What's Next?

Mary Kate asked "What is your current problem and how are you learning as you work your way through the struggles and difficulties?"





I have been thinking a lot about who I am as a teacher and asking if I only see the positive? I feel that most teachers believe that it is our responsibility to realize the gift in each student, to find what a student can do. But my self-questioning has been, “Am I too positive?” “Is my positivity hindering my teaching and coaching?” My questioning was fueled by several events. Recently a classroom teacher sent a student update to me as the child's reading support teacher. The update encompassed what this teacher had focused on with the student and then followed with teacher's concerns. Everything said was true and accurate and yet the comments about inconsistency and struggle with comprehension left a pit in my stomach. When I mentioned that pit to the teacher she said, "I knew you'd be upset...” Ah, she knows me all too well. But I had to ask myself, if the comments were true and accurate then why was I feeling this level of discomfort? Why did I only want to discuss the progress?



The next event was with my principal as we reviewed my teacher evaluation. He observed me coaching in a first grade writing workshop. He commented that he had no idea if the writing I was conferring about was good or bad because they all sounded great from what he heard. I laughed and took it for the compliment he intended and I replied that it was my job to find the gems and strengths in each writer's piece. But later I had to ask myself if he heard any teaching? Did he hear suggestions for what is next for the writer or any goal setting? So once again there was that little voice in my head asking if my glasses are indeed too rosy? This is a question that has followed me in my teaching and my coaching.



I am not writing this to tell the world that I am a glass half full kind of lady. Rather, I am writing to reflect on a real struggle in a world that is full of words like rigor, goals, grade level, reading level, on track/not on track, etc. My struggle is to recognize and accept that it is okay to see the good, the best in kids. But I have to remember there is more and I need to ask "what's next for this student?" The first part, yes, find the gems, the strengths, the gifts that each student brings, but I can't forget about the what's next?



What is next?

In years of Reading Recovery I learned about getting those quick shifts in reading, what is next for a reader. I learned that if I didn't get a shift quickly then I wasn't approaching it the way the reader needed me to. I am learning to apply this to more of my teaching.



In continually studying about conferring, I am reminded that there is a teaching point to move the reader or writer, to help the student become more skilled for not only that current piece of writing or reading but also in future pieces and future books.



I am realizing that I don't need to apologize for finding little sparks of greatness in all that our students do! I know that the greatness is the fuel to helping find what is next. If we know as learners that we are doing some meaningful and successful thinking and work, then it is a lot easier to tackle the what is next and new learning. One without the other doesn't move us as quickly as learners.



This reflection will help me to listen more carefully when a colleague expresses concerns for a student and it challenges me to try to do the "what is next" thoughtfully and in collaboration with a student or a teacher. It will also help me to not forget the what's next and to celebrate that the first part is easy for me, bringing me joy to see the uniqueness and successes of each child.



Sometimes the struggle of just accepting who we are allows us to push beyond and grow professionally.





What’s next for you Mary Kate and readers?