Read Between the Lines: Developing a Culture of Reading

Developing a culture of reading at home and at school is going to be a game changer for students this school year. Teaching reading in content areas boosts overall confidence and performance. As we master reading skills and strategies, we become strong readers. We are also empowered to become more independent learners. We're equipped to solve novel problems and address age-old issues.

Did you know?

• The average U.S. citizen spends only 16-minutes a day reading outside school and work; down from 22-minutes in 2005.
• People age 20 to 34 read the least outside school and work: 6-minutes a day.
• People age 75 and older read the most: 51-minutes a day.

Apparently, with wisdom comes the uncanny tendency to appreciate and engage with the wealth of knowledge at our finger tips. This post outlines strategies for developing a culture of reading, so we can outperform yesteryear versions of ourselves.

Getting Started

• Research shows that independent reading can improve student achievement in language arts and other content areas. Let's begin with book choice. We want to teach students how to choose appropriate books. In addition to choosing interesting books, they need to understand how to assess text complexity. Is the book on grade level? Is the book below a student's reading capabilities? Explicit instruction on Lexile measures, grade level AR measures, DRA reading levels, or other relevant reading measurements is paramount.

• I usually find myself reading in the same place. On occasion, change of scenery is necessary. Maybe I'll read in a restaurant or near the reservoir in my car. (I hate bugs!) It's not uncommon to wake up feeling different. Just as we enjoy the freedom to express ourselves differently, to behave differently, it's important to make room for flexibility in learning environments. We want to afford students similar flexibility. Yes, this includes flexible seating for reading. Click here for flexible seating ideas for home and school.

• Success is in your routine. In setting a routine for independent reading time, start small. Situate reading time in the middle of the day, class, or block. Reading shouldn't feel like a punishment nor an after thought. Students are best poised to be intentional when we're intentional about constructing learning opportunities. It's not necessary to write answers to comprehension questions during every scheduled reading. In this way, we promote love of reading. (Or, is it love for reading?)

Reading Pedagogy

• When facilitating student transition from reading to learn... to learning to read, assessment comes first. Assessments, tests, exams. Oh my! Do these words make you cringe? Only in a fantasy world are we able to get on with the business of providing effect reading instruction without making time for meaningful assessment. Since we know how much reading counts, it's important to concretize the gap between where students stand and growth expectations. Assessment results give us information needed to draft effective reading action plans. The best plans inform instruction, goal-setting, and feedback via student reading log and student engagement inventory (here's another inventory).

• To remain engaged students must see incremental improvements in their own performance, so we have to design learning experiences that yield quantitative results. Several web-based reading assessment programs offer individualized reading options and performance data. Reading journal prompts yield qualitative results and insight into the mind of the reader. One cool way to take this approach up a notch is by placing sticky notes with questions about the text inside the book. Also, consider impromptu verbal questioning throughout the day to infuse reading and comprehension skill into everyday life.

• Cooperative goal setting involves getting buy-in. Student patterns reveal opportunities to improve reading engagement (e.g., resisting distraction, choosing appropriate texts, increasing stamina) and strengthen comprehension performance (e.g., building vocabulary, leveraging textual evidence, thinking beyond literal meaning). Let's aim for several small victories over time. Armed with relevant samples of student work and performance data, schedule 5 to 10-minute goal-setting conferences to get students on board with setting smart goals via questioning. Consider writing a goal card (maybe used as a bookmark) as a reminder for the student. See deconstructed sample goals here. (Read one educator's experience with setting smart goals with her students here.) 

Raising Readers

• Reading goals are most impactful when teachers provide ongoing, real-time feedback. It's worth noting that reading support strategies are different than reading feedback strategies. Reading support may involve strengthening phonemic and phonological awareness skills (e.g., sounding out words); whereas reading feedback involves praising student ability to attempt to sound out words before asking for help. Another example of support involves providing additional context to drive home word meaning; in a similar case, feedback would involve commenting on a student's use of an online dictionary to independently make sense of an unfamiliar concept.

• When setting reading goals for learners and planning instructional supports, think about the nonverbals. How does engaged reading look? What does a focused person look like? How do we respond to the environment when we're immersed in a text? Whatever your answers, it's important that you're not just observing students, that you're also modeling reading engagement during student reading times. Young people do what we do, not what we say.

