An Educational Bargain
From the desk of Alice…
I recently wrote a post about the anti-workbook classroom. There is another layer to the story. The teacher I mentioned in the post had chosen not to use the workbooks provided to her in order to teach reading to Kindergarteners. Instead, she chose to use rich literacy instruction that engaged students in reading and writing across the day in a meaningful way that aligned with the Common Core standards.
The other piece to this story is this: when it was discovered that she was NOT using the workbooks, she got in hot water with her bosses. She was reminded of the cost of the workbooks and told she had to use them. This story struck a chord with me as an educator, staff developer and a parent.
As an educator, I haven’t always made great decisions for kids. I came right out of college with a certification that said I could teach grades k-9 with a concentration in English Language Arts and Science. I will be the first to admit to you that until I went to graduate school about 15 years later, I didn’t really know how to “teach reading.” In the 15 years between my first and second degree, tons of research was completed in the field of reading. Through the research, we learned what were happy accidents, bad practices, and what will truly help students become better readers. Prior to my grad school days, I needed people to guide me and help me make sense of what was best for my students. I was really good at following directions and trying to utilize the resources I had at my fingertips. I depended on good advice from others to guide me. I am sure the administrator that “fussed” about not using workbooks meant no harm. However, this was bad advice. Bad advice for a teacher that was already practicing solid reading pedagogy that is supported by research.
This same scenario can play out daily in many parts of our country in many subject areas. Even with an undergraduate degree, I was not fully equipped to make solid reading decisions. I needed to have conversations, talk to experts, and read more. We cannot expect our administrators to know everything about all subjects, especially if they have not personally taught it or have a certification in that area. On the other hand, it is important to note that this is a new era in education. The Common Core standards have raised the bar, shifted our instructional focus, and require a much deeper understanding of pedagogy. If you are running a school, school system, department, and/or in charge of purchasing, please surround yourself with specialists that can build your background on current best practices and guide you to make solid decisions related to pedagogy. Do not assume what we have always done is going to work in the new era.
As a staff developer, I see this as the proverbial teachable moment. When we encourage teachers to reflect on the learning in their classrooms, the lessons, the materials, and where to make adjustments, we rarely encourage a workbook as a best practice. In this particular case, the administrator told the teacher the workbooks “cost a lot of money” so she needed to use them. Again, this is a new era in education. The materials should never drive the instruction. The Common Core standards drive instruction in conjunction with the needs of students. We need to remind ourselves of this and in some cases, politely educate people who have this backwards. We are not teaching books or algorithms. We are teaching students to think critically. If the tools in the classroom cannot support this, regardless of cost, then they are not really tools at all are they?
When I put on my parent hat, I know this teacher was right to have real books in the hands of her students instead of workbooks. These students were most likely 5 and 6 years old. At this age, students are hungry for knowledge, naturally curious, and are motivated to be real “readers and writers”. To take books out of their hands, paper off their desks, and put workbooks in their place is inappropriate. I want to see my children extend their thinking as it relates to reading and writing- not fill in the blanks in a workbook. I want them to be lifelong learners who can function in a real job when they are adults.
I would argue in this case the teacher saved the school system money by NOT using the workbooks. Instead, she is creating students who can really read, write and will graduate from highschool. Because illiteracy is linked to a variety of ills in society, this teacher just curbed the cost of remediation, tutors, and a variety of support services including the juvenile justice system. That sounds like a bargain to me.