Sometimes someone else can see things that we take for granted. Having the benefit of a fresh perspective at something that has become an ordinary practice, reminds us of the ongoing importance of making agency a reality. Jill works as an Adjunct Professor at a college on Long Island. As part of this work, she opens up her second grade classroom to both student observers and student teachers. Today was one of those days, Jill welcomed a bright engaged student observer to come spend the day with her class.
The reading lesson was to use a reader’s notebook as a tool to help support the work of keeping track of longer books. The students are experimenting with different ways to take notes to keep track of the setting, characters and their feelings, thoughts, actions, and to follow a story’s problems and solutions. The class was engaged, and Jill and her student observer were circulating the room. First they noticed a boy who was making a list of the setting, a question followed, “Is it important to know the sequence of when each setting was introduced?” The boy decided on numbering the settings and it turned out they were not in sequence. Now we know something important about this student. There were many students who were keeping track of their reading in many ways.
At the end of every lesson, there is a time to share and reflect on the learning that happened.. Jill asked her students if they would like to come up and show their classmates how they are using their notebooks and other tools to do this work. Volunteers eagerly raised their hands and excitement grew. Now was their chance to share their strategies with others. One by one, they came up and shared all the many ways they recorded their thinking using post its, sketches of the changes in the setting and character diagrams showing all they have learned. Each way so unique to the child and their way of learning.
While children are sharing their work, strategies, thinking or tips, Jill dipped in and out prompting and questioning to help children make connections to real life learning. Questions like, “How did they help you as a reader today?” or “How does this strategy help you to better understand the book?” or “So you did… and then you understood…” This language was generous and inclusive, she did not tell students what to say. Instead she asked them questions or mirrored their words back to them.
After the lesson was done, the student observer shared her surprise at the levels of student ownership, and how interesting it was to see each child’s approach. This less directive approach proved to be just what the students needed and this was a great surprise to her. These practices of giving students: a tool, a suggestion, or even just a positive nod was enough. Better than enough – just what they needed to take on the work themselves.