
This summer, all the teaching staff at my school went through a mandatory two-week training on a new teaching methodology for Language Arts. It's called the ECRI program, which stands for Exemplary Center for Reading Instruction. We were trained personally by the woman who developed the program, Dr. Ethna Reid (I think it's cool that she directs a reading program and her name is Reid...anyway...). In a nutshell, it's a direct instruction program (that means the teacher memorizes a script that can be used in several ways, and the students are instructed to give responses at certain times and their answers, if they listen closely and are doing what they should, are always right 100% of the time. That means I spent much of my summer memorizing directives (teaching instructions) and learning all about this program and how to appropriately integrate these things into my Language Arts classroom. Additionally, the implementation of this program dictates that all students spend two hours per day in Language Arts (with the exception of Wednesday...only an hour and a half).
This past week was our sixth week of school, so Dr. Reid came to our school yesterday to see for herself how we're doing the program after six weeks in school. However, it would be impossible for her to visit every single class going on. So what happens? You guessed it...my class was one of seven chosen to be observed by Dr. Reid for 40 minutes. Now, this amazing woman has spent decades developing and perfecting the program she created from scratch. She's in her eighties, I believe, but her mind is very sharp and she doesn't skip a beat. That means Dr. Reid knows her program frontwards and backwards, every directive word for word, and everything that ought to be done in a classroom that is doing ECRI. So you can imagine my anxiety and stress levels on Friday. I was told on Wednesday that I'd be observed by Dr. Reid, so I actually had about two full days to ponder my success (or lack of) in implementing the program in my classroom. Up to this week, I thought I'd been doing a pretty good job, for the most part. But then as I looked up directives given verbatim in the instructional manuals we were given this summer, I noticed all the little things I was doing wrong, and began to freak out.
Then Friday comes. If you read my last post, then you know how my morning was. When Dr. Reid finally came to my classroom, I had a weird feeling...I was nervous, but also confident at the same time. I knew that I was doing my best, my kids were performing their best, and things were going as planned. When it was time for Dr. Reid to visit another class, she asked if she could interrupt for a minute, and praised the class (and me, to my embarassment) for our success in the program. Something kind of funny...right after Dr. Reid left the room, one of my students turned to me and said my face looked ruddy. It's funny because one of the words I taught them this week was ruddy, which means a healthy, lively red color in someone's face. After she left, I was so proud of my children that I let them out for a 20-minute recess : ) . After school we had a staff meeting where Dr. Reid talked with us about some things she noticed, and she specifically mentioned how I did a great job and the kids were so bright. While she was observing us, I had the kids read some of their stories from their writing notebooks. They are supposed to write stories using as many new spelling words as possible in the correct context. After class, Dr. Reid asked if I could photocopy a story that one of my students wrote. I was proud, and that one student was very proud that he was being recognized. All in all, it wasn't nearly as bad as I thought it would be, and I found that I shouldn't doubt my abilities so much. It's nice to hear that you're doing a good job as a teacher.