Read, Write, Lead: Chapter 2

This book study on Regie Routman's Read, Write, Lead has been helpful, but I wish I could spend more time drinking in the tips and anecdotes!

Chapter 2

Reminder: This year I'm in a book study focusing on Regie Routman's Read, Write, Lead with literacy specialists. I'm reflecting on them here. The ASCD created a study guide with thought-provoking questions. We were encouraged either to choose one question from guide and react, or to choose a resonating quote and explain why it struck us. I'd love to hear your thoughts!

"If we ask ourselves questions focused first on the learner and second on the content ..., we are more likely to reach in on students' needs and interests -- all of which will enable us to accelerate learning and teach with urgency, enthusiasm, and authentic purpose." Page 39

This is the thesis for what I gleaned from chapter two . Every point Routman makes from this point on ties back to the concept of the self-assessing teacher. We need to ask ourselves if our task is authentic and would be found outside of school.

Are we planning with the Virginia SOLs (Standards of Learning) in mind or are they our starting point? 

If not the first, then we'll find we're not reaching the students nor meeting "them with urgency, enthusiasm, and authentic purpose." Our small group interactions will be more meaningful and potent if we're constantly reflecting on data and student progress, rather than simply worrying about pacing. Additionally, the choices we give our students, so long as they're fitting within structure, will both provide data and lead to student progress.

Furthermore, the only way the Optimal Learning Model (OLM) becomes effective is if you know your students' progress enough to know how much responsibility to release. Self-reflection is directly linked to learning, both for the teacher and his or her students.