_LADYBUGS, TONADOES, AND SWIRLING GALAXIES_2

The wonders of reading and the connections of new information through inquiry is the focus of chapters 4 - 7. I am amazed at the vibrant examples, suggestions of modeling and inspiration developed as teachers and authors, Burhow and Garcia share the world of learning for CLD and ELL learners. “We can re-read texts we have seen in whole group, moving through them more slowly, emphasizing important words, and using gestures if necessary (Buhrow, Upzac, 2006, p.78).” This helps my students connect to the text and engage more in the discussion each time. I enjoy the increased level of engagement and inquiry from students when text is re-read. Key vocabulary becomes part of the students comments during discussion and “we can do more intense vocabulary practice using images and orally practicing language structures (Buhrow, Upzac, 2006, p. 78).” Creating great readers that enjoy making connections to the text is a process and takes time, especially for ELL and CLD learners. Often rereads in my classroom helps the students to make predictions as the story is recalled during discussions

Children whether they are ELL, SN or general education should always feel connected to their learning experience. “By giving them the opportunity to choose we are giving them the opportunity to think and to explore what is relevant and pertinent to them. This drives their learning, and rarely do we find that kids are distracted or bored when they are working on something that they have chosen (Buhrow, Upzac, 2006, p. 93).” This makes me realize how important it is as an educator to encourage and allow students this opportunity! Students that are shy as well as the ELL and SN could greatly benefit from this process of teaching and learning. As students connect they begin to help one another make new discovers and connections to the lessons and text. The process of “Think Pair Share is a routine that provides ELLs with opportunities to practice talking in a comfortable environment with their peers (Buhrow and Garcia 29).”

These very simple routines, activities and developed structures create a learning environment that is not only comfortable, yet flexible to fulfill all the needs of each individual learner that enters into the classroom. During my reading I was able to make my own connections to the importance of language which made me reflect on my Language and Literacy course because I could recall how general education students learn how to decode as they begin to learn and explore reading. Our first day in the class we pondered the question; What is Literacy? Authors Burhow and Garcia explain that for ELLs (and general learners too) it involves “strategies for both decoding and comprehending text (Burhow, 2006. p60).” Many of the activities discussed are able to be adapted into my Pre-K classroom with some modifications. All learners should indeed have the opportunity to choose the reading to connect to text, in a manner that they will explore, learn, and enjoy it! 

The Essence of Obuchenie

View Discription of Obuchenie: http://www.youtube.com/watch?v=IujxDvk3-s8

As educators we are constantly learning new things about the students that we teach. This process is known as ‘Obuchenie.’ As I reflect over the month of October this is exactly the process that stood out. Each lesson taught gave me the opportunity to learn more about the students in my classroom in a developmentally appropriate manner. In addition, I am able to learn from the perspective of student as I matriculate through the MAT program. This process, learned in my most recent lecture in my Psychology of Learning and Learners course, is a constant teaching and learning that theorist Lev Vygotsky discusses as the response to general influences of behavior in sociocultural environments.

As I reflected on my day of teaching and learning each afternoon I was able to gain more understanding of the needs of my students, the lessons that worked as well as those lessons that I should rethink. The most helpful reflections were those activities that did not go as planned or needed to be altered to meet the needs of the students. I gained a lot of knowledge  not only on the patterns of my students learning, but also on how to handle challenging situations with students that were distracting to the environments. Reading Conscious Discipline reminded me that it is important to implement activities that help both my students as well as myself transition the brain from home to school. “A routine to start the day designed based on current brain research to turn off the stress response, create a favorable emotional climate and help children focus during the transition from home to school.” I am still working out different activities to make sure this is a regular part of our morning meeting. My students are familiar with several breathing techniques to help distress during the day, so I am eager to incorporate the uniting activities on a regular basis.

Learning as I teach is challenging yet beneficial beyond measure! I am eager to implement many of the applications that I am learning about in the MAT program and offer my students the opportunity to engage in deeper thought and understanding as they participate in the classroom activities I plan.