Before diving into my practicum experiences at Longwood, I didn’t have many opinions on teaching literacy except for the fact that I really enjoyed reading and writing as an elementary student. All of my elementary teachers taught reading and writing the same way each year, so I believed that it was the expected way to teach reading and writing. Knowing what I know now, my teachers, for the most part, used balanced literacy. I feel that I was very lucky and privileged to have good elementary experiences, which made me fall in love with literacy.
I believe that literacy should be balanced, meaning that reading, writing, and oral language should be balanced instructionally in the classroom. Components of balanced literacy include shared reading, shared writing, guided reading, guided writing, word study, read alouds, independent reading, and independent writing. Reading and writing are reciprocal, so students cannot learn one without the other. When it pertains to reading, I believe that comprehension is always the overall goal. I have seen in many students that they are able to recite the words off of a page, but they are not able to explain the purpose of the text. Without comprehension, reading is not purposeful. I will teach and model comprehension skills explicitly for my students. I will encourage my students to open their minds to a variety of genres. Many students tend to stick to one genre that they really like, but they may find that they fall in love with something else if they are encouraged to explore it.
When it pertains to writing, I believe that mastering phonics, handwriting, and comprehension are major goals. Students need to learn how to write the alphabet, build sentences, word study, and learn the writing process. Both reading and writing are essential skills in life. If these are not taught effectively, it can negatively affect a child’s life. Students need to apply their knowledge of literacy into the real world.
I believe that I need to assess all my students as the school year progresses. I cannot tell if a student has improved in reading or writing without formatively assessing them (Richardson 9). By doing so, I can collect data on each student to track their progress, strengths, and areas for growth.
I believe that my instruction needs to be engaging, relevant, and purposeful to all students. My students should never be bored, have nothing to complete, or feel frustrated. I will do this by making real word connections and differentiating my instruction based on my students’ needs. I will also scaffold my instruction by modeling, guided practice, and eventually independent practice. I will ask my students higher level questions of thinking to challenge my students so they are using their metacognition. My students should always feel motivated in my classroom and feel that what they are doing holds a purpose.
My teaching style is very calm, warm, welcoming, and positive, yet firm when I need to be. I will set a positive tone for the class each and every day. My students will know that they are capable of doing good when they work hard and try their very best. Like all people, students will make mistakes, both academically and behaviorally. It is important to be firm and redirective when students are misbehaving. I do not believe in punishing students for low academic achievement because there are so many factors that play into a child’s academics. As a teacher, I have respect for the diversity of learners in my classroom and will embrace the differences of my students in the classroom.
Richardson, J. (2016). The next step forward in guided reading an assess-decide-guide framework for supporting every reader: Grades K-8. New York: Scholastic.