Transfer Archives - Ms. Natasha Theodora

msnatashatheodora Best Teaching Practice

Student Independence from Day One

The Big Goal

Student Independence

Student independence is key. In fact, my whole goal for my students is to be able to do whatever I teach them on their own. Without me. This independence applies to everything. I want them to connect mathematical ideas on their own. Those decoding skills I teach during conferring, I want them to do it once I walk away. I want them to know what to do when the fire alarm goes off. I want them to know what to do if they make a mistake or need to go to the bathroom. My goal for them is independence. I’m not going to be with them every step of the way. They need to be able to function without me.

Independence is a life skill. Employers don’t want employees who ask what to do every single step of the way. That’s obnoxious. They want employees who can complete tasks independently and ask for help when they need it. Independence is a crucial life skill, and we can begin teaching it when kids are young like first grade (and lower). I taught first, but I have also taught second and third, and I have successfully created independent learners in all three grade levels. Some years with more success than others. Here’s how I do it.

Fostering the Student Independent Spirit

Eventually, students leave our classrooms, and we want the skills they attained within the school to stay with them. To do this, we must create a culture of independence in our classroom and instill independence in each student. Developing student independence is not an easy task, and there are many struggles and bumps along the road. If we persevere as educators, we are creating a better future. Here are some of the ways I help foster the independent spirit in my elementary classroom.

Let them do it

If students can do it by themselves, they do it by themselves. There is no task that I do for my students if I know they can do it on their own. For example, sometimes tying your shoes is hard, but if you can do it, then you do it.

Create an Internal Dialogue

Asking questions back to students that they should already know the answer to- in a POLITE way. Not sassing a student when they ask to sharpen a pencil. Place a thought in their head and letting them solve the problem. If I hear, “Ms. Rice, can I sharpen my pencil?” I ask them, “What are the rules? Is now a time for pencil sharpening? How could you solve this problem?” I then see the wheels turning. They have been prompted to think of the classroom procedures and then decide for themselves.

Let’s be real, sometimes the wheels aren’t turning (we all have those days) and then I direct them to the place in the classroom where they can find the answer.

Don’t Answer Their Every Question

Yes, part of our role as teachers is to answer questions, but we don’t have to answer every single question. A few years ago, a few kids were gathered around our globe, and they were wondering why earthquakes exist. I could have just answered their questions right there, and then they would know. If I did that, they wouldn’t learn anything other than the information I share. Instead, if I ask questions back to them and lead them in the right direction, they might learn a few transferrable scientific or research skills. So I said, “Wow! That’s an excellent question. What do you think we could do to figure that out?” They were so excited! Kids ran off to see if we had books about earthquakes. Another group wanted to go to the library to search; some wanted to send an email to older kids to see if they knew. Next time they had a question, they knew what they could do to find the answer all on their own.

Connect Them

Let them lead each other. Kids learn best from each other anyway, so why not let them. What a better way to develop student independence? When a kid comes to me and asks about using quotations in stories, I can say, “You know what? Have you asked Tyler? He knows all about it.” Recently I did this with Seesaw. Some kids weren’t putting anything in folders, and some had everything in folders, and one recommended new folders to me when assignments didn’t seem to fit the ones given. I connected the folderless ones with the folder ones for about a month. Now everything is in folders, and I don’t have to worry about it at all. Connect them to each other.

Consider Your Environment

Think about how your classroom is set up? Is it student-friendly? Can your students access the supplies that they will need? Can the kids move easily around the room? Are the math manipulatives available? Are books accessible? Paper? Pencils?

Make your supplies available to the kids. In my classroom, all of our books are available in the classroom library. All of our math manipulatives are in an organizer that kids have access to all of the time. Kid supplies are available and are at a kid-friendly height.

How Do You Include Student Independence?

Independence is an essential life skill. One that if we work at it right away, students will improve daily and continue to grow even outside of the walls of our classrooms. If students can be independent in our hallways, they can be independent at Target, at the movie theater, or even while walking home from school. Transferable skills should be the main focus of our teaching. If it doesn’t transfer outside of our classrooms, what is the point?

How do you work to foster student independence in your classroom? I would love to hear from you in the comments below!

You may also enjoy:

msnatashatheodora Quotes

Weekly Wisdom

It does no good to teach a child to FIX errors if they don't know how to FIND them. Fountas and Pinnell

You may also enjoy:

msnatashatheodora Best Teaching Practice

Changing Our Thinking: Teaching for Transfer

There are many practices from long ago that we need to rethink as teachers. This series looks to bring up those practices and offer alternate ideas that are more relevant in today’s classroom. Today we’re discussing teaching the child not the program. The skills we teach students today should be transferrable to all stories or all writing or all problems. We need to teach for transfer and help students make connections.

We used to teach the book, writing or problem

Teachers used to pick up books like The Sign of the Beaver (one of my most hated whole class texts) and think, “what lessons does this book teach?” Then they would teach the book. I made a map of main out of dough. I had to look up new vocabulary words in every chapter even if I didn’t find any new words. My classmates built log houses out of sticks and the activity list could go on and on. While these activities may have helped me understand The Sign of the Beaver, I couldn’t take those same skills and apply them to another text. When we finished that book we went on to another one and repeated the same process again with no connection to the previous book.

In writing, teachers would circle mistakes in red pen and students would correct the mistakes. Students would make the same mistakes every time and then the teacher would circle it and they would fix them. This cycle could continue indefinitely. Some kids would receive things that were circled that they didn’t even know how to fix. Worse yet, some teachers never even had their students write for an authentic audience. They just wrote in response to prompts or in other ways but never produced writing on their own. While student writing might have looked nice with all the correct capitalization and punctuation, if the student couldn’t really do it on their own did they really know how to do it?

