Freewrite: The Battle I'm Fighting in the Reading War

“Mr. King, I don’t know that word!” I hear this so much during the day. My response is always the same…”Sound it out!” I always get blank stares because my students aren’t used to having to recognize the sounds that make up words. I was drilled on phonics from pre-school until second grade. It was definitely an integral part in my development as a reader, and speaker of English. The whole-language phenomenon was absolutely foreign to me until I was in college. While in college, I taught at a high school in Memphis. It was there that I found out that students had been taught to recognize familiar words and word groupings. It was absolutely appalling because there were so many “familiar” words that they did not know.

Now that I teach seventh grade, I am really seeing how stifling the whole-language teaching techniques are. I am basically retroactively teaching phonics on a daily basis. Reading this article has given me more insight into the debate, and it has affirmed my stance on the importance of phonics.

Page 129 referenced psychology research. I was a psychology major in college, and when I did research in Cognitive Psychology, I learned that we gather information in a very systematic way. We learn phonemes (sounds) as bits—then we put those bits together to make chunks (words). Eventually, we develop cognitive schemas that help us synthesize all of the information. That is exactly how phonics instruction works. Whole-language theory sounds good when it argues for “unstructured immersion.” Nevertheless, it skips essential developmental stepping-stones and jumps directly to developing broad schemas. It is like having the roof for the house without having the foundation. Whole-language learning is supposed to be humanistic, but there’s nothing humanistic about not a theory that doesn’t take human development into consideration. Even with large classes, it is important for the students to wrestle with the material. I always tell my students that the best learning happens when you struggle with the material first. That initial struggle helps the student figure out what’s wrong, and then teach themselves the steps to solving the problem (i.e. sounding the word out!).

It is very sad that politics and business are still the driving forces of education. Textbook sales, educational consultations, and professional development have crippled children all over America, and specifically in California. I was surprised to learn about how personal agendas (political and social) have such a large effect on how school systems are run. I now wonder how much these same things have hurt the children of Mississippi. What are the political, social, and economic agendas that have only hurt the children in the end? I’m not one who delves into the political arena, but I would be interested to see the legislation that has shaped the educational system in Mississippi. How many of the current policies were constructed to benefit the children and not to appease the powerful? How much insight was taken from the people who work at the grassroots level of education? These are the pertinent questions--questions that need to be answered in order to fix the pervading education problems.

The study referenced on Page 133 that talks about the reading comprehension test was refreshing. It gave us empirical evidence that phonics instruction works! In the age of “data-driven schools,” it presents a strong argument for teaching phonics. As the article concluded, I was happy to read that no one in the wider public seems to be actively promoting whole-language instruction. The next step is to develop a curriculum that fully integrates phonics instruction into the elementary schools. The very basis of reading must be taught, correctly, when the children are at the very early stages. Explicit phonics instruction is the key to reading. If students can master the sounds of the language, then they will not have to worry about struggling with them when it is time to move up to more advanced words. They can then focus on comprehension, analysis, and synthesis of information. Even then, there were no developmental steps skipped. Build a strong foundation, and your house will be beautiful!

Why Should Someone Join, or Not Join, MTC???

It seems like members of MTC are asked this question all the time. We are asked by interested applicants, colleagues at our respective schools, and even by other members of MTC as we go through the program. I must say that I haven't really thought about my answer to this question. When presented with this question, I don't respond with my life philosophy. My answer to this question is probably a little more simplistic than I think it should be. That has probably served me well, because I don't allow myself to be inundated with the stresses of living up to my initial reasons for joining MTC.

Why Should Someone Join?

Someone should join MTC because they feel like they absolutely have something special to offer a child. I'm not talking about coming to Mississippi to be a savior. Nor, am I talking about treating the kids like they are charity cases. Joining MTC should be about offering a new perspective to your students. A perspective that gives them a sense of education, work ethic, and genuine care. I did not join to be known as the teacher/coach who saved some kids from throwing their lives away. I dare not ever patronize my students or players in that way. If anything, someone should join to impart that which was imparted to them in their middle school and high school years. The masters coursework is also a reason someone should join. The challenge of being a strong teacher and a strong student at the same time is one that should be respected. MTC is a continual process of teaching and learning. A great MTCer is one who is very reflective. One who can manage relationships, stress, and transition. Someone should join MTC because they are a cut above the rest, and they can operate at the highest level consistently.

Why Should Someone Not Join?

Don't join MTC to say that you took a bunch of poor, lazy kids and made them scholars. If anyone thinks that they are above reproach on any level, then they shouldn't join either. If you are someone who compartmentalizes every success and failure, then MTC may not be the program for you. No failure can get you too low, and no success can get you too high. Even kilned and level-headed people seem to do the best in this program. Someone should not join if they cannot take criticism--constructive and destructive. I don't want to deter anyone from applying. If anyone feels like they are qualified, then please apply. Just know that MTC is not a cake walk; but MTC also isn't the hardest thing in the world.

