The metaphor of the last school year at Klein Cain High School seemed to be, “We’re all in the same boat.” However, I did not feel that way. Though we were all experiencing opening a new school together, navigating through unplanned and unexpected events (think Harvey, sharing our high school with an elementary school that flooded, and snow days), we were not experiencing it in the same way. Last year, I had the alienated feeling that all the veteran teachers were indeed in same boat, but I was treading water next to the boat, sometimes practically drowning, choking on water, struggling to breathe. I think many first-year teachers, new school or not, would agree with me.
It was a trying year to say the least, but I had many life preservers thrown my way. The summer before my first year, I had the pleasure of attending a two day professional development session about reader’s-writer’s workshop that built on the philosophies I had seen and heard in my student teaching. I was very encouraged to see that my district valued such practices. This knowledge became the lifejacket I held on to many times.
Because of that PD session, I became a disciple of Penny Kittle’s. I bought her books, studied them and implemented her strategies (though I butchered many of them). From her books, I learned about the Book Love Grant; I put a reminder in my phone for January, applied and actually received one of the 60 $2,000 grants! The books I have had the honor of adding to my classroom have been my life-raft, holding me afloat and helping me make it to my colleagues’ boat.
Even though I had these things to hold on to, I struggled to truly implement workshop until this year. Instead of last year’s survival mode, this year I feel like I am in the lifeboat that is just next to the one all my colleagues are on. I’m close, but just not quite there yet. I have had many experiences that have brought me closer.
This year, I have co-teach sections, so I have a greater amount of students with autism and other special needs. At first, I was worried about trying out workshop with these kids, but, luckily, my co-teacher Mallory encouraged me to teach like I would with any other class. I am so glad she led me to that decision because we have had some true gems arise. During one of our quick writes, we watched the poem “Lost Voices” and started our writing with the sentence stem “You tell me you know what it’s like to be…” One of our students finished that sentence with “autism” and wrote a beautiful quick write detailing the difficulties from his point of view.
I have also seen self-declared non-readers with their noses still stuck in a book as they slowly make their way back to their seats during a transition from reading time; they just don’t want to put their books down. We have conferred, figured out book preferences, written more than I thought possible at the beginning of the year and we are making our laps (as Kittle and Gallagher write about in my teaching bible- 180 Days) toward better writing.
Since I have decided to follow my instincts and implement workshop in my classes, I feel closer to being on that main boat with the rest of the teachers at my school. I’m not in survival mode anymore. I’m not just filling time instead of I’m making all my lessons very intentional. Like Lisa Dennis in this last post, I got to participate in Amy’s professional development this summer and it rejuvenated me and encouraged me to truly immerse my classroom in workshop. This blog has been the most constant life preserver in my reach this year and last. This community keeps me going strong, so thank you for encouraging me constantly to keep working toward being on the main boat.
Rebecca Riggs is a second year teacher at Klein Cain High School in Houston, TX. She prides herself in being a wife, dog mom and professional development fanatic. Rebecca is just now learning to call herself a writer. She is living her best life because she gets to live out her passion everyday- learning from students she loves. Follow Rebecca on Twitter @RebeccaLRiggs