Chapter 11:Build on Best Practices, Know the Research,Use Programs as a Resource & Chapter 12: You Only Have So Much Time

The final section of Reading Essentials is discussing being an advocate for our students.  Chapter 11 focuses on three areas: best practices, reading research, and programs for reading instruction.  Routman points on that there is no best program or perfect model of teaching reading.  He lists several best practices that he previously mentioned in this book some of which are worth a second look (p. 187).
     BEST PRACTICES:

• Students need caring teachers.
• All good readers miscue, correct themselves, and problem solve as they read.
• Struggling readers need to spend more time reading, not doing activities about reading
• Effective readers integrate many strategies to comprehend text
• Students learn more when basic skills are integrated and connected to relevant and challenging curriculum

As we think about research and "scientifically-based" practices, we need to truly understand and question this research that is influencing so many decisions about reading instruction.  One report that Routman singles out in the National Reading Panel report which has been highly praised by those making instructional and curricular decisions.  Routman points out several questionable issues with the report included the lack of teacher input or focus of ELL students.  The report was written in 2000 and greatly influenced the implementation of No Child Left Behind.

No matter the program, approach, or materials used, the classroom teacher remains the most effective influence in student achievement.  These teachers follow interactive practices including: 50% of the day reading and writing, enormous amounts of time reading easy texts to build fluency, well-crafted, explicit demonstrations and expectations, promoting purposeful, open-ended talk, assigned tasks that are meaningful and challenging, and evaluating student work more on improvement and effort than on achievement.  Teachers who rely on programs for reading instruction are more often less knowledgeable.  Routman states, "As our knowledge increases, the more we can rely on our experiences, modify the program to suit our beliefs, needs, and contexts, and trust our own judgment" (p. 191).

Chapter 12 concludes Routman's text.  He emphasizes that teachers work too hard and there is never enough time to do it all.  Time is valuable and we need to spend it in the most meaningful, productive ways possible.  Remember that we are not only role models for learning, we are role models for living.  Suggestions for using time wisely include:

• Spend most of your time thinking
• Trust yourself and your experiences
• Keep the work meaningful, simple
• Make every moment count
• Keep the pace lively
• Create structures that maximize participation and learning
• Fight for more time for students who struggle
• Use transitional periods as teaching times
• Make resources in the room useful and easy to access
• Look at your schedule carefully

Regie Routman's final thoughts are very inspiring.  He states, "...we must put the joy back into our lives, savor the small victories, cheer our students on, and be unwavering advocates for them" (p. 221).  He leaves us with the thought, "Enjoy your students, enjoy your teaching, and enjoy your life."  I think this needs to be a sign posted for us to see every day.

This is an excellent text and I would highly recommend it especially to beginning teachers, but also for teachers who need to be reminded of the essentials for reading instruction.

Chapter 9: Emphasize Shared Reading & Chapter 10: Examine Guided Reading

Chapter 9 of Reading Essentials is about the shared reading component of the reading instructional program.  So what is shared reading?  Routman defines it as when students join their peers to read a text collaboratively.  They see the text, observe the teachers reading it fluently with expression, and are invited to read along (p. 130).  During shared reading, the students experience no fear of failure.  Shared reading is critical for demonstrating and scaffolding learning.  It is most often done in a whole group setting where the teacher models and guides students in all aspects of reading comprehension.  It combines reading aloud with interactive reading.  Shared reading is a very engaging, purposeful teaching, discussion activity.  It leads effectively to guided reading groups that practice what has been demonstrated.

Routman provides a framework for conducting shared reading on pages 134-137 in the text.  He also explained several examples of lessons for further examination.

Chapter 10 of the text discusses guided reading.  Routman defines this reading component as a meeting with a small group of students and guiding and supporting them through a manageable text (p. 150).  Students are grouped with others at a similar reading level and supported to use effective reading strategies.  The teacher builds on students' strengths and supports and demonstrates whatever is necessary to move the child toward independence.  Students are practicing what has already been demonstrated.  Social aspects are crucial in conducting guided reading.  Feelings of acceptance and trust are needed as students will be sharing their thinking with the group.

