will correct a misspelling or add a comma. This is simply so they can see the mistake (this is not final draft paper work). I only take of for the capitalization and puntucation at the end of the sentence. Any other changes I make like fixing spelling or commas is only for them to see, no points are lost. I think of this more as coach mode than judge mode.

Mark: Pam, the first bullet especially, "Remember: the job is to teach the student, not to fix the text." I guess as a non-academic teacher I strive to be perfect academically when it comes to students achieving. I love that you picked this because I am constantly teaching the text when a piece of writing comes in. Do you know how hard it is to let commas, non capitalized letters, and puncuation go out the door. I don't know about anyone else but this is a struggle for me. I was never a model student, nor do I choose to be one now. I do enough to get by. However, as an educator I am constantly a hipocrit as to whether I am coaching, teaching, or fixing text.