I thought it was a good idea to blog about this since it is related both to my pedagogical approach and my old man stubbornness.
We’ve had a discussion at school recently: What are the indicators of an effective reading programme. Many of us have said the same thing and we’ve created a document – this has ended up being very similar to the Effective Literacy Programme books put out by the ministry a few years back.
Today the deputy principal came through to check out our reading programmes based on the list we had co-constructed at the end of last term. When I went over the staffroom to collect luncheon her walk through notes were on the table ready for us to put in our Teaching as Inquiry folders as evidence for EDUCANZ.
I read mine and was immediately outraged. Under the heading of “Literacy rich environment – class written books, books, magazines, children’s work” I received this:
words and examples displayed – no visible student work
Instantly the old, stubborn me kicked in. What! How can I? All the work I do is digital (the class is now using Google Apps through Hapara). The work’s all online! It’s digital!! Plus, MY ROOM IS ENTIRELY MADE UP OF LARGE WINDOWS OR WHITEBOARDS. WHERE AM I GOING TO PUT IT!!!
After my brain calmed down and I returned to some kind of Boon equilibrium I started to think… How can I make this wonderful work my students are doing more visible? I know what amazing work they are doing, but parents or whanau have no idea. They’re not logged in, necessarily, to see the students working. How can I make this happen for them.
So that’s where I’m at. My Teaching as Inquiry brain has officially taken over my old man stubbornness. It now rules my practice.
I am now away to make a large computer screen to display some printed out work. It will be stuck over a window.