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.