By Melanie Quinn
January 21, 2011
"It is amazing how sitting side by side a challenging child changes our relationship with them." So started our conversation at a recent staff development meeting. We are on a journey at my school this year as we launch Daily 5 and CAFE together. In the midst of this study, we have noticed a shift in our attitudes toward our Barometer students.
One of our discoveries has to do with conferring. The teachers in our school are masters at small group reading instruction, and moving to one-on-one conferring in various places throughout the room definitely pushed them from their comfort zones. Yet, they were finding that by moving beyond the security of the kidney table to sitting next to a student and discussing their reading, something bigger than focused instruction took place.
Patricia had really been struggling with her at risk students. She shared, "I had been thinking a lot about my Barometer kids. They were so difficult. Was I getting older, losing patience, had I lost my touch? When Melanie asked us to think about how we might work to build positive relationships, I began to wonder if the fault was all theirs, or was it perhaps mine? I went into the classroom the next day like a researcher might, and viewed my students through a new lens. I realized as I tried the side-by-side conferring that Gavin really was reading, and Charity too. Our relationship changed as we sat next to each other, casually chatting about reading and discussing next steps to meet their goals. It was completely different from the small group contact we'd had. I realize the subtle change in style fostered a subtle change in relationship, leading to a big difference in how I felt about these kids (who up until now, I'd viewed as button pushers). So now, I am totally involved, which must mean that I wasn't before. I thought we'd had a relationship, but apparently we hadn't, because now these kids are talking, writing me notes, and motivated to learn!"
So, how is it going with you? Are your barometer students making your room a little stormy? How often are you hunkering down to chat with them about their reading and writing? We are finding this physical change produces a mental one, and leads to a positive change in climate for the entire classroom community.