The Plate Is Too Full!

Let’s face it, as educators, our plate is full and the only way to confront the problem is to take something off the plate. 

I can’t remember a teacher or administrator that hasn’t articulated to me that there are too many local and state mandates, too many expectations, too many standards,  … you get the point, the plate is indeed full, to say the least.  Yet, when I consult with teachers in an effort to make the plate less full, I am met with a number of challenges.  

When teachers and schools are tied to programs and resources it becomes easy for the broader learner goals to become a secondary consideration. 

For example, I was reviewing resources and learning tasks with a team of first grade teachers in an effort to make literacy units more manageable.  I asked them why they read Johnny Appleseed.  The response was, “Because we always have.”  Nothing against Johnny Appleseed, but consider the school reads Johnny Appleseed in kindergarten, first grade and second.  In a similar situation in the same school, a fourth grade team of teachers explained they read a particular book because they “liked it.”  Both these responses came in the same conversation that articulated how little time there was to teach everything required by the curriculum. 

Teacher teams, schools and districts are choosing resources and tasks based on likes and preferences rather than standards, curriculum alignment and research-based instructional practice.  Now, in each scenario I was not criticizing reading for pleasure.  I believe we can read books we enjoy, while considering upfront as we plan these three things: purpose, intent and focus!  All I wanted was a justification for engaging with the particular resources, but you can see what happens to curriculum, teaching and learning when schools don’t think about such matters.

In another situation all too familiar, teachers were required to teach spelling for thirty minutes; however, because they were using a newly purchased program, the spelling curriculum had no relationship to anything else students might be reading or studying in other content areas.  Reading, writing, spelling, grammar and vocabulary were taught in isolation with little, if any relationship to one another. Scheduling was a nightmare!  In scenarios like these the clock is ticking away each day shifting the focus from teaching and learning to coverage of materials and information. 

When students have an understanding of how reading, writing, the conventions of language and engaging in dialogue are connected and help them think and acquire information, they are more likely empowered to transfer that knowledge to all texts and content as they attempt to master standards across the curriculum.  The significance of this is twofold; when literacy resources and efforts are connected and integrated, teachers are engaging in a process that will substantially impact time efficiency, while student understanding is also greatly enhanced.

It seems mandates have trumped empowerment.  In frustration, districts have tried to dummy proof educators; thus more mandates.   Schools are overwhelmed, but the truth is they have lost focus.  When Larry mentors principles he suggests they focus on one thing for a teacher to concentrate on for immediate improvement.  This is because research has proven we cannot successfully deal we too many growth issues in one setting.  Likewise, schools cannot implement multiple programs simultaneously and expect students to prosper.  Research also suggests it takes three to five years for a program to become fully implemented at proficient levels, and six to nine years for a teacher to move from novice to expert.  But, what do we do when we do not achieve immediate results, or if a strategy does not work after the first attempt?  I’ll answer my own question.   We move to the next program or the next fad, never truly mastering anything.  We are trying to do too much!

So, how do we take things off the plate?  Ultimately, teachers and administrators must answer this question.   However, please remember two things: (1) Instructional time and instructional decisions are critical, and (2) It is not a program, a dog and pony show or the latest fad, but effective teachers and research-based teaching practices that will save our children and our schools!