Routman Reading

1. What types of expertise do you need to develop in order to follow her advice?
Routman makes the simple form of a piece of writing seem so important and powerful. She stresses the importance of making each student basically feel like they're "one in a million", and I think that is so important. Students need to gain a sense of confidence to stand behind their work and feel they are a unique and active learner in the classroom. When students are encouraged and seen as an "individual writer" they can see the end picture or "bigger picture" and explore new levels of their writing. Routman allows us to see that yes we should correct their work but do it in a learning way for them to develop the skills of editing their work and seeing that, YES I OWN THIS PIECE OF WRITING. The content conference holds true for not just literacy but any subject, to stem from a student's greatness. Routman stresses how much children grow when they hear the positive aspects that make them a great writer and/or learner. This will create a interaction between teacher and student or "mini conference". This provides them with love and encouragement that show not just the teacher believes they can succeed but triggers a desire for them for believe in themselves. I think her idea of writing is spot on in terms of making student love to write before anything else. I feel I would need to be a skilled writer and quick on my feet for expanding writing thoughts. This would allow me to be more successful and create this confidence in my students. In classrooms, writings stories or a piece of work can always start of as appearing as just "work", but by making it fun and giving students their own voice allows the writing to blossom and become exciting!

2. What professional dilemmas might you encounter is you attempt to follow her advice in your teaching context?
As we all know students are all different learners and see themselves differently. When discussing a students writing with them or "holding a conference" they may feel defeated or not know where else to take the piece of writing. This dilemma could stem from lack of confidence, quiet personality, or even difficulties communicating (cultural aspects). In my teaching context this could in fact be a strong factor or dilemma. It would be important to find a way to create a relaxing comfortable environment for quieter students to feel comfortable opening up and in the other case think of strategies to help cater to students who have trouble communicating their thoughts. Thinking of these possibilities helps us realize why it is always stressed to understand the learners in our classroom and cater to how best to help them learn. Any creative thoughts on helping ELL students besides bringing in a bilingual teacher?

3. How might you attempt to "finesse" or "hybridize" your literacy instruction?
I would definitely create an environment or basis where it is a "fun" piece of writing. Being in Kindergarten this is a time when students are being introduced to text and forming letters and being exposed to all these early phases of literacy. Creating pictures that tell a story that transition into letter and words embarking on a writing journey I think would be enjoyable and educational. It is all about the journey and creating the right balance to make them love it write not have to write. I like her idea of creating a mini writing environment that allows all the children to come together and appreciate others writing. I think this is a great opportunity again to build confidence and also to form peer connections and create that warm learning environment!

4. How are you developing your professional identity, building strong teacher-student relationships, constructing relevant curriculum or assessing students in meaningful and powerful ways?
I absolutely love being in the kindergarten classroom. The stories I know I will hear everyday make it easy for me to look forward to the day ahead. While being in my classroom and school I have stayed true to who I am and my beliefs as a teacher. I find it easy talking to all the staff in my building as they always make it a point to state, "we are a family". My Mentor Teacher also allows me to express myself in the classroom making bulletin boards, behavior charts, and adding a sense of me in there. I am so lucky to have her as a mentor teacher because she allows me to build on the kind of teacher I want to be. As for teacher-student relationships...I love this part of my job. I have made a huge effort to get to know each child, step into their culture by learning words, and also getting to know their families. I have created a relationship that is friendly but to a point they know I am still their teacher. I see this year as a learning experience everyday and a time to grow. I have already seen how the curriculum is changing and how my teacher adapts to these new changes. I look forward to making a powerful impact in the classroom through my creative ways of teaching! :)