Flexible grouping is an important aspect of planning guided reading.  The groups need to be based on students' needs and interests and the teacher's purposes.  Students should not be "stuck" in a particular group all year long.  They should never be able to identify or label themselves by the group they are part of.

Choosing the best books to use in guided reading is vital.  Routman states, "your guided reading lesson will only be as good as the text you use." (p. 153).  Some points to keep in mind as you choose books for guided reading include:

• Provide a text with just enough challenge
• An excellent text makes it easier to focus on meaning (few distractions of contrived language, poor layout, insufficient visual supports, or complex concepts)
• For older students, put more emphasis on interests than levels
• Texts should be current, in good condition, and relevant

Scheduling guided reading can be difficult.  Remember you don't have to meet with every group every day.  Use common sense and conserve your energy.  Routman suggest handling no more that 4 - 5 groups.  Also remember that the instruction of guided reading can be taught in other contexts as well such as reading aloud, shared reading, and interactive reading. 

The most common issue teachers have with guided reading is concerning what the rest of the class is doing during the small-group time.  Routman provides several ideas to consider.

• Make reading the primary activity for students not in a group
• Writing is appropriate for extending comprehension and literary appreciation
• Centers should be meaningful, purposeful, and contribute to reading achievement and enjoyment
• Model exactly what you expect students to do and make these expectations clear, easy to accomplish, and worthwhile.  Then you must trust your students to follow them.

Independent, shared, and guided reading are all essential components of reading instruction.  Each is purposeful, and they should compliment each other to achieve the goals of literacy. 

Chapter 8: Teach Comprehension

The third section of Reading Essentials includes three chapters on teaching essentials.  The first (Ch. 8) focuses on teaching comprehension.  I felt this chapter truly emphasized points of teaching reading in a way I hadn't heard before.  I have always been instructed using the idea of teaching reading strategies, but Routman introduced the idea of teaching strategic reading.  This was eye-opening for me.

Reading instruction should include teaching the students to comprehend on a deep level.  Routman points out that we too often focus on low-level comprehension skills which is a factor that contributes to the growing achievement gap.  Teachers need to be very selective  in choosing the text they use to teach reading.  They need to choose a text that allows for a in-depth level of comprehension. Routman states, "If we want readers to be critical thinks, inquirers, and problem solvers, we need to introduce them to challenging, interesting texts" (p. 118). 

Teachers need to rethink how we teach reading strategies.  We need to remember that strategies are a tool for facilitating and extending comprehension.  Many times teachers will teach a single reading strategy in isolation and ask the students to practice using it without showing them how.  Students don't understand how the strategy fits into the big picture of reading.  Routman suggests that students become so focused on identifying words they don't know, questions to ask, or connections to make that they forget to read for overall meaning (p. 119).  He advices using an 20% - 80% rule:  20% of the instructional time on the explicit strategy instruction and 80% of the time practicing using it through independent reading.  He reminds teachers to keep your teaching focus on strategic reading rather than on individual strategies.

Teachers need to demonstrate strategic reading by thinking aloud in front of the class.  You must bring comprehension to a conscious level.  It involves metacognition - thinking about your own thinking.  As teachers think about the reading strategies they, themselves use most often, a typical list evolves.

• Rereading - this is the most frequently used strategy and should be taught that way to students.
• Writing - to aid in comprehension especially nonfiction; teach students to highlight, write in margins, make notes of pages with key points
• Survey - preview the reading before beginning the reading, it sets the reader up for what is coming
• Make connections - don't spend too much time on this strategy; most connections should be routinely demonstrated as part of the total reading experience
• Self-monitor - this should happen as they read;  students need to learn to ask themselves, "Does this make sense?" "Does this sound like language?" "Do I know what is happening in the text?"