I joined MTC because I knew that I had something to offer. I come from a family of educators, so I've always understood the value of education (from the standpoint of a teacher). Moreover, I knew that I could offer even more through coaching. I knew that through this program, I could get closer to the educational attainment that I seek, and have a chance to affect lots of amazing kids. Every MTCer will give a different answer, but we all probably have some of the same core values. I'm so glad that I'm in MTC. I appreciate the opportunity, and as a future applicant, someone should go into the application process with that same appreciation. The opportunity is priceless.....

Responsibility...

As I've navigated through this school year, I've tried to figure out what the most difficult part of my job is. Throughout the school year, there is one thing that has continually come up with my students. This thing affects the exceptional students and the students who don't do so well. This mystical thing is RESPONSIBILITY.
   Since August, the factor that has ensured success in my class has been responsibility. I've tried to structure my class so that the strongest--and the weakest--readers can excel. I always tell my students that we can work on skill mastery and the intricacies of certain topics. All they have to do is come to class, put in a reasonable effort, and the rest will be taken care of. I had quite a few students fail my class because they just neglected to turn in any work. Although I absolutely hate giving zeros, I feel that the kids need to see that number to let them know that this is not their normal cake walk. We have had talks about developing life skills. I've constantly said that even if they don't leave my class as strong readers, they will at least value the importance of responsibility, accountability, and work ethic.
   For too long, it seems like the majority of my students have been coddled to the point where they are able to just coast through school without any of the blame being put on them. Now, I'm not calling my students lazy--not at all. What I am saying is that they are not used to having to consistently work to achieve the grades and results they want. This is more of an indictment of the system they've been growing up in for the past 7 or 8 years. More than anything, I want them to value hard work. I want them to respect the value of responsibility. If I can at least get my students to the point where they feel like they are accountable for their grades, and their behavior, then I will feel like I've done my job. The issues regarding mastering text structures, main idea, or situational irony will all be taken care of when the students feel like they are the main determinants of their grades.
   So, through meetings with administration, parent conferences, team meetings, and students conversations, I've continued to harp on this point. I cannot have a part in the perpetual handicapping of my students. I know that this is a transition from what they're used to, but I know that developing the life skill of responsibility will benefit them well after 7th grade. If that makes me a "hard" teacher, then I'll wear that hat proudly. I hope it makes them see me as the teacher who cares about their development as teenagers, and future members of the larger society.

Finland: The World Education Leader?

   Wow, who would've thought that Finland is one of the world leaders in education? I had no idea, but I can see why they are being heralded. Americans have to appreciate the structures they have set in place. I think that these themes were the most important from the article: equity, standardized tests/data, competition, and how teachers are revered.

Equity
   I love how they've found a way to achieve educational equity. Ever since I was old enough to understand how affluence affects academic achievement, I've noticed that schools with more money do better. When I actually had the opportunity to work at both ends of the spectrum in college, I became even more aware of how much money, or the lack thereof, makes a difference in schools. I admire how Finland has set up structures to ensure achievement in all communities.

Standardized Tests/Data
   FINNISH STUDENTS DO NOT TAKE STANDARDIZED TESTS!!! Enough said. I'm not saying that standardized tests are completely unnecessary, but there is way too much stock put into them. Finland has figured out that standardizing towards a perceived norm doesn't accurately gauge learning. Nor, does it accurately gauge teaching and instruction. All it gauges is one's ability to navigate through the state's "annual academic labyrinth." The use of data should be used to improve the structures that run the school--not to steer more resources in the direction of what's hurting the students the most.

Competition
   Now, I am a huge proponent of competition. I think that competition is one of the most effective ways to pull the most out of anyone. But I do understand the concept of cooperation. It seems that the Finns have figured out how to establish an educational cooperative. I'm not exactly sure how, but it seems that through the cultivation of a culture of teamwork, educational cameraderie can be achieved.

Reverence of Teachers
   The most interesting aspect of the article was definitely the part about teachers' place in Finnish society. Teachers are regarded as highly as medical doctors! Again, teachers are regarded as highly as medical doctors! One more time, teachers are regarded as highly as medical doctors!!! The fact that they are respected for their professionalism and highly regarded for their abilities is a refreshing thought. I love how they work with parents to adjust the curriculum, how they are independently responsible for planning, and how they are trusted without reservations.

Hopefully, Americans will take heed to the example set by Finland. I am a fan of what's going on over there. Moreover, I hope there can be some implementation of Finland's educational plan in my own school.....

Freewrite: How I Feel At The Halfway Point...

