Theoretical Discussion-Fitzgerald and Duffy

Krista and I met to discuss the articles by Fitzgerald and Duffy.  "What exactly is the balanced approach?" was the first topic of our discussion.  We agreed that there is no single, right balanced approach to teach reading but a philosophical perspective (Pressley 1996).  The idea of a balanced approach varies across the board.  Fitzgerald discusses some of these approaches in her article and the one that fits the closest to what we have been doing at BES is Cunningham & Hall's four blocks reading program.  We have implemented guided reading, self-selected reading (read to self during daily 5), writer's workshop, and working with words (word work during daily 5 and words their way this upcoming year).  The only difference I see is that Cunningham avoided ability grouping but we ability group based on reading level and the skills that need to be targeted based on the child.  Krista and I discussed the most recent definition of a balance as "a decision-making approach through which the teacher makes thoughtful choices each day about the best way to help each child become a better reader and writer" (Spiegel, 1998).  This idea was similar to the thoughts in the article by Duffy where the teacher thought and implementation of multiple ideas makes the difference instead of just a set reading program.  A teacher must be able to think on their feet and use what they think will help that particular child that particular day because we know "no two situations are the same; no two days are the same".  Every child has a different way they are able to learn how to read.  One child may do well using the whole language approach and another child with phonics while another may need experience in both whole language and phonics to be a successful reader.  We also discussed how children's knowledge about reading is equally important: local knowledge (phonological awareness, sight words, sound-symbol relationship, orthographic patterns, word identification strategies, etc.), global knowledge (understanding, interpretation, and response to reading), and love of reading (feelings, positive attitudes, motivation, and desire to read).  Together we need to be able to use the knowledge of others to help us in our balanced view, that is that teachers, parents, and children learn from one another (Fitzgerald).  How we group our students was another topic we discussed (homogeneous vs. heterogeneous) because that can change the whole dynamic of your balanced approach.  Teachers will vary their groupings based on the activity or lesson at hand.  As Fitzgerald said, Balance does not mean "one size fits all".  As we explored the article by Duffy, we discussed how a teacher should not have an "anything goes" approach.  As Duffy said, "Effective teachers root their eclecticism in assessing students and analyzing situations before deciding what method or material to use, in ongoing evaluation, and in thoughtfully adapting to the students and situation".  This article really hits all that are involved in the reading process.  "There is no one perfect method for teaching reading to all children.  Teachers, policy makers, researchers, and teacher educators need to recognize that the answer is not in the method but in the teacher" (Duffy).  This quote is very powerful because they need to let the teachers teach because they know what the students need and just need to be given the resources needed to help them with what the students need.

As I reflect on my own teaching, I see how I have conformed to a set reading program because I was told to do so.  It was hard to get out of my comfort zone with guided reading and explore what worked for me but once I did that it was a wonderful feeling.  I began to find myself as a teacher finally.  I could actually teach reading to my students effectively instead of worrying if I was doing it wrong.  Just  like in the Duffy article, teacher education must be ongoing not short term.  I was taught how to do guided reading but then I had continuous support as I implemented the program and continued learning different ideas throughout.  Just like me going back to school to receive my Ed.S as a Reading Specialist, I know that will help me be a stronger teacher for my students, parents, fellow colleagues, and even my daughter.