Providing an opportunity for the students to interact with peers will increase comprehension and enjoyment.  Collaborative talk helps make meaning and allows the students to feel supported as they gain insights and hear new viewpoints from others.  Teachers also need to teach the students how to ask questions that encourage in-depth reading.  They need to think about why a character acts the way they do, discuss a theme or big idea, and talk about the author's purpose.  This is when true comprehension evolves.

Routman summarizes this chapter with these statements.  "There is a huge difference between strategy instruction and strategic instruction.  Just teaching strategies is not enough.  Strategies must be "invoked" by the learner if they are to be used to increase understanding." (p. 129).  I see how I have been teaching reading and I know I will change how I approach this instruction.  I am also confident I will see good results.  Great chapter!!

Chapter 7: Make Assessment Instruction's Working Partner

When teachers hear the word "assessment," heavy sighs and groans will often follow.  It has become a burden and dreaded task that seem to control too much of our education system.  But assessment will not and should not go away.  Teachers need to see assessment for what it is.  As they learn to use the data to move children forward and determine next steps in their learning, teachers' attitudes toward assessment will change.

Most assessment is conducted daily through ongoing observations and conferencing.  As you evaluate the type of assessment you are using ask yourself:

• Is this a valid and useful assessment?
• How am I using this assessment?
• What goals am I setting?
• Who else do I need to inform?

During daily ongoing assessment a teacher is evaluating, noticing, becoming aware of a student's progress.  The teacher is constantly reflecting.  Based on this assessment, the teacher may adjust a lesson, reteach, allow more time, or modify an assignment.  It is important that the teacher keep anecdotal records of these observations.  There are many systems of record keeping and you should find one that works for you.

One example of record keeping is through the use of running records.  With practice, running records can be a quick method of checking student reading progress and showing growth.  Another example of record keeping can be in the form of informal reading conferences.  These conferences should be conducted regularly--with struggling readers on a weekly basis and with other readers they should be monthly at the minimum.  Conferencing with students is also a great method of continuing the bonding process.
Routman provides a framework for an informal reading conference on pages 104-105 and a list of "child friendly" reading goals on pages 106-107.  He suggests keeping a list of the goals with you during the conference to refer to and group students with like needs.  As we are conferencing, we need to be intentional.  Ask, "what's most important to teach at this moment for this child to move him forward?"
Always have high expectations for your students including to do their best work, to reread when necessary, to do lots of reading of books they like and understand, and to comprehend on a deep level.

As we move our assessment thinking from ongoing daily informal assessment to more formal high-stakes assessment, we need to make efforts to make testing instruction part of our daily teaching.  We do this by teaching well and deep, using challenging material, make connections across the curriculum and to children's lives, teach explicitly, and make what is on the test visible to students.  The test are not going away so we need to learn to use them as best we can to help our students show what they know.

As we think about assessments we need to learn to make the assessment data helpful in improving reading achievement.  We have to learn to analyze it and use it to guide our instruction.  This is done through explicit teaching, ongoing accountability, teacher collaboration, vertical reading expectations, and more time spent reading.

So the next time we do reading assessment,  SMILE and learn to use the assessment for its intended purpose and to move your students forward in reading.

Chapter 6: Plan for and Monitor Independent Reading

How can we teach reading and never give them time to do it?  Independent reading and time with texts is the most critical part of a reading program and yet way too often it is either absent or minimally implemented.  When an independent reading component is added, test scores go up.  There is much research to support this claim from leading experts such as Richard Allington, Jim Trelease, and Stephen Krashen among others.

Independent reading is NOT simply "everyone get a book out and let's read now!"  Routman cautions teachers to remember that students need to be reading books at their independent level, not books that are too difficult or too easy.  Students also need to be monitored throughout--just staring at the books is a waste of time.  BUT, if you want to become a better reader, you have to read more!!