• Student motivation to read is linked to both enjoyment and perception of growth.(I advocate facilitating the transition from external to intrinsic motivation, so the end goal would be that more emphasis is on reading for understanding than on reading to demonstrate understanding. Still, this is a different conversation that I'll likely address in a future blog post; you're invited to share your experiences and thoughts on this distinction.) Dissect the difference between student perception of growth and actual growth; keenness in this area is key to addressing low reading motivation.

I'd love to be a resource as you work to develop a culture of reading. Schedule professional coaching for yourself and private tutoring for your student by visiting je411.com. You're also invited to keep the conversation going by sharing this content, leaving a comment, and clapping back in a guest blog submission.

A Whole Child Approach: Balancing Learner Agency and Mental Health

Academic performance and mental health are inextricably linked: students who struggle to regulate their own behaviors also struggle academically. Inversely, learners display disruptive behaviors when grades drop.

This pattern begins in early years. We often observe disruptive behaviors around the time when students realize they're being compared with peers... and they're not fairing well. Self-regulation challenges that lead to expulsion further compound the issue of low academic performance; students who aren't present during instruction (for any reason) are less equipped to demonstrate mastery. We know that students who struggle with mental health usually do not receive adequate treatment making truancy inevitable. It's truly a vicious cycle that spirals into abject poverty, substance abuse, and prison.

Unsettling trends were published by the Child Mind Institute and Association for Children's Mental Health.

• Being at risk for mental health problems in first grade leads to a 5% drop in academic performance in just two years.
• Half of all mental illness occurs before the age of 14; 75% occurs by the age of 24.
• High school dropouts are 63 times more likely to be jailed than four-year college graduates.
• Over 50% of students with emotional and behavioral disabilities ages 14 and older drop out of high school - the highest drop out rate of any disability group.

We want children to be positive statistics: successful workers, managers, business owners. It follows that we must identify cracks in society (outside learning environments) and cracks in how we respond to learners with academic challenges (inside learning environments). We must work diligently and with tenacity to repair, not patch, these cracks before they become potholes - or worse, sinkholes that swallow our youth. We want to ward off disengagement from the lifelong learning process.

Consider the proposal below as a framework for reflection and action planning. You're invited to keep the conversation going by sharing the content, leaving a comment, or submitting a guest blog post.

Examine the Approach

Educators take a course in graduate school called instructional theory. During this course, I was charged with developing a personal instructional philosophy (or educational philosophy). Though generally referred to as expectations, parents have instructional philosophies as well. We all have a set of beliefs that govern how we approach and experience the task of educating others.

• Engagement. Are you hands-on and enjoy guiding students to the finish line? Do you prefer to serve as a guide on the side?
• Voice. Are you open to researching student interests to answer questions and provide supports? Do you listen and leave students to their own devices?
• Participation. Are you solely exposing learners to quality workbooks, e-books, worksheets, and activities? Do you carve out time to discuss learning expectations and outcomes?

Promote Learner Agency

Specialized instruction becomes an option only after we provide adequate instruction; this is the status quo that results in many overlooked drop-outs. Still, there's a reason students with mental health disorders are not eligible to receive the accommodations they need when there's lack of appropriate instruction. This reasoning further supports our responsibility to examine how we're approaching instruction and learning. How are we providing adequate instruction?

Does your approach limit or promote learner agency? Is there a healthy balance of student freedom and adult control that's age-appropriate? Are we considering how our approaches impact mental health?

Consider the Impact

There's value in reflecting on how we engage students. When leading activities, adjust feedback and answers to student questions with rigor in mind. We want to provide just enough support for the student to demonstrate maximum independence.

Consider a student that you know has background knowledge in long division; you know the student is capable, but she's forgotten steps to complete a long division item. Showing work - the problem solving process - for the student isn't an example of giving feedback with rigor in mind. Instead, we achieve an appropriate level of rigor through questioning... by asking guiding questions that lead the student to uncover logical next steps. Another approach that maintains rigor involves reminding the student to look at her notes on long division, where she's recording the story that helped her demonstrate mastery on previous items.

