I began the school year planning instruction using the Common Core State Standards instead of Tennessee’s. My thinking was that the ability to read and write critically would prepare a student for any type of assessment but more realistically give them strategies for the type of reading needed for authentic literacy situations.
Despite my meager knowledge of the subject at this point, I was amazed at the excitement I felt. Class conversations brought observations that eluded me. I didn’t have to spend an inordinate amount of time hunting for ways to make the learning motivating and meaningful.
But my time was spent on something tedious and that was helping the students to “unlearn” so many bad habits that well meaning instructors had instilled into my learners: a five paragraph response to any prompt, using such mundane phrases as “in my opinion,” and “in conclusion,” introducing the introduction, explaining the assignment rather than responding to it, and summarizing instead of forming a meaningful conclusion.
We rewrote (and when I say we, I mean all of us!) and returned to the same texts, offering new ideas, and sharing revisions. During a recent assignment, a student attached this comment, “Mrs. Shoulders, I now don’t use so much “I believe….” I always state my claim, and I don’t start off with I believe; thanks for teaching me that.”
The small steps are paying off; they (no I mean we) are starting to get it.