Starting Routines of One Reading Apprenticeship Classroom

Teacher: Rita Jensen

Class: English Language Development Class, Grades 7 & 8,

John Muir Middle School, San Leandro, California

Building the Social Dimension

Norms: On the first day of school, I start with a discussion of our norms for the class (which are on a large poster). I do not allow judgmental comments, criticism or name-calling. Setting a good example, modeling formalized language for discussion (I agree/ disagree with… because…) and providing consistent reminders and consequences set the tone in my class. My students learn that they will be protected and safe—essential ingredients for successful social interaction.

Thinking: I tell students this class values thinking: the more you think, talk and write about your thinking, the better your grade will be. I share with them my motto: “It’s not about how smart you are but how hard you try.” I encourage and reward individual responses to text; there are no “wrong” ideas.

Trust: During the first few weeks, I spend 10–15 minutes a day on team-building and trust activities. Because I love acting, I get ideas from books on theatre games and improvisations for kids, and I group students in many different configurations. The time spent on this “fun” group work pays off later with students able and willing to work closely together. I prefer to choose activities that force students to collaborate in order to problem solve.

Collaboration: In completing simple group work in the beginning weeks, I encourage collaboration and the sharing of ideas. This may “look” like cheating, but for my purposes of wanting students to share and value each other’s work, it is very successful.

Ongoing Routines to Support the Focus on Reading

Inquiry Stance: I generally have student-directed discussions that build confidence and risk taking. I believe it is important that students feel they are not being set up for the “right” answer. I probe, question, add my insight, and model the stance of inquiry, but I do not provide the “correct” answer. Differences of opinion as well as agreement are valued. Debate and confusion are the norm. Discussions are open-ended and frequent.

Grouping: I have found that in my classes, a lot of variety in student groupings builds risk taking and spontaneity, and relieves anxiety. I change groups often and without notice, and I continue to change groups as I get to know personalities in the class throughout the year. Each student brings strengths, so I try to allow those strengths to emerge by carefully orchestrating different variables such as ethnicity, gender, skill level, and attitude. Sometimes, on a special day, students get to pick their own groups, or I might create all-girl and all-boy groups. Sometimes I put all the quiet students together until a leader emerges (conversely, sometimes I put the most vocal students together to help them practice listening). I monitor group interactions carefully. When I notice that a group is not functioning, I sit in on that group and try to stimulate the conversation by encouraging, probing, and modeling.