Moms (and Dads) on a Mission – Future PTO President Advocates Against Reading Logs (part 2)
Today’s post is a continuation of yesterday’s, where Angie, a future PTO president in Utah wrote about how she brought the issue of reading logs to the attention of her board of trustees. Below she writes about the proposals she suggested to the Board of Trustees.
How I Brought the Issue of Reading Logs to the Attention of our Board of Trustees
Part 2
by Angie, incoming PTO president, Utah
VI. My proposal:
a. Focus our efforts on educating parents as to the importance of modeling being a reader themselves, talking about their own books with excitement and enthusiasm, and inviting their children to read with them.
I. Parent education could take place at Back to School Night, the weekly newsletter, parent /teacher conferences, etc.
a. At this point the Vice Principal said, “I love it!”
b. One BOT member said, “I would love to hold book club discussions in the library during the lunch period for kids who are interested like we used to do.”
c. The Principal described ways we could utilize the weekly e-mail newsletter to educate parents about this and other issues.
b. If further information was desired, I offered to hold focus groups with other parents asking questions like: Do you enforce reading logs? If so, how? Have you ever had a negative interaction with your child around reading logs? Do you believe Reading Logs encourage a love reading or do you think it is having the opposite effect?
VII. Then the question was brought up by a BOT member: What about kids who won’t read?
VIII. Addressing the concern over reading proficiency: I presented information on the Reading Assistant by Scientific Learning as a possible option for the school. I had previously contacted the company and spoke with the representative for my area and had pricing, brochures, and a CD demo. (I handed these out in a folder with Sarah Pak’s post at the beginning of my presentation.)
i. I described this “Reading Coach Technology” that uses speech verification (superior to speech recognition). Students read leveled passages into headsets, are prompted when they struggle with a word, listen to a recording of their voice, and are evaluated for fluency, WCPM (Words Correct Per Minute), and comprehension. Simultaneous, individualized practice, feedback, and evaluation for the entire class in 20-30 minutes. Teachers can access a student’s profile and recording of their voice from any computer. Creates trend lines for the class as a group.
1. Due to time constraints, our students currently receive minimal individual coached reading practice per day within their reading group (less than 5 minutes). Also, the testing of WCPM and comprehension is so time consuming and laborious that by the time teachers are able to get through the entire class, it seems to me that the data would be old.
ii. Of course, while this technology may increase proficiency, a love of reading will come from being inspired by teachers’ and parents’ examples.
IX. Those at the meeting seemed to be very interested and curious about the software. Perhaps a concrete alternative like this could allay some concerns about losing proficiency if we were to discontinue the Reading Logs.
Nothing has been decided at this point. It will be up to the Board of Trustees to vote on it. One vocally supported abandoning Reading Logs and one seemed opposed to it. The other three did not express an opinion. No matter what the outcome, I think this will open the discussion and get the dialogue going. I am grateful I have a school that wants to have input from parents and is truly dedicated to serving our children, even though we may see things differently. I’m looking forward to the final word—which may not be until next year.
Your presentation was so professional and you certainly were well prepared. There is no possible way for you to be dismissed and I’m glad that one in the panel seemed willing to abandon reading logs. At the very least, you’ve opened up the topic for discussion. Bravo.
June 8th, 2010 at 7:00 am
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I hope this effort is successful at stemming the tide of reading logs, and I wish the writer all the luck in the world.
However, I don’t agree with everything she’s written, and in the spirit of open dialogue and forthright speech, I will go ahead and post my objections.
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Focus our efforts on educating parents
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Oh, please, by everything holy, no. I am sick and tired of my kids’ school trying to educate me. Many of us parents already know about the importance of reading, thank you so much. And how much would you like to bet that the parents who already care about reading are exactly the ones who read the weekly e-mail, and will thus be subjected to patronizing lectures?
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I described this “Reading Coach Technology”
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I am skeptical about whiz-bang technology when it is applied to the classroom. Removing the human touch is not likely to get kids more interested in reading.
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the testing of WCPM and comprehension is so time consuming and laborious
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Now we’re getting to the heart of the problem. So much time is taken up by testing that there’s hardly any time for learning. Between reading logs at home and constant testing at school, no wonder the kids don’t like to read.
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One vocally supported abandoning Reading Logs and one seemed opposed to it. The other three did not express an opinion.
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I wish I had hope of real change arising from the presentation, but I just don’t.
June 8th, 2010 at 7:50 am
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“I am skeptical about whiz-bang technology when it is applied to the classroom. Removing the human touch is not likely to get kids more interested in reading.”
