Here are some quotes that have resonated with me, and I would love to use and remember within my teaching practice:
“The brain is always learning, and that the role of the teacher is to develop innovative ways to support students’ learning in a caring and safe environment.”
Reference: Goodman, Y., Martens, P., & Flurkey, A. D. (2014. The Essential RMA: A Window into Readers’ Thinking. Katonah, NY: Richard C. Owen Publishers.
“We have to let children in on the secret of how powerfully they write. We need to let them take inspiration from what they already do well.”
Reference: Fletcher, R. (2013). What a Writer Needs (2nd edition). Portsmouth. NH: Heinemann.
“I don’t want them to come together, I want the kids to keep going in whatever direction they need to go.”
Reference: Fletcher, R. (2013). What a Writer Needs (2nd edition). Portsmouth. NH: Heinemann.
“A true mentor will try not to penalize the student or clone a duplicate of himself. Rather, the mentor is forever alive to the possibility of something new and distinctly original.”
Reference: Fletcher, R. (2013). What a Writer Needs (2nd edition). Portsmouth. NH: Heinemann.
“Risk allows students to outgrow themselves.”
Reference: Fletcher, R. (2013). What a Writer Needs (2nd edition). Portsmouth. NH: Heinemann
“Not all readers are writers, but all writers are readers.”
Reference: Fletcher, R. (2013). What a Writer Needs (2nd edition). Portsmouth. NH: Heinemann
A Mentor…
-has high standards
-builds on strengths
-values originality and diversity
-encourages students to take risks
-is passionate
-can be books as well as people
-looks at the big picture.
Reference: Fletcher, R. (2013). What a Writer Needs (2nd edition). Portsmouth. NH: Heinemann
“When we know the theory behind our work, when our practices match our beliefs, and when we clearly articulate what we do and why we do it, people listen.”
Reference: Miller. D. (2013). Reading with meaning: Teaching comprehension in the primary grades (2nd edition). Portland, ME: Stenhouse.
“The important thing is to be mindful of what your students need to know, what they need to be able to do, and what they need to make or do to demonstrate understanding.”
Reference: Miller. D. (2013). Reading with meaning: Teaching comprehension in the primary grades (2nd edition). Portland, ME: Stenhouse.
“We have to plan with the end in mind, we set our goals for children first.”
Reference: Miller. D. (2013). Reading with meaning: Teaching comprehension in the primary grades (2nd edition). Portland, ME: Stenhouse.