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November 7, 2009
Faith, Doubt, and Effort
In Leading from Within,
I have a note stuck to my computer listing the three qualities that a Zen master once taught are necessary for great progress: great faith, great doubt, and great effort. I try to remember that when I am feeling discouraged. Doubt is a natural part of my work, sometimes even a helpful one, because it forces me to re-evaluate my positions. What are you doubting in your work? What can you learn from those doubts? When I think of the one project where I haven't made much progress this fall, I realize I have been going it alone. I immediately think of two or three people who are experts and would be happy to help - but I haven't asked them for help. I also haven't made enough of an effort to get that project to the top of my to-do list. Most of us in literacy education are optimists (sometimes almost to a freakish degree - we need lots of hope and a sense of humor to get through what's thrown at us daily). When doubt creeps in about progress on a particular project, it's time to rethink how I'm spending my time, and who I'm spending it with. I often find just another set of eyes and ears will give me that new perspective I need to move forward. Who is that set of eyes and ears for you? This week we've got an article from the archives to get you thinking about flexible grouping. Plus we've posted more new content as always - enjoy! Brenda Power Editor, Choice Literacy Free for All Max Brand thinks through how, when, and why flexible groups work in his 5th grade classroom. This would be a fun article to read in a grade-level team meeting or study group: http://www.choiceliteracy.com/public/107.cfm The Dare to Differentiate Wiki has an excellent collection of resources for organizing flexible groups and helping students become more independent within them: http://daretodifferentiate.wikispaces.com/Flexible+Grouping The November issue of the Responsive Classrooms newsletter has a wonderful article on teacher language, with five specific and practical guidelines for doing a quick check on how your language with students may be helping or hindering their learning: http://www.responsiveclassroom.org/newsletter/21_4nl_1.html If you're an optimist and you're tired of being rushed through every decision, or you're just feeling a little soul weary and in need of inspiration, you are going to love the Change This website. It's dedicated to posting "manifestos" from every field that challenge, create, and spread ideas in more thoughtful ways: A hearty welcome to our newest site license members from Oklahoma City, Oklahoma; Leominster, Massachusetts; St. Albert, Alberta (Canada); White Plains and Mamaroneck, New York; Grand Prairie, Texas; Pickering, Ohio; Grand Rapids, Michigan; and our renewing site licensees from Fargo, North Dakota; Gainesville, Georgia; and Moore, Oklahoma. You can learn more about our affordable site license program and download a registration form at this link: http://www.choiceliteracy.com/public/department63.cfm For Members Only In this week's video from the Choice Literacy Archives, Aimee Buckner demonstrates how she uses "mini-groups" immediately after whole-class writing lessons to reinforce skills and strategies for those who need it. These mini-groups are completely flexible, and take no more than 5-10 minutes each day: http://www.choiceliteracy.com/members/158.cfm Andrea Smith continues her science writing series, with a new installment on the power of wonder questions: http://www.choiceliteracy.com/members/1007.cfm By November it's all too clear which students are struggling as writers. Clare Landrigan and Tammy Mulligan offer three strategies to use during writing conferences with these students. There may be one here that is just the breakthrough you are looking for: http://www.choiceliteracy.com/members/1018.cfm The latest New Teachers Digest from Jennifer Allen is now available. This month, Jen has compiled resources for improving classroom observations of new teachers: http://www.choiceliteracy.com/members/1019.cfm Finally, Mary Lee Hahn reconsiders the "native" and "immigrant" technology debate by watching how both she and her 82-year-old mother learn new games on her hand-held device. She finds there are some universal skills and strategies that easily transfer to her technology instruction with students: http://www.choiceliteracy.com/members/946.cfm That's all for this week!
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