FedUpMom: Angie did say that the technology was not to get kids interested in reading but to allay fears about proficiency decreasing if teachers were to do away with reading logs. (However unwarranted the fear, it clearly exists among supporters of logs.) As for the technology’s actual benefit, I don’t know. I’m not generally a fan of technological fixes for pedagogical problems, but I remember back in the olden days, when we were learning French, we used language labs, and they actually did seem to help somewhat. (Oddly, they seem to have done away with them altogether, in second language classes at our school.)
June 8th, 2010 at 8:14 am
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Angie,
Brava, for such a well-researched, thorough presentation. It’s quite amazing how you were able to anticipate all the possible objections and address them before they were even raised. Let us know how it turns out.
June 8th, 2010 at 8:47 am
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Maybe this will sound crazy – but, if we are enthusiastic about reading and about reading to a child and providing them with appropriate materials to practice on – maybe we can ease up a litlte on pushing them?
Is it really crucial that a child be completely fluently reading by the end of first (or even second grade?). Maybe we could meet their educational needs in other areas as their reading skills catch up? For example, they would work on critical thinking, problem solving, or math (not straight arithmetic).
My first grader came in second in the school chess tournament – knocking out two third, one fourth, and two fifth graders on the way to number two. I have him play with solving algebra problems in the car. But, he is slower at picking up reading.than the school would like.
Why make him feel bad about slower reading when he is clearly so strong in other areas? Can we work on building enthusiasm and let him grow at his own pace just a little? He is just starting to feel better about reading and do so independently – he is reading to me on his own now. I think that this is a cognitive maturity issue, not stemming from lack of practice or needing to press them harder.
When did schools decide that all children must mature in all academic areas at the same pace?
June 8th, 2010 at 8:49 am
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K writes: “My first grader came in second in the school chess tournament?—?knocking out two third, one fourth, and two fifth graders on the way to number two. I have him play with solving algebra problems in the car. But, he is slower at picking up reading than the school would like.”
K, your son is likely Visual Spatial and for VS kids, especially boys, reading comes later. Their brains work in 3D. If you haven’t already, read “Upside Brilliance…the Visual Spatial Learner” by Linda Silverman, of the Gifted Development Center in Denver, do pick up a copy.
Visual spatial talents are remarkable. It’s not a disability, it truly is a gift, in many respects. But school is very left brained, auditory sequential. I wasn’t privy to this research until my daughter was ten. Wish I knew then what I know now.
June 8th, 2010 at 8:55 am
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K, sorry about those question marks. They look like mistakes and did not appear in your original text. Something got lost (or added) in translation (cut and paste).
Off topic, but Sara, when I cut and paste someone’s text to respond to it on this blog, all sorts of spaces appear in words and I have to go in and manually adjust each one. Any idea why that is? Is this happening to everyone else too? I use Google Chrome as my browser (the best, IMHO) and I’m not having this problem elsewhere so I suspect it’s an issue just on this site. For the record, this just started a few months ago, has not been prevalent for the entire duration of my time here.
Anything we can do about it? Thanks, Sara!
June 8th, 2010 at 8:58 am
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K, you’re the one who’s starting homeschooling, right? Or maybe you’re a different K because the other one links to her blog. In any case, check out this blog. Stephanie Elms has a lot to say about visual spatial learners. Her son began reading late and is quite advanced now. But he is homeschooled so the only timetable they are interested in is his own. She has some good information on right brained learners.
http://www.throwingmarshmallows.com
June 8th, 2010 at 9:01 am
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To add, scroll down the left side of Stephanie Elms’ blog and you’ll find information on right brained learners. Her own journey with her son is very interesting.
June 8th, 2010 at 9:02 am
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Uh, oh, one more. Correction: Upside DOWN Brilliance…
Here’s VS stuff on the Gifted Development site:
http://gifteddevelopment.com/Visual_Spatial_Learner/vsl.htm
June 8th, 2010 at 9:04 am
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Thanks for the terrific suggestions, people!
Yes, I am the one starting homeschooling. But, actually it is for my oldest child (my introverted rising fourth grader).
My first grader could only be homeschooled if I quit my job (not likely). He is a bundle of energy and really extroverted. He would need more time and attention than I would be able to give now.
Our gifted curriculum (which my oldest struggles in) is BORING. Read this really cool book, and write a summary for each chapter (32 chapters, ugh). Do these worksheets… and so on. And, it is supposed to be done independently, in the regular classroom while the rest of the class does the regular curriculum. This is recipe for disaster – tailored to high achieving (not necessarily gifted) kids.
My middle child (the chess whiz) will probably not make the “cut” for gifted curriculum, because their criteria are reading/writing biased. This is only a drag because it limits their choices later on – the gifted curriculum in K-5 here is ‘more work” not “more interesting” work.
