I could write a book on the whole concept of following the advice of researchers and “experts”. Maybe I will. I starting teaching 3rd grade in 1972 with NO attention to “how to teach reading” or much of anything else. The focus was putting together units of instruction (okay) and a bit of attention to the evolving whole word/whole langu…
I could write a book on the whole concept of following the advice of researchers and “experts”. Maybe I will. I starting teaching 3rd grade in 1972 with NO attention to “how to teach reading” or much of anything else. The focus was putting together units of instruction (okay) and a bit of attention to the evolving whole word/whole language focus. My district offered ZERO guidance. Looking back, although I was well regarded by administrators, I’m embarrassed by my performance.
I went on to teach grades 4&5 in suburban Chicago. Fortunately I was part of a great curriculum developed by the University of Wisconsin. In the system we focused on discreet skills of learning the foundations of mathematics and reading, then went on to handle comprehension and problem solving. I’m sure the whole thing was dismantled by the “brain trust “.
In the 80s I taught mathematics in grades 6,7,8. I loved it and found great success teaching math - focusing on “basics”, constant bits of review intwined with new instruction , and problem solving. I was questioned by an administrator as to why I bothered to teach fractions when calculators were making that study obsolete. He obviously didn’t recall (or never knew) that early Algebra success depends on a fluency with fractions.
I later became an elementary principal in that district and our wonderful Asst Supt (a PE major), was sold in Whole Language by the county “experts”. Fortunately our students came from wealthy homes and were probably reading before they came to kindergarten. I’m sure we left some behind or labeled the as LD.
Later, as a principal and Asst Superintendent in Michigan, I was part of a very well regarded county educational service region. For the most part, the leaders had bought into the idea that problem solving and comprehension were key to learning with little emphasis on phonics or math computational skills. There’s more but that’s enough.
I retired in 2005. Your podcast was brilliant!! I think nearly everyone who taught in my career timespan would concur with everything you are saying.
Question: Do you think we need national curriculum goals for reading?
I could write a book on the whole concept of following the advice of researchers and “experts”. Maybe I will. I starting teaching 3rd grade in 1972 with NO attention to “how to teach reading” or much of anything else. The focus was putting together units of instruction (okay) and a bit of attention to the evolving whole word/whole language focus. My district offered ZERO guidance. Looking back, although I was well regarded by administrators, I’m embarrassed by my performance.
I went on to teach grades 4&5 in suburban Chicago. Fortunately I was part of a great curriculum developed by the University of Wisconsin. In the system we focused on discreet skills of learning the foundations of mathematics and reading, then went on to handle comprehension and problem solving. I’m sure the whole thing was dismantled by the “brain trust “.
In the 80s I taught mathematics in grades 6,7,8. I loved it and found great success teaching math - focusing on “basics”, constant bits of review intwined with new instruction , and problem solving. I was questioned by an administrator as to why I bothered to teach fractions when calculators were making that study obsolete. He obviously didn’t recall (or never knew) that early Algebra success depends on a fluency with fractions.
I later became an elementary principal in that district and our wonderful Asst Supt (a PE major), was sold in Whole Language by the county “experts”. Fortunately our students came from wealthy homes and were probably reading before they came to kindergarten. I’m sure we left some behind or labeled the as LD.
Later, as a principal and Asst Superintendent in Michigan, I was part of a very well regarded county educational service region. For the most part, the leaders had bought into the idea that problem solving and comprehension were key to learning with little emphasis on phonics or math computational skills. There’s more but that’s enough.
I retired in 2005. Your podcast was brilliant!! I think nearly everyone who taught in my career timespan would concur with everything you are saying.
Question: Do you think we need national curriculum goals for reading?
I think it's fine to have national goals, I still like local control.
Agree!!