In these ways, we promote learner agency. The student feels a sense of accomplishment; she's empowered. She gets to participate in the learning process as opposed to passively watching a leader-centered approach. Meta-cognition and meta-learning take place; she's thinking about her own thinking as well as learning how she learns best.

Humanism is a school of thought that suggests students learn when their affective (feeling) and cognitive (thinking) needs are met. When giving feedback with rigor in mind, we affect learning in ways that motivate the learner. By the end of our scenario, we've improved how she feels when thinking about long division.

Teaching and re-teaching in ways that accommodate student anxiety about making mistakes and failure, faciliates stability, strengthens character, and improves relationships.

Schedule educator professional development and parental engagement training today. You're also invited to keep the conversation going by sharing the content, leaving a comment, or submitting a guest blog post.

Back-to-School Secrets You Need Now

My clients learned a lot last school year: accomplished goals, demonstrated mastery, passed exams, earned promotions, increased engagement. I also learned a lot by joining forces with clients to help them confidently transition into more challenging environments. I've served as a coach, consultant, private tutor, and trainer. This year has been my most exciting and productive one yet.

My educators developed skills to reach more students and earn better pay. My students overcame the stress of high stakes learning environments to earn more credits and complete degrees. My adult clients achieved the personal and professional growth necessary to secure higher paying jobs and launch business ventures. My parents stayed the course in dealing with the challenges of children's learning disabilities and behavioral challenges. This post highlights one way educators, learners and their families can make the most of summer months.

Education Professionals
Self-care is the back-to-school secret for education professionals. Your commitment to self-care is inextricably linked to taking your role as an administrator, counselor, educator, or support staff member seriously. What do you enjoy doing? Which activities protect your peace? How do you re-energize? Really think about your answers to these questions. Write them down.

Now, check your calendar. How many of the things from your list are on your calendar? More than half? Less than half? All? None? Is your summer schedule just as hectic as it is during the school year because you're busy pouring into other people, wearing hats that actually belong to them (e.g., chauffeur, housekeeper, babysitter)?

There's absolutely nothing wrong with helping out family or friends in need. Kudos to you for being self-less. However... you thank me for this reminder by November if you analyze your schedule for opportunities to spend time with yourself. Get to know the new you. Read books. Listen to audiobooks. Write a book. Start the side hustle you've been mulling over. Take the trip you've been planning in your head. Do something for you every single day of the summer!

Adult Students
Establishing new habits is the back-to-school secret for adult students. Planning to be enrolled in classes during Fall Semester? On break for the summer? This is the time to establish new habits. The top two reasons students fail involve wrong people and wrong time.

Time management is a big one. Procrastination causes us to earn fewer points on assignments and exams. When we don't use our time wisely, when we set a schedule and fail to stick to it (or worse, when don't bother to plan at all), we forgo opportunities to develop deep understanding of content.

Avoiding peer pressure to engage in unproductive activities is the common approach to avoiding the wrong people. Another approach involves protecting our time and energy so as not to invest in others when we should be investing in ourselves. Some study groups may not be beneficial for you. In life, we want to give more; in study groups, we want to our gifts to be matched. Everyone must bring value to the table, or you're at the wrong table.

Parents and Caregivers
Investigating last year's pitfalls is the back-to-school secret for parents and caregivers of school age children. Last year's pitfalls include un-mastered content. What are your child's weak areas? Math is too general a response. Could he divide fractions, perform long division using decimal numbers, solve capacity conversion items, translate phrases to algebraic expressions? Reading is too general a response. Did she master the concept of theme, main idea, inference, summarizing? Is she weak in fluency, vocabulary, text complexity?

This high level of understanding of your child's (or children's) learning challenges comes from spending time with performance data. Studying last year's online grade book and testing reports, flipping through newsletters and graded papers, having candid and low-stakes conversations with students.

Parental engagement is one of the most important determining factors of student success. Stack the deck in your child's favor by addressing achievement gaps over the summer. Fall semester will be easier, family relationships will improve.

Every day counts. Every hour counts. If you commit to adopting the recommendation for your demographic, starting the new year will be easy peasy. If you struggle with commitment and accountability, if you're not sure where to begin in implementing the back-to-school secrets, then working with a professional ensures success over the short-run. You don't have to go it alone. Visit the website to learn about how I help clients confidently transition into more challenging environments.