I’ll check out your suggestions, folks, thanks!!
June 8th, 2010 at 10:23 am
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Oh, and Sarah – sorry, I didn’t mean to highjack your topic.
Back to reading logs… ahem, I mean back to combatting reading logs.
June 8th, 2010 at 10:45 am
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OMG k, I literally groaned when I read what you wrote what constitutes a “gifted” task…write chapter summaries!!!!!!!!!!!!!!!!!!!!!!!! That’s some gift. That’s torture.
I can see if maybe you were to be imprisoned for a year in solitary confinement and they gave you ‘War and Peace” to read, that maybe summarizing each chapter might be worth doing ….the second time through. But giving a kid a book to read that they then have to summarize piecemeal…sure way to get them to hate books.
But it’s true, more busy work is what some educators think is mind expanding.
June 8th, 2010 at 10:48 am
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Thank you for all of your comments—and honesty! First, I understand why you would be perplexed by my statement of, “please feel free to dismiss my observations if you do not find them valid.” (from Part 1) There is, however, a “method to my madness” that I will share with you:
In my experience, the greatest obstacle in influencing another is to engage in a control battle. When one person tries to “steam roll” the other with force, the other person often puts up a wall and will not consider the alternate view.
By stating that the board was free to dismiss my observations, I was:
1) Stating the obvious—they already have the ability to dismiss my observations.
2) Giving them permission to “dismiss” my viewpoint so they felt free to choose for themselves which position they would take—not feel the need to resist because something was being forced on them.
3) Attempting to raise the odds they would be open to trying a different approach.
I’ve taught a 7 week parenting course for several years. On the first night I state upfront, “Please feel free to accept or reject any of the ideas we will talk about—these are just options for you to consider. You decide if they fit for you and your situation.” Because of this approach, the parents are always very eager to learn more and “experiment” with the ideas presented and I have not had problems with parents (even those who are court ordered to be there) trying to “fight” me and prove me wrong (I have seen this problem with other instructors, however).
I have tried this technique (I actually learned it from a man in a training seminar I went to) in many situations and have found it to be very effective. I understand this counter-intuitive approach does not appeal to everyone—so please feel free to reject this idea if it doesn’t work for you! :)
Regarding the other objections made: I agree with many of your comments! Some educators have discovered that students achieve more in reading when reading is not the main goal, but instead taught as a tool of inquiry to satisfy curiosity.
As for the Reading Assistant technology, you could be right that other methods are better. I agree with Fed Up Mom, that the testing and pressure to produce results in reading is at the heart of the problem. Kids develop in different areas at different times.
I also agree that many parents do not need to be educated–especially this group! I have learned a lot from reading your posts. For me, given the choice between a tip in a newsletter and having my children mandated to read, I’ll take the tip. Then I am free to decide if I want to apply it or not.
As I was given 15 minutes to address the specific topic of Reading Logs, I did try to anticipate the concerns that would come up–primarily reading results and parental involvement.
Though my approach and arguments may be different than yours, perhaps this outline can provide food for thought in approaching your own boards in your own way. There’s nothing to lose by trying!
June 8th, 2010 at 10:51 am
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Angie, I appreciate your willingness to listen to different points of view. This is a rare, and valuable, gift.
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given the choice between a tip in a newsletter and having my children mandated to read, I’ll take the tip
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I don’t think you’ll be given the choice. I predict there will be more tips in the newsletter and reading logs will continue as before.
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Please feel free to accept or reject any of the ideas we will talk about
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Angie, the issue here is context. When you make this statement in the context of teaching a class, you’re in a position of authority.
But when you’re talking to the Board of Trustees, they’re in the position of authority. In that context, they’re already disinclined to take you seriously, and for you to begin the discussion with “please feel free to dismiss what I have to say” is just self-defeating.
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not feel the need to resist because something was being forced on them.
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As a parent, you’re not in a position to force anything on the Board of Trustees, so I don’t think you need to worry about it.
I’m not entirely sure how your charter school, or charters in general, are operated, and how much influence parents have. In our district, there are no charters (“because it’s such a good district!”)
June 8th, 2010 at 11:26 am
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Fed Up Mom,
You have a good point about this being in a different context than me teaching a class. You are right. It is different.
However, I believe the principle of avoiding a control battle applies to human nature in general and is not context-specific. This has just been my own personal experience. As the saying goes: “A man convinced against his will is of the same opinion still…”
I would love to hear of any successful examples you have personally experienced that illustrate another principle. I definitely don’t know everything!