In math we solved problem after problem with no connection between the problems. Teachers would see students make the same mistakes over and over and would teach them how to solve that specific problem. In word problems this happens especially. We teach the problem instead of teaching strategies to solve all word problems. Sarah has six pennies and then she got five more. How many does she have now? Ugh… actually most teachers might go through a template that doesn’t allow for student thinking instead of teaching them comprehension skills. A lot of math teaching still looks like this hilarious Kid Snippets video.

What's the Problem?

The problem with taking a book like The Sign of the Beaver and pulling out all the lessons kids could learn in that specific book or circling all the mistakes a child makes on one specific writing assignment or telling the child how to solve one specific math problem is that there is no transfer. The child cannot walk away from that book or writing assignment or math problem and take what they’ve learned and apply it to their future learning.

When teaching reading, we want to teach skills that all readers can use in any book.

In writing, we want to teacher the writer skills that they can apply to any writing piece.

In math, we want to teach mathematicians strategies they can take to the next problem.

When we begin to teach the CHILD instead of the book or writing or problem we are creating independent learners. That child can take the knowledge they’ve learned and apply it to the next time they read or write or solve a problem. They have learned transferrable skills.

They can begin to see that reading skills apply to all books not just to certain ones. Nonfiction readers do the same thing regardless of text. Fantasy readers use the same strategies regardless of text. Historical fiction readers need a certain set of skills regardless of text. Decoding skills and learning new words can be the same in every text.

In writing if we correct every single mistake then they child can’t become a better writer. If this week you teach that writers use punctuation to help guide the reader. Then that child can focus in on punctuation. Punctuation might not be in every child’s zone of proximal development. If it isn’t in their ZPD then don’t waste time on it. Look for the skills that they do need. A child can learn that regardless of genre all writers find a way to draw in their audience.

In math they can see that mathematicians are always making connections. Math is built upon reasoning and relationships. Strategies you use in addition can be used in subtraction and multiplication and fractions and so many other things! The different operations and problem types don’t live in a silo and mathematicians know how to connect different math concepts.

What to do Instead

Reading

First of all, we shouldn’t be teaching whole class novels anymore… a good topic for a new changing our thinking post. For more on best practice in Literacy join me on Tuesdays and check out the Literacy Instruction tab at the top of the page.

Think about the skills each reader needs. Books can teach a wide variety of skills. In one Bailey School Kids book I can teach about the mystery genre and how readers try to solve mysteries along with the characters. I can teach decoding skills as kids discover words they don’t know. I can teach fluency skills and encourage readers to let their voice reflect the tone of the story. I can teach that readers reread when things don’t make sense. I can teach that readers of a series learn about the characters and pay attention to their traits. I can teach that readers can connect the previous chapter to the current chapter. I could go on and on.

Switch your thinking. Instead of what skills can this book teach? Think, what skills does this reader need? Not every reader needs the same skills and most books can teach the reader the skills they need.

Writing

Teachers should no longer be editors in the writing classroom… another topic for a changing our thinking!

As you watch your writers work, notice their mistakes. Notice the skills that they have independently mastered and compliment them on those skills. Notice the skills that they use correctly most of the time but still make errors on from time to time. Notice the skills that they are beginning to correct on their own but don’t do it frequently. Notice the errors that they make all the time but don’t correct at all. Notice everything they do. Then decide what to teach.

When deciding what to teach not all writers will need the same skills. If a child is able to do something on their own, they don’t need to be taught that skill. If a child makes errors but never corrects them, this skill might not be in their zone of proximal development yet. They might not be ready for it yet. Teach in to the mistakes that they are beginning to correct on their own but don’t have down yet. Become their coach and teach them those skills.

Writers use punctuation to guide their reader. Writers use capital letters at the start of a sentence. Writers break their writing into paragraphs to organize their ideas better and make their writing easier to read. Writers use strategies to spell words correctly. These are all teaching points that can be applied to any piece of writing.

Switch your thinking. Instead of, what is this writer doing wrong? Think, what skills does this writer almost have? What can I teach them today that they can learn to do independently and apply to the next piece of writing?

Math

Oh, math. So often in math we teach and prompt kids in the easiest way for them to get the answer. Isn’t math just answer getting? If you haven’t watched this video about answer getting in math then take a moment to do so. Math is not all about answer getting. When we don’t teach for reasoning and understanding we often teach for answer getting.

Instead of teaching the specific problem ask yourself what is a skill this mathematician could apply to every problem they encounter. Maybe they need to know that mathematicians struggle but they keep going when it is hard. Mathematicians construct arguments to explain their reasoning. Mathematicians create a model to try to solve an unknown problem. Mathematicians use different strategies to solve problems.

Switch your thinking. Instead of, how can this student get the answer? Think, what skills does this mathematician need? What skills could I teach them today that they can apply to future problems as well.

What I've Learned

Teaching for transfer has completely changed my teaching. I now reflect a lot of each child’s zone of proximal development and how to teach for independence. When I think about transfer it means that the child can do the skill without you and can bring this knowledge with them to any problem, book, experiment, or whatever.

Leave your thoughts in the comments below! I would love to hear about your journey in teaching for transfer and answer any questions you may have.

You may also enjoy:

msnatashatheodora Quotes

Weekly Wisdom

You may also enjoy:

msnatashatheodora Quotes