Language Arts
TEN PRINCIPLES OF A LITERACY CLASSROOM
1. Parents place their trust in teachers and believe that their children will be encouraged and assisted in their journey toward literacy. This is a complicated task in today's world of changing values and customs, but it must remain a strong mandate for those of us who believe in the child's right to become a reader and writer:
2. Teachers need to set up explicit expectations for their students, and struggle to help them fulfill their independent expectations as learners. The best learning/teaching situations generate a joy and satisfaction in children as they grow toward becoming members of the literacy club.
3. Children need to read and write frequently for authentic reasons as they come to realize that being an efficient reader and an effective writer contributes to their communication success and personal satisfaction, and gives them control over their lives. Teachers need to model their own language development, and support literacy growth for each child with appropriate and involving strategies.
4. Schools need teams of teachers to design and implement programs that support a child's development. Children do not change all at once; learning is developmental and children progress individually, requiring literacy programs for specific phases. Every teacher brings strengths to a classroom, and when teams encourage collaboration and cooperation, teachers and children benefit from the shared knowledge and special competencies. Teachers need to be open and flexible, welcoming new ideas and reflecting on the changes that occur.
5. Teachers know they are not in classrooms only to locate errors and circle mistakes. They need to focus on what children can do, through observation and assessment, and recognize the possibilities that lie ahead for each child. They need to see mistakes as part of the learning process, and to use the knowledge that they have gleaned from the children's attempts to offer support and instruction in literacy techniques.
6. Teachers do not dismiss invented spellings or ignore phonic generalizations; they learn from the child's representation of language and help the child, tapping into his or her knowledge base, to work toward modifying and extending language use toward clear, standard English. Teachers use a variety of strategies to help a child learn how to read and write in developmental steps. They know there must be literacy growth and that they must work toward developing each child's potential in language competency.
7. The chief goal of literacy teaching is independence for each child. If children remain dependent on teachers and texts, they will never take charge and self-monitor their behaviors and progress as learners. Teachers need to celebrate a child's newfound independence at each stage of growth in this lifelong journey into literacy.
8. Children need to negotiate the learning with the teacher, making responsible choices and taking ownership of their decision making. As teachers share the responsibility of developing the content and structure of the program, the children co-plan literacy events, developing a commitment to their learning and to the progress of their classmates. The teacher defines the goals - the children are part of the design team that implements them.
9. Teachers need to organize their classrooms for maximum learning. Efficient systems of managing behavior, of creating workable routines, of ensuring suitable resources and materials promote a classroom atmosphere of cooperative and collaborative learning. Demonstrations and minilessons are vital in helping children become independent learners.
10. A classroom is a community of interdependent people who meet daily throughout a year for the betterment of all. Teachers need to take time for classroom meetings to work out problems, to celebrate special events in children's lives, and to help them to work together in a variety of modes, to learn that everyone can contribute to both the work and lives of all who are part of each classroom. Parents (extended members of the class community) are important to the success of the program. They need to be communicated with often, to be welcomed into the class whenever possible, and to be respected by school personnel. When parents participate in their child's learning, the child grows.