The following is a guest post from August ’17 Elementary Literacy Show panelists Sherie Dike-Wilhelm, Tanisha Lucero, and Jessica Schrader from Columbine Elementary.
When Zac invited us to be part of the Lit Show for routines and procedures, we weren’t sure where to start. Of course, we teach students daily routines – how to manage bathroom needs and such.
But so much of what we do is on “auto-pilot.”
We had to reflect on how we teach students to manage space, materials, devices, and time. Transitions from one activity, place, or content area are important, too. But the real “meat and potatoes” is how we teach students to work together and cultivate ownership of the work that they need to do.
Kids don’t automatically sit down to discuss how they solved a problem or how they know a character changed in a story. Sometimes, even partner flashcards are hard! As teachers, we model expected behavior, practice, practice, practice, and then fine-tune our practice as we ratchet up our expectations. Thinking purposefully about teaching students systems and procedures helps us get to the good stuff–the learning and the creating that makes learning real.
As you think about this episode, consider your routines and systems. Think about the ones that work for you, and which ones you might want to adjust, either to increase efficacy, independence, or learning goals. It has been engaging to think about some of our practices that have become commonplace and to intentionally seek ways to change and improve. Come on in and join us!!
Here are links to a few of the resources we talked about today: