Marsha Ross- Section 1- Not This - No More Independent Reading Without Support By Debbie Miller and Barbara Moss

As I read this chapter, I though back to a conversation I had the other day.  Someone asked me how work was going and I gave them the standard answer everything is good, just a lot to do.  I know many teachers that are stressed because every time they turn around they feel like more and more is getting dump on their plate.  There is always some new research based program that goes up and has to be added to the curriculum because it was proven to be a needed resource for teachers and students.  Sometimes, it is so overwhelming.  We are always looking for more time to get everything done.  Finding that time to fit everything in can be hard work.  You end up dropping something that you need to do and feeling guilty about it later or better yet you question your teaching abilities because you can’t get it all done.

As teachers, sometimes we get caught up in trying to fit everything in and not asking why we do what we do.  We are told to do certain practices and we do it.  We don’t question those that ask us to do it.  We don’t always feel we can go and ask to do something different because it isn’t working.

It is time for teachers to take some of the time back and use it for what we know works to help children become better readers.  As we know all, readers become better readers by actively reading.  They need time to read for both instruction and pleasure.  Therefore, our classroom instruction should incorporate both.  We should have a reading block that includes guided reading, shared reading, independent reading, and read a-louds.  No matter the age of students you serve these practices help better reading.  They start with whole group and move to small group, and individual instruction.   These practices help teachers meet student where they are.  It also helps teacher better know their students as reader and learners.

As for my classroom, I would like to go back to the balanced literacy approach that I used many years ago.  I would like to incorporate more conferencing time with my students during independent reading as well as guided reading groups in my classroom.  I think it would really help my children and allow them to be actively engaged in reading more.  As a teacher, it would help me to better understand and relate to my children and their needs.