So what is independent reading?  Routman defines independent reading with the following characteristics:

• The student chooses any book to read
• Teacher may guide selection
• Daily time to read, 30 minutes or more
• Excellent classroom library, essential
• Student reads mostly "just right" books
• Teacher monitors comprehension
• Student keeps a reading record
• Teaching occurs during a conference
• Teacher and student set reading goals

Monitoring the independent reading is vital to success.  This involves matching a book to the reader's abilities and interests; giving the reader opportunity to practice reading strategies being taught; monitoring, assessing, and evaluating the reading; and setting and working on goals for the student.

As a teacher begins the year with independent reading, conduct interviews and reading conferences to get to know your students as readers.  Our school district uses a DRA reading assessment with provides opportunity to gain much of this information.  It is a good one-on-one assessment that gives a lot of data about the student's reading abilities, interests, and gives an opportunity to talk about reading.

Routman lists the components of independent reading.

• A well-designed, well-stocked classroom library
• Sustained time each day in which to read
• "Just right" books
• An array of genres
• Time for sharing and book talks
• One-to-one student-teacher conferences
• Well-maintained reading records
• Established procedures

As you establish for independent reading with your class, you will want to discuss and agree upon procedures and guidelines for handling books, deciding what to read next when you can't find a book, and transporting books between home and school.

Think about using partner reading as part of independent reading.  Research shows that taking turns reading increases reader involvement, attention, and collaboration.  The teacher must teach the students what partner reading "looks like" and "sounds like."  Another important point to remember about establishing independent reading is to teach the students how to choose "just right" books.  They need to understand that these books they should be able to read confidently.  The books should be interesting and comprehensible.

Routman ends this chapter with these words, "Reading competence is closely tied to the amount of time children spend reading on their own, and students read more when they can choose their reading materials.  Reading satisfaction, too, begins with personal choice." (p.97)  I feel this sums it up completely.  Most teachers love to read and would thoroughly enjoy more time to do it, especially reading books we want to read.  Our students deserve no less consideration.  Remember, if you want them to be better readers, give them time and let them read.

Chapter 5: Organize an Outstanding Classroom Library

Routman begins the chapter telling about the seemingly absence of classroom libraries.  And when they are present, the teachers have controlled the organization, the students don't know how to chose the books, and there is too little time set aside for reading.  A complete classroom library is vital to a strong independent reading program.  Routman acknowledges that when there is a classroom library present, the teachers have usually  spent large sums of their own money.  I can attest to this myself.  I appreciated his thought that books do more good in reading achievement that any computer software program...(who do I email this statement to?).

As you create a classroom library, think about your students' interests.  What kind of books would they like to read?  What authors, series, or subjects would they enjoy reading more of?  Think about including "light reading" - comic books, magazines, picture books, etc.  Routman commented that an adequate classroom library should include at least two hundred books, but an excellent classroom library would have 1000 books.

So where do I get all these books?  Routman gave several suggestions such as:

• asking the PTC to help raise money
• have students bring favorite books from home "on loan"
• Discount sales at book outlets and bookstores
• borrow from school library or public library
• take advantage of classroom book clubs like Scholastic and Troll
• seek donations from families
• check out a "book swap" with another classroom

How do I set the classroom library up?  As you begin thinking about the organization of your classroom library, try not to do too much reading leveling.  You don't want the students to identify themselves with their level.  Organize by genre, author, series, subject.  Include lots of nonfiction---the students may enjoy the nonfiction more.  Also think about how the books will be displayed.  Try to display books with the cover out like in a bookstore...the kids will be more attracted to them.  Think about where the students will read.  Should they be at their desks, or can they find their own spot for independent reading?  Where do you like to read...at your desk?  A very important point to be remembered as you begin organizing your classroom library is to let the students have a big voice in how it is put together.  When they create it, they will use it more!