You're invited to keep the conversation by sharing how you plan to make the most of summer months in the comments. Guest submissions welcome as well.

5 Ways Your Preschool Curriculum is Hurting Rather Than Helping

I've worked with educators, learners and their parents to address underlying causes of low performance and packaged the experience as a curriculum supplement designed to increase engagement among preschoolers. I've done the heavy lifting for you, so you don't have to go through the trouble of reinventing the wheel.

We want preschoolers to remain engaged (and feel included) in class activities. This requires access to instruction and repeated exposure to letters and numbers. Singing an educational song or playing an abc game doesn't mean students are growing toward mastery of alphabetic principles. Glaring evidence comes in the form of overcompensation - students appearing to learn the material. Such students are skillful in interpreting facial expressions and picking up on cues from the environment to choose correct answers; however, they are not able to demonstrate mastery without prompting.

The route we don't want to take involves passing the student with great personality and social skills along without strong literacy skill. We don't want to wish children into special education courses and IEP programs. We also don't want to prevent intellectually advanced students from transitioning with their peers to the next classroom or to kindergarten. We want to be proactive about unexpected and uncharacteristic challenges they experience.

The curriculum supplement that I propose as a solution to this conundrum isn't the solution, simply a solution that requires minimal adjustment to the way classrooms are run. The ABC Sensory system serves as a bridge by making instruction (and assessment) more accessible to early learners. Preschool curricula that do not provide this approach require expenditure of resources to secure teams of professionals: dyslexia and auditory processing disorder specialists, early literacy interventionists. Implementing ABC Sensory is a low-cost alternative and useful for building strong home-school partnerships as well.

(Save this image for a condensed view of preschool learning objectives.)

ABC Sensory addresses five pain points of many preschool curricula.

Preschool Pain Point #1: Setting parameters for writing letters "correctly". Too much correction prompts learners to disengage and narrow definitions of mastery lead to low confidence. We want to combat this unintended effect embedded in many preschool curricula. ABC sensory handwriting practice sheets show letter shapes and make room for learners to form each in ways that feel natural to them. It's an appropriate modification for learners with weak fine-motor and coordination skills.

Preschool Pain Point #2: Lack of accommodations for learners with delayed language development. Curriculum modifications for special needs populations requires communication, time, and effort. Nonetheless, these learners need strategies in order to follow directions the first time during active learning experiences. Learners who do not yet speak clearly or process language slowly benefit from the ABC Sensory approach in lieu of expressing thoughts verbally. Normalizing ABC Sensory hand signals at home and school-wide addresses this pain point.

Preschool Pain Point #3: Supporting diverse groups of preschoolers with varying social emotional strengths. Adhering to limits and expectations, taking care of their own needs appropriately, forming relationships with adults and friends are all aspects of development that may be impeded by language acquisition challenges. ABC Sensory offers a solution that addresses these and more social emotional preschool learning guidelines by equipping students with tools for interactive classroom collaboration.

Preschool Pain Point #4: Placing limits on self-expression. This approach prompts young learners to shut down. It's difficult to demonstrate a positive approach to learning when the expectation is that students express themselves in ways they have yet to master. With this pain point, I'm specifically referring to students who are learning to cope with delayed and different cognitive abilities. The examples in a recent blog post further demonstration how ABC Sensory offers relief in this area.

Preschool Pain Point #5: Delayed diagnosis and intervention. Encouraging use of digital games to strengthen alphabetic knowledge takes precious time away from building strong motor skills. With ABC Sensory print games (suitable board games), we don't have to choose between learning letters or improving handwriting skill or mastering social-emotional objectives. Playing print games with adults and peers is especially helpful for nurturing the whole child.

Why reinvent the wheel?
ABC Sensory is a system created for clients and perfected over the course of dozens of private tutoring sessions with feedback from parents and early learning experts. Hand signals for each letter of the alphabet are specially designed to improve recall and ideal for teaching the differences between features of similar letters like b, d, p, and q. Using the hand signals helps students unlearn instinctive directionality associated with other objects in the environment. Early learners, preschoolers, and special needs populations learn their ABC's with ease; they're also equipped to participate in an inclusive setting while working toward mastery.

