ELLEN
BERG
Diary #4
We're
Trying to Move
Beyond Laissez-Faire Learning
I am on a massive campaign to get my students to see the importance of
engaging at all times. Even with carefully planned lessons, clear objectives,
and individual assistance, I am noticing a very laissez-faire attitude
among my students.
I've written that I feel like I've made a breakthrough with planning my lessons and organizing instruction, But now I am seeing a complete breakdown in my students' engagement with their work. No pride, little concentration, no expectation that what we study today will be applicable or accountable tomorrow.
When we return to a concept to apply it to new information, they either look at me like, "Oh, you mean we were supposed to learn that?" or, "Huh?", when just a day or two earlier they had demonstrated a clear understanding of the concept. It makes no sense to me!
Some show and tell
Let me give you an idea of what I am talking about.
One of my high priorities this year was to teach my students how to read and use textbooks effectively. (One of the teachers on my team uses her textbook religiously, and while we are working to wean her off the textbook-only teaching approach, we realize that our students still need to know how to read textbooks.) Years from now, from high school through college, my students' instructors will expect them to be able to read a textbook, so it is a necessary skill for them to learn. I set up a protocol for reading a textbook:1. Set up your T-Notes and write the chapter or section title and the page numbers of the reading at the top. 2. Write the chapter or section title on the left side of your T-Notes and write your prediction about what you might be reading about on the right hand side. 3. Look for any listing of important vocabulary words. Write any of the words you do not know on the left side of your T-notes and look up the definitions in the glossary before you begin reading. Write the definitions on the right hand side of your T-notes. 4. Look through the assigned reading and turn each of the headings and subheadings into questions. Write your questions on the left hand side of your T-notes. 5. Read the study questions at the end of the chapter or section. 6. Read the selection. As you find the answers to your questions, record them on the right hand side of your T-notes. 7. Read through your notes. Write any questions you have about the material for the teacher on the left-hand side of your notes.
We have been using this protocol now for three weeks. I started by previewing and modeling the steps with a section from their social studies textbook. Students set up and completed their own T-notes while I wrote my set on chart paper.
I was certain at the end of the period that all but a few of my students had grasped the information and would have no problem repeating the procedure when asked. I was even more pleased when the social studies teacher commented how much better they seemed to understand the concepts she was teaching. On Friday of that week, I left school with a self-satisfied grin on my face.
Monday arrived and I assigned students to read and take notes on a section from my textbook about comprehending nonfiction. I wanted to see how well they would do using the protocol independently, and I thought I would use a piece of text I wanted to discuss later. I was sure there would be few problems. Ha. Ha ha. You know what is coming, don't you? "What are we supposed to do?" "T-notes? We're supposed to take T-notes?" "What sheet? I don't remember any 'How to Read a Text' Sheet..." You get the picture. It was as if the previous week's lessons had never been taught. I pulled out my sheet and began to model for them once more. Some of their light bulbs came on fairly quickly, but others still seemed perplexed. It was clear they didn't really own it yet.Beaten but unbowed
I came home discouraged but not yet defeated. In the past I think I might have moved right along after the first successful pass at the assignment and assumed they were using the information in their other classes. Experience has taught me to take a closer look, however, to see if students really internalize the concepts I am teaching them.
I was determined to keep with the concept until they really understood it instead of moving on. If it is important enough for me to teach, then it is important enough to take the time to teach it well.
On the other hand, I have a very thick curriculum to cover, and we were already approaching the fourth week. If I spent too much time on one concept, we would fall farther and farther behind, neglecting other important concepts. On my quarterly lesson plan I had included many goals and skills to be covered, and so far I'd covered only a handful. Despite my vow to delve deeply into character in both reading and writing, we hadn't even touched it yet. Just how was all of this going to be accomplished?I am starting to work smarter. Though I knew my students needed more practice with the text protocol, I also realized I could have them practice on text that would set the stage for beginning to work on characters.
I chose Chapter 3, "Building Character," from Ralph Fletcher's writing text for young people, Live Writing to practice taking notes. While I still got some crazy glances, once I prompted a few in the right direction and enlisted the assistance of those students who knew what I was talking about to help the others set up their notes, all was well with the world.
We are now reading the chapter together and discussing the main points Fletcher offers for writing good characters, linking those ideas to the characters in our read aloud, Touching Spirit Bear.
An authentic tool
The notes are now just a vehicle for my students to be able to focus on the important information in the text. I am hoping that now we are using it as an authentic tool it will be more meaningful to them.
I am ever
more amazed by how well they are able to pick out the important information
in each section by simply turning each heading into a question; they even
recognize when they have written the wrong question and adjust their thinking
as we read.
Maybe my students don't really have a laissez-faire attitude. Maybe their teachers over the years have been poisoned with that point of view, giving my students the impression that if you don't get it when I cover it, you'll just get your grade and miss out. Maybe they are victims of our own actions.
Friday afternoon one of my students announced to my overly chatty class, "Mrs. Berg said she wouldn't waste our time with stuff that's not important, so don't waste hers now with your talking." Maybe they are listening.
