One of my favorite books to read aloud to my Kindergarten students at the beginning of the school year is Change Sings by Amanda Gorman. The youngest inaugural poet and an award-winning speaker and writer, Amanda crafted a beautiful, inspirational story about a young African-American girl who uses her guitar to sing the message of personal and community activism. As she walks through her community, the protagonist recruits others to join in the social justice song that can be felt in one’s heart, and seen in the selfless work you do for others. Change Sings is a call to action that reminds me of my important role as a teacher, leading - until my voice is drowned out by the sounds of confident and engaged learners eagerly stepping up and internalizing the learning for their own success!
A popular saying touched upon in the book is “Be the change you want to see,” but what does that really mean? How do you decide on what to change, when change looks different for everyone? What my neighbor might see as a necessary change for the community may not be the same as what I see as a necessary change. (Yet, both of us seeing that change is necessary is a strong start.) Sometimes, you don’t know what or how to change until you are in the very presence of a better solution, or presented with evidence-based wisdom. ;)
As teacher and a graduate student researching literacy instruction in the United States in relation to Massachusetts, I have been reading many articles, printed media and journals on the topic for the past six months - building my understanding. It is clear that the change needed is statewide policy and practices for a high quality, multi-sensory, rules-based instructional approach to reading is the most effective for all learners.
Honorable Adwoa uses her body as students anticipate each letter!
Although this past school year was my first teaching Kindergarten, my eight years as a pre-Kindergarten teacher, and my recent training in Orton-Gillingham, has me excited to meet the challenge! I experienced so much joy watching my students build their early literacy skills, advancing quickly as their love for reading blossomed. By the end of the school year, 12 of my 18 Owls were reading with confidence at various fluency rates. I was able to see just how beneficial my new strategies were in my inclusion classroom, yet I still ended the year noting that the curriculum I was mandated to use and the approach I was incorporating needed more cohesiveness. I could not see an evidence-based way to change it, either.
That is, until I stepped into Honorable Adwoa’s classroom last week. Having met her two days prior, I was eager to engage with her students and experience their style of learning. With 36 children in her classroom, I was also curious to see how she maintained engagement during high-quality instruction with a larger class. I was elated when, after asking all my questions on literacy, she offered to demonstrate a phonics lesson for me. After showing me the curriculum, she put on an amazing five minute professional development! In the picture below, Honorable Adwoa is using her whole body to help students recognize and blend a sounds as she goes through a word. Each letter of the alphabet has a specific full body movement that students have come to recognize. They were eagerly watching her every move to blend the sounds in their head and raise their hand to share their understanding. It was beautiful!
The concept of whole body movement for learning is not new to me, however, a comprehensive curriculum that explicitly incorporates it is. Movement is often used as a whole group or individualized accommodation There are so many supplemental videos a teacher can use to support a learning experience, but it can be inconsistent and honestly, quite confusing, as students go from teacher to teacher each year. What we need in America, is what Honorable Adwoa was trained to use, and see results with. She shared that 33 out of 36 students in her classroom are currently reading with high fluency! With a little over a month of school left, I am confident she will get to 36 out of 36.
I will be looking into her curriculum, Jolly Phonics, when I return to Boston, and eagerly share the videos, pictures, data, and resources I hold with my colleagues, my students and their families, and my district. I also want to make space for this literacy experience in my research project.
Coming inside from outdoor recess with Honorable Adwoa’s class. So much love and joy!
Saying goodbye and receiving so much love from to students in Honorable Adwoa’s class!
I’m thankful to my day name sister, Honorable Adwoa, for the opportunity to expand my understanding and pedagogy. I am extremely thankful to Witness Tree Institute of Ghana for this blessing of an opportunity to grow, learn and share as both an individual and an educator.
Medasse.
Chantei Alves Kindergarten Inclusion teacher, Ellison Parks School Boston Massachusetts