Be mindful of the opportunities you allow for home reading support. Routman suggested ideas such as:

• home-school literacy book packs
• reproducible books
• book clubs (Scholastic, Troll, Lucky)
• library cards
• suggested titles and resources for parents to purchase

As the classroom library progresses, teachers should use "book talks" as a way to get the kids enthused about certain books.  Talk about new additions and change the books in the displays and the library periodically.  Keep it fresh.

It is critical that the classroom library help create a sense of respect and caring for all books.  It is part of creating the love of reading.

Chapter 4: Teach With a Sense of Urgency

The next section of Reading Essentials is titled "The Essential Reading Day" and includes four chapter, the next of which (Ch. 4) I am writing about today.  As Routman discusses this topic, he clarifies that he is not talking about urgency as associated with speed and anxiety, but more about making every moment in the classroom count.  He mentions the importance of engaging the students and using daily evaluations and reflections.  Teachers must also keep expectations high by introducing student to complex and relevant texts and curriculum through high-level tinking, problem solving, and questioning (p. 42). 

Routman lists the top five things he does to ensure students become excellent readers:

1. Demonstrate that I am a reader.
2. Provide an excellent classroom library
3. Let students chose books they want to read and give them time to read them.
4. Teach strategies students need to know to process and understand text.
5. Evaluate student regularly, giving them feedback and helping them set goals.

Routman introduces the Optimal Learning Model which he uses to help understand and determine the levels of support students need in learning a new skill, strategy, or task. He points out that we need to base our instruction on what kids need rather than on the components of a literacy program.  I have seen this thinking in other books referred to as the Gradual Release of Responsibility.

Routman separates this model into 4 Phases of Learning.
     1. Demonstration:  In this phase the teacher shows explicitly and intentionally "how to do it" by initiating, modeling, explaining, and thinking aloud.
     2. Shared Demonstration:  The teacher is still in charge of the lesson but students are encouraged to participate and collaborate in the activity and discussion.  The teacher scaffolds the skills.  Students work with partners, small groups, or whole group.
     3. Guided Practice:  Students practice thinking and acting like a read or writer.  The teacher validates, supports, encourages, helps, and feedback.
     4.  Independent Practice:  In this phase the student has developed the level of competence and confidence to work on their own.  They have learned to problem solve on their own.

As a teacher uses this Optimal Learning Model in their practice it is important to remember:

• Students do best when the skills they need are explicitly taught in meaningful contexts.
• Students need language play, hearing lots of stories, opportunities for reading and writing stories to become readers.

Another aspect Routman discusses is the use of Interactive Reading.  This is conducted during the reading, not before or after.  It is very beneficial because it allows the teacher's thinking to be visible. The use of partner peers gives the students more time with the text and joint thinking and talking aides in reading understanding.

The most important point of this chapter was to teach all of our students with no time to waste efficiency and with joy as we challenge them in meaningful ways.

Chapter 3: Share Your Reading Life

Chapter 3 of the Reading Essentials text is all about sharing your reading life as a model for your students.  Routman explains how at the beginning of the school year you should introduce yourself as a reader and share your enthusiasm of reading with your class. There should be a class brainstorming session and discussion of why we read.  Try to guide the students to understand how important reading is in a person's life both professionally and personally.

Then share your own reading life.  You need to make it visible to the students, let them see the actual reading materials you are currently reading.  Talk about what you are reading, what the book is about, how the reading is going, what I am learning, and what I hope to learn.  Include reading you are currently doing as well as reading you are planning to do next.  I have actually have done this activity with a previous class.  I bring in a tote or box with examples of all the types of reading I do.  This includes books I'm reading for pleasure, for my UNM classes, for my own professional inquiry, magazines I read through, newspapers, children's books I'm reading for my classroom, and anything else that I can bring.  I point out that I am reading more than one book at a time for different reasons.  The students really response to this demonstration of my reading and it gets them thinking about what reading they are or could be doing.

