Tag Archives: Common Core State Standards

A couple of weeks ago I spoke at the Random House Annual Educators’ Event in New York City, where, I started by saying that I refuse to be freaked out by the Common Core State Standards (CCSS). I then was able to explain how I’m anticipating being able to be creative, to think broadly about texts, to help my students engage in complex, higher-order tasks around literature and literacy.

At the moment–and still–I believe that. 

However, the problem is that the more I read about the CCSS–the vast amounts of money that are driving the initiatives, the stakes that are going to impact educators and students–I realize that staying true to the desire not to be freaked out, to hold on to those beliefs, is going to be more difficult than I anticipated.

I’ll explain:

• Complex writing tasks mean more people are going to need to be expert writing teachers. There are simply not enough of us in the field who feel confident teaching writing. Thus, we see lots of reductions of writing to acronyms, to numbers (paragraphs, sentences, words, whatever), and we move further away from what we know to be true about how to turn kids into powerful writers.

• Appendix B is a suggestion, not a mandate. I am excited about using it as a suggestion and building some unbelievable text sets that encourages intertextuality, synthesis, real writing. However, there will still be schools and departments that use those texts only. How can we expand our understanding of literature and literacy (as evidenced by my current reading of this fantastic book that I highly recommend) if we only use Appendix B?

• I have become interested, of late, in text-dependent questions (TDQ) because, as I’ve stated before, I’m a much stronger writing teacher than I am a lit teacher, so I’m constantly thinking about ways to improve my craft. TDQ drive students back into the text, which makes sense, right? What makes you think that? Where in the text can you find evidence to either support or refute those ideas? But, there are formulas for these things, too (related to generating questions. This site made my head spin).  I worry that in our quest to make everything systematic, or “accessible” or whatever that we make it too uniform. Why not have kids create their own TDQ? In all of this desire to get kids “college and career ready,” I don’t see a lot about how teachers can systematically teach kids to take control of their own learning in the classroom. I usually teach them how to ask questions, we spend time (most of the term) generating, critiquing, revising questions for ones that do what we need them to do. I don’t know…I am not optimistic that that independence is quick to come for kids. 

• Time, the need for so much time to understand what is coming. And time is the one thing we simply do not have. Currently, I’m fretting about systems, how to create peer review that works, how to reduce the amount of direct instruction to allow for more time for kids to master the content through hands-on work, but most of all, I’m worried that since my principal lifted the caps for class sizes, next year, I could very well have three sections a semester of 30 kids in a class. How will I be an effective teacher with classes that are this large? What kind of teacher will I be if I don’t have time to read papers, give feedback, conference, etc.? Will we have time for those moments–those in-between moments–where the learning happens? 

While the above concerns are all relevant, I think the last one is the most perplexing for me. I have never taught classes of this size, though I have many colleagues who do. I worry that these adjustments, of the class size, will force me to change my practice in ways that concern me. 

As I said, though, I refuse to be freaked out, and I’m pretty good at finding end runs around potential road blocks. 

And, it is summer, after all. 

Thus, I’m thinking about systems. I’m pretty sure I can get kids to work in groups for writing feedback and I just need to get better about rotations of due dates, what I will grade, what counts as indicators of learning. I’m also going back through what I need to teach and making myself justify what’s important (not interesting; sometimes, I get caught up in what’s interesting and shiny, pretty, things) and only do that. Only do that. That’s kind of fun for me and my neuroses. It’s also the only way I can contend with being able to be in control of the situation rather than the situation controlling me.