I’ve been teaching for more than 20 years, yet I continue to be surprised by what I call the “fall fluster.” I spend my summer catching up on professional reading, attend a conference or two, reflect on my past year, mentally make plans for the upcoming year, and rest and get rejuvenated. But it never fails: By mid-September, I’m overwhelmed and feeling behind. One particular year was no exception, but it took me by surprise even more because the beginning of the year was set up for success: a nice-sized class, few personal/family changes, the daily schedule I had hoped for, general school continuity, and a new robust reading curriculum that I was excited about.
And yet, that particular year the fluster was no different and may have been even worse. My lessons didn’t feel as deep, and I felt in a frenzy during independent reading, when I am usually settled in and conferring. I felt frustrated and knew that something had to change. As I reflected at the end of September, I realized that I had set aside my own reading “curriculum,” reading lessons that I have gathered and designed over the years from multiple professional books, and instead relied on the “new, robust reading curriculum” that I had been so excited about.
The new curriculum is terrific, but I had to remind myself that it is a resource just like my cupboard full of professional texts. As I tried to teach the curriculum, I was scurrying about trying to fit everything in, not settling in to learn about my readers and teach to their needs. So, I adjusted. I slowed way down. I sat with my students and got to know them as readers. I went back to designing my minilessons focused on reading behaviors and building a reading community. I went back to a template that I created years ago in graduate school to keep track of all the thinking and lesson ideas I was reading in my professional books. I planned out the next unit of study using the new curriculum as a resource, along with all of my professional books.
Here is the template I use to keep myself grounded in what I know is best practice, even as I try on recommendations from required units.
Unit of Study:
Goal/Strategies/Skills:
Mentor Texts:
Anchor Lessons:
Lesson |
Student Work |
Chart |
Reference |
Notes |
Celebration:
Assessment:
*********************
Almost immediately I felt settled into a routine, teaching meaningful minilessons, conferring with students, teaching to their needs and not feeling flustered at all. As this new school year begins, I like to remind myself of this experience and remember to take it slow to build my classroom community with care and thoughtfulness. And although there will still be some of the fluster that comes with the beginning of a new school year, I will feel confident that I am giving my students the instruction that fits their needs best.