Preorder the complete ABC Sensory system today to save program dollars and develop your staff. The system includes ABC Sensory teachers handbook, flashcards, and 200+ pages of abc learning activities especially designed to facilitate participation in inclusive preschool classrooms and meet the unique challenges learners with disabilities face. Request a quote for bulk orders.

To sample the complete ABC Sensory system, download the handwriting journal and flashcards in our Teachers Pay Teachers store. Educational Support Professionals are available to answer questions and walk you through product demonstrations. You're invited to schedule professional development training today.

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You're invited to become an ABC Sensory partner 
by emailing the learning center: published@je411.com. 

                      

Equanimity Update: Student behavior goals

Can you believe it's already April?! Here in Jackson, Mississippi, spring isn't in full swing yet. Still, it's nice to have more sunlight and warmer days. It's also exciting to bring this semester to a close. I'm eager to see my clients' hard work manifest as higher scores, better grades, improved performance, and greater confidence.

What is equanimity anyway?

Recall, our working definition of equanimity: a noun that expresses what it means to experience life events with mental calmness, composure, and evenness of temper - especially in difficult situations. Prior to writing January's blog, I studied the work of Dr. Tara Brach which highlights the restorative health benefits of learning how to sit in uncomfortable situations.

In reflecting on the concept of equanimity as it applies to professional development, I've spent a lot of time reviewing The Year of Equanimity in Education blog post.

1. Have I purposefully stood with children or left them to their own devices?
2. Did I recognize root causes of misbehavior or punish students who lack skills I haven't taught?
3. Am I accepting learners as they are or judging unorthodox pleas for support?

As oppose to shining a light on the bright moments, it's more effect to unpack the cloudy ones.We want to finish this semester stronger than we began, so I challenge you to write about one situation when you missed the mark. Sit with this exercise long enough to uncover one example for each question.

Here's my truth moment.

A student experienced three melt-downs in an hour. He is a lower elementary client with severe behavior challenges; self-control often requires more effort than he can muster.

The task was to write interrogative (asking) sentences. Given his history, I anticipated the task would be a challenge. His initial resistance was expected, so I left him to his own devices. The expectation was that he'd struggle as he'd done before, write the sentences, and we'd move on. So much for expectations...

The first scaffold involved writing asking words on the whiteboard; these are words we use to begin asking sentences. Still, the student opted to start sentences using his own words even after reviewing our list of asking words a few times. Surprisingly, this support failed miserably as well.

Via questioning, I learned that the student wanted to write declarative (telling) sentences instead of asking sentences. I smiled, said I understood, and confirmed that we had to write the asking sentences to move on; this response escalated the situation to self-harm. I was flabbergasted and hurt for him.

My spirit of perseverance took over. We were going to finish writing these six (or seven) sentences. Today. So, I dug deeper.

As I'm brainstorming strategies to end the session on a high note, he's throwing writing utensils, crying loudly, and kicking on the floor. The noise and distractions made it difficult to think, so I picked him up and sat him on my knee. He fought and struggled. I wrapped my arms around him and rocked him. I'm not sure why; I'd never done this before with a client. But, it worked.

He quieted himself during this time and his breathing returned to normal. I read over a document, and we remained in this position until he asked to write the interrogative sentences. Go figure!

I was pleased that he eventually completed the task. It wasn't good enough to complete the task. Next time, we'd need to complete the task within a much shorter time period.

Here's how I plan to end stronger.

Days later, the potential of a similar challenge swelled under the surface as we learned to sort spelling words in ABC order. I promised to end the session if he didn't choose to stay on task. Immediately, he cried that he wanted to stay and finish his homework. (My heart melted.)

I decided to incorporated my trusty star system to keep the student mindful of his behavior. He'd earn a star for unproductive behaviors. Three stars signaled the session would end. This client also had the opportunity to get rid of stars by choosing one of a few productive behaviors I'd explained and modeled for him.

Deep down students want to learn; they also want to demonstrate mastery. During our most recent session, the same client struggled with self-control and didn't give up on the task at hand. I was so excited for him, and his huge smile showed proof he was proud too.

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You're invited to clap back in a guest post, share feedback privately, and invite me to facilitate your next educator or parent training. Academic and character development training opportunities available. Schedule today: je411.com/schedule.