June 8th, 2010 at 12:32 pm
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k says:
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Our gifted curriculum (which my oldest struggles in) is BORING. Read this really cool book, and write a summary for each chapter (32 chapters, ugh). Do these worksheets… and so on. And, it is supposed to be done independently, in the regular classroom while the rest of the class does the regular curriculum. This is recipe for disaster?—?tailored to high achieving (not necessarily gifted) kids.
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I’ve heard of some crummy gifted programs, but this reaches a new low. The kids are supposed to occupy themselves with this swill while all the other kids are doing the regular curriculum? That’s an effective way to isolate the bright kid, in case they weren’t having social problems already. I wouldn’t even say it’s tailored to the high achieving — I don’t think this is appropriate for any child.
Honestly, I think this is a district that doesn’t want to spend any money on a gifted program, but still wants to be able to claim to have a gifted program.
June 8th, 2010 at 12:42 pm
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On power and the perceived loss of it:
“Disobedience is the true foundation of liberty. The obedient must be slaves” ~ Henry David Thoreau
June 8th, 2010 at 1:14 pm
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K, this “gifted” program is atrocious. It sounds worse than no differentiation at all. If you can even call it that. The only differentiation I see here is that your child is made to be different. As you say on your blog, as we all say, if you homeschooled (and you did say you can’t do both of them), you couldn’t possibly do worse.
I love that default. A wise consultant told me once, if your daughter lay in the grass and watched bugs all year, she’d still come out ahead.
June 8th, 2010 at 1:17 pm
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To Angie:
I get better now what you were trying to do in lowering resistance to what you were saying…you were getting in from a “one down” rather than “one up” position.. Being strategic… There’s nothing wrong with that.
I think what irks me a bit still is that we parents still feel we have to find a way in…Why can’t we approach a panel like that as equals? Here’s what I think, here’s my proof that what I say is valid, I deserve your attention.
In my head, I’m getting to the “striking” point that some other parents here have suggested. Enough with the making nice.
June 8th, 2010 at 1:18 pm
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PsychMom, I see Angie’s strategy too. It’s all that strategizing to get their attention that gets at me. Preparing, having talking points, researching, building a dynamic case, even rehearsing, but of course. The more poised, the more articulate, the more intelligent, the better.
But again. We are the major stakeholders. Our children and their parents count the most here. Our society has moved far from that fact. And when that finally sinks, that it’s about our children, not them, we can approach them with strength, determination, firmness and boldness.
We shouldn’t have to be quite so conniving to get their attention. We’re not selling them soap. It’s our tax dollars. And we have a right to expect it’ll be spent to our benefit.
June 8th, 2010 at 1:28 pm
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Angie,
Keep up the good work. It breaks my heart that parents have to work so hard to advocate for sensible educational strategies. But, as long as education is driven by committee-born agendas and curricula – it won’t be sensible. Have you seen the poster?
“None of us is as dumb as all of us”.
Committees via compromise alight on solutions that make no one happy.
And… there’s your cynicism for today.
June 8th, 2010 at 1:49 pm
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It breaks my heart too, K. Stick around long enough and you’ll all develop a healthy dose of cynicism. School boards, committees, agendas and curriculum will kill the the most Pollyanna optimists among us, given enough time in the system.
God made the Idiot for practice, and then He made the School Board.” Mark Twain
June 8th, 2010 at 2:08 pm
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good one HWB
June 8th, 2010 at 2:46 pm
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k. says:
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And… there’s your cynicism for today.
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From Lily Tomlin: “no matter how cynical you become, it’s never enough to keep up.”
HWB — fabulous quote. I can’t believe I never heard it before.
June 8th, 2010 at 3:19 pm
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FedUp, you never heard that one before? And you’re the quote meister! I got the Florence King one from you and it’s one of my favorites.
The Twain quote is a good one. I love your Lily Tomlin. Never enough to keep up. Just when you think you’ve heard the worst. Well, at least the Idiots over the years have given us a good laugh. If not a good ulcer.
June 8th, 2010 at 3:34 pm
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I would love to hear of any successful examples you have personally experienced that illustrate another principle. I definitely don’t know everything!
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Angie, I would also love to hear some successful examples of someone getting a real change in their public school.
I’m sorry I don’t have anything more useful to offer. In my experience, my attempts to change policy in the public school went absolutely nowhere because the public school had no intention of taking me seriously. My attempts to make changes at the private school have been much more successful, because, like many private schools, they are deeply motivated to keep parents happy.
My negotiating skills, or lack thereof, were not the deciding factor. The deciding factor was the schools’ attitude toward parents.
June 9th, 2010 at 8:43 am
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Angie,
Brava, for such a well-researched, thorough presentation. It’s quite amazing how you were able to anticipate all the possible objections and address them before they were even raised. Let us know how it turns out.
June 13th, 2011 at 6:16 pm
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