Honestly, I feel great about teaching. I am confident in my abilities, and I think that my effectiveness is gradually increasing. Now, there is a multitudinous amount of things that I have to work on, but I remain excited and inspired. I have formed relationships with students, other teachers, and parents. This has allowed me to feel very comfortable in Byhalia. I think that we will make a lot of breakthroughs in my classroom this semester. The kids are excited about the new books and technology we had donated. The new materials, along with the new content, will keep my class environment fresh. We are going to start reading novels this semester, and hopefully I can have some people come in and speak to my classes this semester. I want to make my classroom more of a student/teacher cooperative than it was last semester.

The other exciting development for the spring semester is TRACK! I am the head coach of the track team at BMS. This is going to be particularly challenging, yet formative for me. I will learn a lot about myself, I'm sure. Balancing the responsibilities of my job as a classroom teacher, track, and class will be good for me. It'll remind me of the balancing act I had to do while I was at Rhodes. Once challenging thing is that the school did not have a track team last year. That means that we're basically starting from scratch. Also, trying to build rapport with coaches from around the area has been a little difficult. They're hard to track down, at it seems that most things are done at the last minute. I'm sure things will work themselves out. The experience I gain as the track coach this year will make me a better football coach for the spring, and eventually next fall. I am going to take advantage of the opportunity. We will have a competitive team. Updates will come throughout the semester.....we are going to develop a strong program!

Hanging Out With College Teammates

One of the things I miss most from college is my 3 best friends that I played football with. We were known as the "Smashbrothers," and we practically did everything together. It was good for us to all be back in town for a Rhodes game. We hung out at the game, did a little partying, and chilled like we used to back in college. It was great to be at Rhodes homecoming with all of our old teammates. We all had the energy and enthusiasm as if we were going on the field to play ourselves. We also went bowling and to play pool. We laughed an joked--acting crazier than ever. Two of us are in graduate school, and the other two are still playing football. We were all sharing stories about how things are going with our lives and how we've all taken different paths since college.
More than anything, it was just good to feel like a college kid again. Although I'm not far removed from college, being a teacher quickly makes me feel old sometimes. I tend to forget that I was just in college 6 months ago! Nevertheless, we had a blast. And just like old times, the highlight of the weekend was just gaming out on the Xbox 360 and PS3. We played Madden and NCAA like we were freshman in Glassell Hall, haha. We would still argue, almost fight, and laugh over every play. This was a great way to get my mind off of teaching sound devices, tier groups, responses to interventions, or make-up work. This was probably the longest I'd gone without talking about teaching since the first of June. Not that I don't enjoy my job, but it was definitely therapeutic to not think about it and just chill with my boys. It was well needed. But before this, I always made sure to take at least one day a week and devote it to myself. I'm not inundated with grading or planning. I'm well-rested and excited about the new challenges my 7th graders will present me with. All of that said, I can't wait until we can all get back to Memphis and do it again though. We have to catch up on some gaming, partying, etc.....

A Day In The Life

Ok, so here's a day in the life of Coach King.....

I wake up at 5:30 a.m. Then, I lie there for a while and contemplate how much more time I could actually spend in the bed. After I debate with myself, I quickly realize that I've wasted that time with that internal conflict. Once I'm out of bed, I begin to get ready. I never have to iron or anything because that's my number one priority at night. Some people read, meditate, do yoga, or something else--I like to just sit and look at my closet for therapeutic time. Ok, back from the tangent.....Once I get ready I grab some tea, yogurt, a pop tart or banana nut bread. It helps me get started in the mornings. I try to get to school between 6:30-6:45. That way, I can still have some alone time in my classroom before I have to go to morning duty. I get my best thinking done in my classroom. I have morning duty in the main hallway, so I'm the guy who gets to remind the kids that they are back at school by checking uniforms and making them walk on the blue lines. They don't particularly like seeing me welcome them this way at 7:10 in the morning.
Homeroom starts at 7:30. We have silent sustained reading, so I spend that time working with the librarian on Accelerated Reader matters. 1st period starts at 8am and the day really gets started. I like that class, they work hard and I'm glad I can start the day with them. My 2nd period class is my honors class. They are actually one of my least favorite at times, but we get a lot of challenging work done. We have break/recess after 2nd period, and that's just a time for the kids to hang out and be themselves. 3rd period is the longest because it's the lunch period. The worst part about 3rd period is the fact that we go to LUNCH at 10:55am. Yes, that's too early for lunch...4th period seems like its the fastest period of the day. It literally zips by. Our kids go to activity period during 5th period. That's my planning period, where much planning doesn't get done. There's always a grade-level meeting, parent meeting, or a class to cover. When I actually have time to plan, I am trying to get things set in place for Track because I'm the head coach. 6th period finally rolls around at 2pm. It goes by rather slowly. Once 6th period is over, I have to hold a bus load group until 3:15. I'm finally done with duty at 3:30. So, I've now been at school for nine hours already. Then I stay until 4:30 or 5 doing work, grading, planning, or meeting. My day would extend until almost 7pm during football season. It's a long day, but I love the job. The only thing I'd rather be doing than teaching during that time is playing football...haha.