In the book Teaching Children Who Find Reading Difficult (Rasinski, Padak, & Fawcett, 2010), the authors state that they believe “there is no method, no materials, and no program more powerful than informed and caring teachers.” (p.1). While I was gathering my assignments and digital artifacts to assemble my creative synthesis project, this quote seemed to humble my thought process. It reminds me that all of the knowledge I have learned in how to implement the best research-based literacy practices has ultimately helped mold me into becoming a more informed, caring teacher. Being able to share my learning from this program will allow me to showcase how I have grown as a literacy leader and educator. Rasinski, Padak, & Fawcett (2010) continue in this first chapter of their book to write that “Too many students lead passive school lives. They allow school to happen to them.” (p.1). My compelling question that I have worked towards answering in this project relates directly to this problem. I wanted to know how teachers can integrate meaningful literacy activities to promote student independence in the elementary (K-6) classroom. After rereading this page and quote, I think this cycle of students not being fully engaged in meaningful, or authentic literacy opportunities has driven me to go back to school and find an answer. Not only do I want to create a classroom where students are invested in their education, but I want to create a classroom where students are able to successfully collaborate and work independently on their reading skills because they see its purpose. When I say purpose I mean that students see how it connects to their lives and where opportunities will arise for them because of it. What I have learned throughout this process is how many pieces go into place in order to create a literacy education program that supports students becoming confident in their independent studies. In order for classroom instruction to be successful, students must receive direct, guided, and independent instruction. Gradually releasing responsibility to students during scaffolded instructional activities is made possible when teachers have access to multiple resources and experiences. I have found that when teachers are given opportunities to collaborate with colleagues on classroom literacy needs, have a toolbox of technology apps, and have access to a professional library of mentor texts, this process is simple and effective. Overall, the knowledge I have taken away from this creative synthesis project and program shows how prepared I am for my next educational career step!
References:
Rasinski, T. V., Padak, N. D., & Fawcett, G. (2010). Teaching children who find reading difficult (4th ed.). Boston, Mass: Allyn & Bacon.