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Evidence: Session 4: Response to
Article 1
Exemplary Forth-Grade Teachers
by Richard L. Allington, Peter H. Johnson, & Jeni Pollack
Day
This article was based on research done to find common
traits in what people called “exemplary teachers.” The teachers were nominated
by multiple sources and were narrowed down to 30 forth and fifth grade
teachers. They worked with students that “varied in substantial ways.” The
five key features common to all exemplary teachers were in the nature of the
classroom talk, the curriculum materials, the nature of instruction, the work
students completed, and the nature of evaluation. The classroom talk was more
conversational and the teachers questioned students at a deeper level. Students
were encouraged to hypothesize and then support why they hypothesized that way.
The curriculum materials hardly ever followed the basal but was constructed of
good books and interesting subjects. Words, composition, organization,
phrasing, etc., were pointed out within the materials. Instruction was
conversational and of an inquiring nature. Students engaged in reading and
writing activities across the curriculum. Students had the responsibility to
learn through setting goals and choosing their materials. Even though their
students scored well on standardized achievement tests, their grades were
holistic and they were responsible for much self evaluation. In conclusion, the
researchers felt the foundation for “exemplary” teaching was thoughtful
instruction based on the student’s needs.
 | What do I want to remember from
this chapter that may be helpful to my present or future teaching or to the
TExES exam? I want to remember to question my students at a deeper
level. I want them to take ownership for their learning and to understand how
they arrive at such conclusions. Giving the students all the answers is not
always the best approach. Helping them discover how to find the answers is
how we build life long learners. |
| How do these readings connect to my prior experience
in education? It seems to me that most of life is not really ours until we
have experienced it. For example, until I was a parent, I just really did not
understand parenting. I could read all the books in the world and memorize
all there is to know, but until I “discovered” what it was like to really
think and feel like a parent, I did not have true ownership or understanding
of it. So it is with our students. They can read or listen to us read books
and they could memorize facts, but until they put themselves into that role
and discover how to learn and why they think the way they do, it will not be a
part of them. Teaching them to learn how to learn should be a big focus in
school. |
| What questions or comments can I bring forth to help my
colleagues and I extend, expand, explain, question, or clarify issues
surrounding the reading? Self assessing and asking oneself questions are
important parts to being successful learners. Does any one have some self
assessment tools, i.e. rubrics, which they could share with us? |
| How can I extend the virtual classroom conversation on
this reading by responding to my colleagues' posts? http://www.eduplace.com/rdg/res/assess/
is a website that has some ideas and thoughts on self assessment.
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Self-assessment can take many forms, including:
| writing conferences |
| discussion (whole-class or small-group) |
| reflection logs |
| weekly self-evaluations |
| self-assessment checklists and inventories |
| teacher-student interviews |
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