Alvarez-write on sister!

I connected with much of what Deborah Alvarez had to say in her article, A Question of Relevance: Getting Involved in Teacher Research. She referred (often) to the value of reflective teaching and that's something that I've always done. Reflection has made a huge difference in my own practice. I consider it a natural part of my teaching process. I see my classroom as a huge learning lab and I'm always trying different techniques and strategies to see what makes sense in students' heads. Then I reflect. What worked? What didn't? Why? Then I make adjustments or throw the whole thing out if it didn't work. I just think that's part of good teaching. And I ask my students to reflect too. I'm trying to get them in that mode but I don't know how successful I've been. I suppose there is a way to measure that. Hmmm...maybe that should be my research project (!)



I agree that a teacher has to feel that what she is teaching is relevant. If not, that compounds the teacher vulnerability that Alvarez references. I've thought (in great depth) about the relevance of what I'm teaching. I try to make learning authentic because I do think that students buy into it more when they see a reason for learning. But, I've found that its much easier to make learning authentic and relevant after students master the basics. What I'm about to say may apply specifically to the teaching of reading, so keep that in mind....I have found that students balk at learning "basics" that they should ALREADY know but they don't. However, these building blocks are the foundation for everything that follows. It seems like the authenticity and relevancy should be ready-built into something like that - but, in my experience, it isn't. I do feel vulnerable then - that students don't "get it" and it doesn't seem relevant. I haven't found a way to help them understand why they need to master the basics first. There is a silver lining though - once the process is over (or a year later), kids do come back and tell me that they "get it now."

I found her step-by-step directions for both Phase I and II to be clear and defined. When I took the Capital Area Writing Project (CAWP) course a few years ago, I dabbled in teacher research and I think I used just about every step that Alvarez suggests.

One idea that I am going to try to capitalize on a little more than I presently do is to try ideas from students.

My favorite quote can be found on page 9.... "I learned more about teaching English language arts through what was not successful." I agree that there is much to learn from what doesn't work well.

I am anxiously awaiting receipt of my two books which have been shipped. If they magically appear before Thursday, I'll write about them. Between Julie's comments and Tara's blog I'm not anticipating a stimulating read. :(