When you encounter those reluctant readers purposefully search for their interests to help them find books that they will more likely want to read.  Look for sports, hobbies, animals, whatever the student has a passion for.  I have let student read their video game instructions, hunting magazines, whatever it takes to get them started and help them realize that they can read.

Talk about your books at home, your home library.  Bring in pictures if you can to share how many books you have and how they are organized.  Ask students about the books they have at their homes.  Try to get a sense of how many books they may have.  Research tells us the more books a child has in their home, the better he/she will do in school.  Talk about the school library then lead the discussion to the classroom library.  This can be an opportunity to let the students organize the classroom library which allows them the chance to have ownership in the classroom and familiarize themselves with the variety of books found there. 

Let the class discussion move toward favorite authors and books they have read.  Sometimes this can be eye-opening as you discover the limited reading experiences some students may have.  I like to have the students bring in a favorite book they have recently read.  I think I will add an activity to allow them to do some research about the author of this book...not a complete author study, but an opportunity to find out interesting facts and other books this author has written.

Talk about how we choose books through recommendations, browsing, favorite authors or series, etc.  Discuss the variety of genres available.  Don't forget to talk about how to abandon books that are too easy, too difficult, or not interesting.   

The purpose of sharing your reading life with your students is to help create a passion for reading and show your students how you think about what you read.  When you have a book you love, let your students know it and give them the opportunity to do the same.

Chapter 2: Bond With Your Students

Routman begins this chapter recalling a conversation with another teacher who mentions the words, "You must bond with her if she's to learn anything at all" (p. 12).  A teacher must create a genuine friendship with his/her students to actually be able to fulfill his/her teaching responsibility. Otherwise, there probably no learning going on with the students. Bonding is a "human essential." If we don't feel that someone (the teacher) knows us, cares about us, or connects with us, we will resist any efforts on the part of that someone to actually teach us. 

Bonding for a teacher means giving to rather than demanding from children (p. 13).  Routman talks about how the teacher must be liked by her students versus liking her students.  She can and should do this in many ways such as modeling strong read alouds, sharing writing that surprises the students, sharing a love for words in expression and voice, and showing facial expressions and body language that demonstrates enthusiasm.  In other words, the teacher must be inviting to the students.  They should want to be with her and be excited that she is their teacher and they are a part of her classroom.

Important points to remember when looking to bond with all the students are to look for successes for each child.  Find a interesting statement they wrote  or comment they made and praise them for it.  Make the curriculum you are using relevant to your students' lives.  Also be sure you are challenging all the students, extending their learning through activities and discussion.  It is vital that a teacher be respectful to her students and their families.  Respect, tolerance, compassion, and courtesy are behaviors that we are constantly modeling and practicing as we get to know our students and bond with them.

We need to strive to make our classrooms a safe haven where students feel welcome, included, and unafraid to share their lives.  Part of creating this environment involves shared decision making.  Students should be part of deciding the classroom rules, procedures, and arrangement.  Let them help figure out how their classroom should be...it is their home too!

Another very important point that Routman discusses is the importance of stories.  A teacher needs to tell her story of herself, her family, her life.  I think if the teacher makes the stories more personal rather than general, the students will gain perspective of their teacher and see the teacher as a real person.  Stories need to be about successes and failures.  Also let the students share their stories.  Value every story a child tells...this is vital to bonding with that child.  And remember that the Read Aloud stories are one of the most critical parts of the child's day.  They allow the child to hear rich language, learn vocabulary and new information, and helps create the love for reading we, as teachers, are desperately trying to create.

I love the way Routman ends this chapter.  He tells us to enjoy our students and to celebrate our lives.  "If we want our students to be excited about learning, they need to have teachers who relish learning, who are passionate about reading and other interests, and who find the classroom an inspiring and thrilling place to be."
I think that says it all!

