Based on my theoretical understandings, I have developed a set of principles for my Reading Workshop. These principles are; 1) Opportunity, 2) Choice, 3) Response, 4) Relevance / Authenticity, 5) Space, 6) Faith, and 7) Uncertainty. I use these principles to help me make decisions about the various learning experiences I provide in my reading workshop.
1.
Opportunity - In order to provide children with the
opportunities they need to become successful readers, children need time to read,
access to a large variety of quality reading materials, and a classroom
structure that supports social interaction. They need time to browse through
books and explore what they find. They also need the opportunity to discuss
what they read with other readers. In essence, they need to become members of a
“community of readers”.
2.
Choice – Children need to make choices about what they read, what
groups to participate in and how to respond to their readings. This does not
mean however, that the teacher abdicates all control over the classroom, it
just means that teachers involve children in as many decisions as possible. In
my reading workshop, control is shared and students become empowered by their
extended roles. Nancie Atwell called this concept, “ownership”. She believed,
as I do, that students need to be part of the decision making process in order
to gain ownership of their learning. When this happens, students begin to
assume responsibility for their growth as readers, and as members of our
reading community.
3.
Response – Children need response to their
efforts. They need to receive feedback about their attempts and encouragement
for their achievements. Students not only need to receive responses from the teacher and their peers, they need the
opportunity to respond themselves to
the texts they read. During group discussions and literature studies, I want to
encourage students to openly share their ideas and concerns, and feel confident
in expressing their responses to literature. How we respond to their ideas will
greatly affect their continued engagement in these classroom experiences.
4.
Relevance / Authenticity – The experiences that we provide in our
classrooms must have a close relationship to the events in the actual world
outside of schools. We need to be careful that the things we do in school
aren’t just designed to make us better at school, but better at reading,
writing, mathematics and other things
outside of schools. The closer this relationship, the more relevant and
authentic the experiences.
5.
Space – Children need a supportive environment to develop as
readers. Whether this means creating a safe place to make mistakes or allowing
children the extra time they need to develop, they need space. This space has
physical and well as psychological aspects to it. Children need the physical
space to be comfortable as they read, but also the psychological space to try
out new ideas without fear of reprisal. The design of our workshop should not
restrict opportunities, rather it should create space for children to interact
with caring, supportive teachers and peers, in a learning community.
6.
Faith – We need to have faith in our children as "makers of
meaning", and ourselves as "responders" to their efforts. Much
of education today is based on accountability, which is in actuality lack of
faith in teachers, parents and students. If we believe that given the
opportunity children will learn, and teachers will teach well, the educational
environment would be radically different. When we sit with lit study groups, or
finish a read aloud, if we have chosen a book that connects to our children, we
need to have faith that they will respond and react to the story. When we
quickly jump in and start asking questions, we are not showing faith in our
students. When principals and school districts quickly jump in and buy
commercial programs that teachers must obediently follow, they are not showing
much faith in us as professionals. Like all faiths, it involves trust and
confidence in ourselves and others. As teachers, can we really think about our
children any other way?
7.
Uncertainty -
Reading is a highly complex event, and cannot be reduced to a formula or
a commercial program. As teachers, we need to be able to live with a certain
amount of “uncertainty” as we work with developing readers. Assessments give us
a limited “window” into students abilities and needs, and at times, we may
become “stumped” as to which course of action to take with individual readers.
If reading was a simple "diagnose-prescribe" or “assess-then-teach-relationship”,
programs alone would be able to teach all readers to read in a relatively short
period of time. As classroom teachers, we know that this is not the case. We
must become “reflective practitioners” who continually question our practice, keep
an open mind about the methods and experiences we provide in our classrooms,
and use assessments to inquire into the needs, interests and abilities of our
students. However, with this stance of “reflective practitioner” comes a
certain amount of uncertainty. We need to be able to act on our beliefs without
allowing those beliefs to close our minds to new possibilities. In essence, we
have to be able to act, while at the same time critiquing our actions.
