Resist the Urge

It is a few weeks into our new school year. The novelty and frenzy of getting to know each other and our routines is subsiding, and things are feeling more comfortable for all of us. Now we are working on building stamina and independence during reading time, and students are doing a great job. They are quiet and staying in their spots, and most are reading a ton! But . . . (There is always a but . . .)

I am chomping at the bit to get conferring. My brain tells me to listen to the experts and make sure everything is in place before I start. It is just that Kevin is quietly flipping pages but not really reading much, Seth’s former teacher told me he is a struggling reader, and Karly is new this year and needs to be given a running record. Thinking about all that made the butterflies start in my stomach and the ache start in my neck! But I waited, even though it felt unnatural, until . . . (There is always an until . . .)

One of the parents walked their child in and said, “How is my little reader doing?” and this casual bit of small talk melted all of my resolve to do the right thing. I smiled and answered, “Just super!” If you had heard what was going on in my head, it would have sounded something like this: Oh my gosh, we are two weeks into the school year and I haven’t even talked to her child about a goal! Why haven’t I gotten those running records done? What am I waiting for? I know what needs to be done, so why am I not doing it? I am a teacher—I need to teach! AHHHHHH!

 I panicked and started pulling kids that very same morning. As soon as I sat down to give Karly her running record, the first whisper and giggle started. Then there were some more whispers. Then Jennifer got up and headed for the bathroom, at which time Peter decided to come over and ask a question about his book. At that point I had no idea what Karly had read because all I could think about was how things had just fallen apart! Students weren’t truly independent yet.

I learned my lesson and pulled back again, at peace with giving it time. I want them to be totally independent before I begin one-on-one instruction. I want them to keep practicing without me. If I don’t set the correct tone now, I will be reminding them of the expectations not only in September but in October, November, December, January . . . You get the picture.

So now when a parent comes into the room and asks, “How is my little reader doing?” my answer will be, “He is building great independence and stamina!” Our journey has just begun. I still have time, and so do you. Resist the urge.

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