Learning Is Fun

I totally agree with the concept.  If learning is fun, kids are motivated and they strive.  Teachers are busy, day after day, thinking how to make their lessons attractive and catchy so kids would be engaged.  There are millions of creative games, fancy fonts, and illustrations available online and in the book stores.  What  creative minds teachers in our country have!  Additionally, when your student answers math facts correctly, he would shoot a virtual zombi on the computer screen.  Kids would rush over to the computer like vultures, wanting to shoot as many zombis as they could.  Wait a minute!  Perhaps, these activities are fun and motivational, but are kids experiencing "learning" is fun?  Furthermore, are these creative materials and activities really fundamental "learning" experiences?

What I contemplate is the definition is learning and how to define it.  Here are some ideas I propose;

1. I read this book because I get a sticker. v.s. I want to read this book because I really would like to know what happens next!

2. I complete these problems because I can color after I am done.  v.s. I want to do more problems because I am getting confident in these problems. 

3. I write my journal because it is homework.  v.s. I want to keep my questions and findings around my life in my journal every day.

There is nothing wrong with first voice in each section, however, how powerful the second voices are!  That is the "learning" I am talking about.  When teacher's job becomes more than keeping every kid on task by providing fancy worksheets or stickers, learning is going to expand its definition; learning as understanding, discovering, collaborating, sharing, innovating, analyzing, feeling good about themselves, and appreciating people around them.

Thus, my job is not only teaching content areas, but providing students opportunities to consider themselves as fun learners who enjoy themselves through daily challenges.

Unexpected Ending

Two years in a row, something that I had never expected, at the end of the school year, happened.  Relationships.  It blew me away. 

Like many of you educators, I am one of them who try to connect to every student every day, but my effort is fruitless with some students in some days.  With some kiddos, I had no idea why and how else in the world I could make a difference in our relationships.  Tommy (not a real name) has never been sent to the "Refocus Seat".  Rather, he is almost always quiet and seems contained with his charming large eyes unless it is individual work time.  These has been no productive time in partner discussion, independent writing, and math worksheets.  His trimester reading log was empty.  You can easily imagine numeral strategies that can motivate a student like him.  Yes, I tried them all.  None of them worked and I was stuck.  When I visited him individually, he was tearful and whiny sometimes.  "You are mean to make me work."  I whispered, "I am sorry your feel that way.  And thank you for working on this sheet even though you don't like it."  Tommy didn't crumple and throw the worksheet away like other naughty ones do, but he just sat. 

Shortly after June started, I found a kind of stickers that have a chocolate scent.  These were a hidden gem for reluctant learners including Tommy!  Yes, he was caught by my hook.  "Will you save this sticker until I am done on this page?"  he asked.  I replied immediately, "Of course, I will because you will deserve it for your hard work."   It was the first positive interaction between Tommy and me.  He became more productive than ever with a little incentive, but it was already in June.   "I should have used the scented stickers earlier!  The school year would be over in less than two weeks," I blamed myself.  The stickers are only motivation for this intelligent young boy?  It sounded really pathetic, too.  But I had no more time.

All in all, wrapping up, time came up for saying good luck and good bye on the last day.  Numbers of smiling excited children went off from the door right at the final bell.  Tommy was the last one standing in the middle of the empty classroom.   His arms are open as wide as a eagle, walking toward me.  No words.  He just hugged me for a good fifteen seconds.  I felt literally grabbed or squeezed.  I knew it was not just a sticker.  I knew everything I did was not totally useless.  It is "diversity" in communication that every child develops at different paces.  

It is like solving a complicated math problem for hours and days.  Stick with the formula.  Play with it.  See it from different angles.  Keep trying.  Come back later if you are stuck.  Try several strategies that might fit.  Think. Verify.  Its answer blows me away.  It makes sense.  I did it!

Stories Behind Reading Data

Congratulations, teachers!  School is finally over, or almost over anyway.

I collected reading data but I wasn't quite sure how effective Read Live (Read Naturally) has been on the students' growth due to some initial problems.  1) There were only 10 seats available in my classroom whereas  more than 10 students with immediate or somewhat concerned in reading.  2) There were only 6 computers in the classroom that can be used at a time.  A total of 14 students have experienced Read Live throughout a year or partial time period.  My mentor mentioned, "Students' progress can be seen if they practice more than 3 times throughout a year."

So I narrowed down five students:

1. the fall MAP reading sore range from 150 to 180.  These are the ones who did Read Live at least 3 times in a week throughout a year.  
2. Their oral reading fluency range was from 25 to 92 in September DIBELS.   
3. STAR test (Renaissance Learning) identified their grade level equivalency from 0.7 (below first grade) to 2.6 (second grade sixth month).  

	MAP Growth (RIT)	DIBELS Growth (wpm)	STAR Growth (GE)
Student 1	4	4	0.2
Student 2	12	31	1.4
Student 3	29	12	0.9
Student 4	8	10	0.7
Student 5	10	-14	0.7

                     Average Growth                  10.6                           8.6                               0.76

Then, I compared with 9 students who practiced shorter time periods than previous group.

                     Average Growth                  4.3                             9.6                               0.75

As you can see, there is no significance between two groups in DIBELS and STAR, however, MAP average growth (10.6 v.s. 4.3) is outstanding in the first group (Year Round Read Live group).  Consistent use of Read Live appeared to be successful!

Also, I noticed that RIT growth seems like corresponding with STAR growth.  For instance, Student 3's MAP growth is 29 and Grade Level Equivalency leaped to 0.9 (A whole one grade level).    As another example, take a look at Student 1. MAP growth is 4 and GE growth is only 2 month worth.  Student 1's oral reading fluency could've been way more than four words in a minute, if he had more opportunities and with an adult listened to him out side of school day.  Although there are many factors that contributed these students' growth, it was evident the family support and communication made a huge difference between two students. Data urges to build the stronger home school connection that invite more family involvement for struggling readers in addition to teachers' best practices.

In closing, I determine to use the screening tools to set up individual goals and plans.  With consistent monitoring and intervention tools for tier 2 and tier 3, I can expect reasonable and reachable growth.  I would like to promote "The Power of Reading" to all families and the community members by sharing good fit books, book talks, book report, theater, discussion, etc in regular bases.  There should be more people, more time, more conversations, more opportunities so that children will be empowered.  They will feel they are cared for.  They will, at a certain point, ultimately comprehend reasons why and how reading enriches their lives.   Data told me stories like that.  Have a great summer, everyone!