I like the image of fireworks in the classroom and it comes to my mind as the sparks of knowledge that are ignited in the Genre Practice classroom - especially for ELL students. Many times ELL students are pulled out and do not feel like a true part of the classroom community. It seems that in the Genre Practice class they are valued as community members with suggestions and comments to add to every lesson. It is motivating for other schools and teachers to see how ELL students can truly be integrated into the classroom and how their writing and reading achievement can sore as a result.

Jackie, I know that you've spent a lot of time at P.S. 126 since your first visit back on September. Have any of your impressions changed? I feel like you have the unique perspective of being able to observe everything that goes on in Genre Practice classrooms, without being a teacher in such a class. Observers often have very powerful points of view, with little bias and more attention spent on watching how the teachers and students interact with each other. I'd be happy to hear more about your observations in our writing class!

I was in a complete trance observing students and teachers interacting with one another utilizing genre practice. I'm very used to seeing guided reading and practicing it myself. Not until the moment I observed unison reading did I realize how "teacher-centered" guided reading was. Since my first year, I've slowly tried to let go and give more responsibility and independence to my class (with the proper monitoring and conferencing). However, in observing the interaction between students and the teacher in their unison reading groups, there is just this instant growth that is so evident. They listen to each other, they communicate effectively, and most importantly, they ASK QUESTIONS! So many of my children in my classroom are often "passive" learners where they accept things for face value and there are many times where I crave that question to create the "teachable moment". I really hope to try genre practice in my classroom and reflect more on my own teaching.

Jacqueline,
I couldn't agree more with what you said about the sense of community in these classrooms at PS 126. I was really amazed at what a sense of community this Unison Reading creates. These children really feel a responsibility to their reading groups. The way they interact allow everyone in the group to feel at ease, they allow themselves to be vulnerable. This way of teaching allows them to be not be ashamed of what they don't know! The breeches in learning are celebrated and through their group discussions they come to a new understanding. Wow, what fireworks!!
Colleen Barnett

Hi Jacqueline,
It is always interesting and insightful to read other teacher's perspective on Genre Practice. Like you, I was eager to see the approach in action. Since I've read and heard a lot about Genre Practice in my classes, I was very interested in how the school had adopted its program. When I went in to observe several classrooms, I was surprised by how the students embraced the new practices. Many of them were participating in Unison Reading. Almost all of them did not need encouragement to share their reading and writing. Though I am still learning about Genre Practice, I am curious to see how students utilize their skills outside of school contexts.
Thank you for sharing and I look forward to reading more about your experiences.
Bharti

Thank you for sharing. This is kind of how I felt at first too. When I first heard about genre practice I thought it sounded amazing. Liberating. Then I came down off the cloud and began to wonder if this would actually work. After visiting PS 126, and learning more about genre practice, I have come to discover that it actually can be a successful program. No fireworks for me, but an effective method nonetheless.

JACQUELINE,
I AM WITH YOU ON THE EXPECTATION OF "FIREWORKS" UPON ENTERING THE SCHOOL. AS YOU EVENTUALLY DID, I TOO REALIZED THE "FIREWORKS" HAD GONE OFF THE MOMENT I ENTERED THE LEARNING ENVIRONMENT. DURING MY RECENT VISIT TO P.S 126, I WAS VERY INTRIGUED TO SEE SO MANY 'ASIAN' STUDENTS IN THE CLASSES THAT I VISITED; THE SPOKE IN THEIR NATIVE LANGUAGE, BUT WHEN IT CAME TIME TO WRITE, THEY WROTE IN ENGLISH. I ASKED THE TEACHER ABOUT THIS PHENOMENON AND SHE EXPLAINED THAT CHILDREN LEARN TO ADAPT TO LANGUAGE VERY QUICKLY AND HER 1ST GRADERS SORT OF BLEW HER MIND WITH HOW WELL THEY ADAPTED. THE WRITING DURING GENRE PRACTICE WAS VERY PRODUCTIVE. THE CHILDREN (IN 1ST GRADE) WERE RESPONSIBLE FOR AND WITH THEIR WRITING AND THE TEACHER WAS ONLY THERE FOR MORAL SUPPORT AND GUIDANCE. THE STUDENTS EVEN TOOK IT UPON THEMSELVES TO TRANSLATE WHAT THEY WERE SAYING TO THE NON-NATIVE LANGUAGE SPEAKING CHILD WHO WAS AT THE TABLE WITH THEM (ALL THIS THE TEACHER AND I WATCHED FROM ACROSS THE ROOM). GENRE PRACTICE HAS CERTAINLY GIVEN THESE STUDENTS CONFIDENCE IN THEIR LEARNING. I ONLY HOPE IT CAN AND WILL WORK IN MAINSTREAM AMERICA.

I was so glad that you shared this piece because I, too, felt that way upon entering P.S.126.  I have experience working with the workshop model in both reading and writing so I was especially curious as to how the Genre Practice Approach was different.  I was impressed by the responsibility placed on the students.  Even during conferences, the student is given just as much responsibility as the teacher.  For example, I like the way that not only does the teacher track strengths, growths, and areas of need for the student, but the student also has a place on the conference sheet to track his/her progress. I watched as a teacher conferenced with a student and the student set goals for himself.

I also think Genre Practice works so effectively because of the large selection of reading materials provided in each classroom.  The libraries are not only stocked with books, but with magazines of all sorts that the children can choose articles from for their Unison Reading groups.  It was definitely a refreshing experience!