Chapter 1: Simplify Your Teaching Life

I am reading the text Reading Essentials: the Specifics You Need to Teach Reading Well by Regie Routman. I really don't think I can ever read enough about how to teach reading.  I've read many books on this subject, but I always discover a new way of thinking about it from every author.  I suppose there are as many perspectives on this subject as there are ways that children learn to read.  It kind of becomes an individual approach for the child and the teacher as each has to learn what works best for each other.

Chapter 1 is titled "Simplify Your Teaching Life." It discusses the realities of teaching and what teachers need to consider as they determine what is vital for reading instruction for their students and for them as teachers.  Routman states his purpose for writing this book was, "...to make your life easier, to put some fun back into your teaching, to clarify difficult issues, and to rethink what's truly essential for students to become lifelong readers and thinkers." (p. 4).  Sounds like he has the answers...I sure hope so!

He mentions all the issues that we hear every time teachers gather such as there is too much curriculum to cover, too many students in the classroom, too many extra duties beyond the classroom, less resources to work with, and so on.  It's no wonder we can feel exhausted and burned out!  And then, teachers get the blame many times for the low test scores.  With all this negativity, it is easy to let that filter into the classroom.  But we can't let that happen!!  We desperately need to find the joy in teaching and let that be the focus in our classroom.  Remember our attitudes reflect onto our students....we need to find reasons to smile more.

Robert Marzano states in his book, Classroom Instruction That Works, that the teacher is the single most influential factor in determining student success.  Don't think of this as more pressure, but this about why we need to critically examine what we are doing and why we are doing it.  It seems teaching has gotten more difficult and maybe it doesn't need to be.  Maybe we need to simplify as Routman suggests. I'm not sure what the answers are, but I don't think it can continue like it is.  We seem to be going nowhere fast and getting more frustrated along the way.

Routman suggests that teachers reflect on (1) being as knowledgeable as you can be, (2) remember there is no one "right" or best way, (3) question the research and the programs, and (4) teach every child as they need to be taught. The main point I took from this chapter was to strive to become that devoted teacher who loves her students and will do what it takes to help them succeed.  Not an easy task but it is a goal.

Blah Blah Blogs....

Blogs are a 21st century way of communicating.  People are putting their thoughts out there without having to show their faces.  It allows them to think more freely and say things they might not say face to face.  People get more courageous on a blog to express their opinions when they feel no immediate course of repercussion.  I'm not talking about liability issues, but more along the lines of criticisms or opposing views or the talk that might happen in the parking lot.

Blogs are interesting to explore.  It is fun to read through what other people think about a topic and the way they write.  I found blogs with shorter texts more appealing just because my time to sit and read it are limited.  But I think a topic or discussion that was more pertinent to my interests or needs would hold my attention without question. As I was exploring blogs, I found it somewhat overwhelming.  If you aren't very familiar with blogs or blogging you can get lost in the numbers and kinds of blogs there are.  It is kind of like when you are searching the internet not knowing what you are looking for.  When you discover a purpose or reason for a blog, it seems almost natural to use it.  I like how we are being pushed into using this technology tool to overcome our fears and bring us into a new way of communicating.

In setting up this blog, I had few problems or questions.  But then I have a teenager in the house for backup if any issues arise. As I think about how this may work in schools, I can see possibilities for responses to reading or class discussions about a topic.  But I'm somewhat cautious about the ability to monitor what is said or seen by others.  I think I just need to learn more about it.  My classroom has individual student netbooks and I think this could be a great idea for them to use in reading and writing activities.  We have access to a links through Moodle for chats (although I haven't used it yet!)

I think a quality blog would create conversation.  The entries would provoke questions and responses for a written dialogue.  I wouldn't look at blogs that were simply a personal venting space because they would seem to one sided or only look for other "victims" like themselves.  A blog that suggested ideas that were applicable to my life, on the other hand, would be interesting to explore.

 A couple of blogs I found interesting for teachers were:

Ms. Cassidy's Classroom Blog

Regurgitated Alpha Bits