Blog Post 1: Chapters 1&2/ What I've Learned

"Pop Open a Good Book"

"We Love Books"

Example of Book Crates Akin to Vignette in Chapter 2

What makes an effective teacher? While students, teachers, parents, and general society members all have their two cents to offer toward this question, Cunningham and Allington give a critical analysis in defense of their own theories.

In the article, Allington argues the six T's: time, texts, teaching, talk, tasks, and testing. In my opinion, students can only be taught effectively in a safe environment where they feel valued. That's the key. Each child needs to be held to those high expectations (developed on an individual basis, not just expecting better than how the best performer performs for the lowest) and treated as an individual with preferred instruction techniques and specific interests. 

Seing as most new teachers, without that "leg up" or network within the education system, will end up in inner city schools, I found the book crate idea particularly applicable and useful to new teachers. The ideas of keeping a board of books students liked ad disliked and facilitating discussion, reading groups, book crates, and big buddy readers from local schools all are excellent, low cost (key!) ideas for incoming teachers,

Having volunteered in a Type 1 Knox county elementary school for the entirety of my college career, I see this "buddy system" work on a regular basis. One child, Onika, a very feisty black fourth grader, is a perfect example. Predominantly, the volunteers at the school are white, middle class women. One day that I was volunteering, a group of volunteers from a local high school-to-college program came in. Onika latched on immediately to one specific volunteer: a young, attractive black woman. Without ever having talked to the woman before, Onika focused her attention solely on her and ignored everyone else. Having that familiarity, having male readers for the male students and representation of every religious/ racial group as mentors in the classroom is incredibly important. 

This goes back to a final point touched upon in the readings: that of variety within text. Chose books with female protagonists every once in a while. Chose books about minorities and important historical events. Don't simply read Magic Treehouse to your kids; remember that regardless of what interests you, as the teacher, you need to help every child fin their own reading niche!

Of Arlington's six T's for effective classroom instruction, which do you find the most prevalent/ necessary?

How do you, as a teacher, facilitate that one-on-one instruction and discussion with a classroom of thirty students, possible many of which in need of emotional/ academic support, during a school day? 

What are some other innovative solutions for classrooms low on supplies and monetary funds?

And finally, how does one best create a teacher-teacher mentor environment in which "veteran" successful teachers can coach newbies on necessary skills? In other words, how does one remove the atmosphere of every teacher "closing their door" during the school day to the rest of the faculty and staff?