Latest Tip of the Week

Practice Is Part of the Teaching

We’re a few weeks into the school year, and this is often when the little things start to show.

Students know how to get their materials, and transitions are becoming smoother. They know what independent reading looks like, and engagement is growing. You’ve taught the quiet signal, and most students are responding; a few are still learning.

This is useful information.

It shows us where students need more practice.

During the First 10 Days, we teach a routine, model it, and give students a short opportunity to practice. We come back together, ask, “What did you notice?” and then practice again.

Sometimes it takes three repetitions. Sometimes it takes seven.

Each time students are learning, I know what to do when I am on my own.

And that is much bigger than learning a routine.

Practice is where students begin to take what you taught and try it on their own.

Think about what happens after we teach a reading strategy, demonstrate something in writing, or introduce a new concept in math. At some point, students need the opportunity to take what we taught and use it themselves.

They apply it. Make decisions. Work through the tricky parts. Discover what they can do on their own.

That is where transfer begins.

And while students are practicing, we get to watch. We see what is transferring, who needs a little more support, and what we might teach next. And as this independent work grows, we can begin to confer with one student or gather a small group while the rest of the class continues learning.

So this week, if something still feels a little bumpy, practice it again as a class.

• Name what successful practice looks like.
• Model it.
• Let students practice for a short time.
• Come back together and ask, “What did you notice?”
• Use what you learned to practice again.

We will build toward longer periods of independent practice. Right now, successful practice is the goal.

Because practice is so much more than doing something again.

It is where students apply what we teach, begin to transfer it, and are able to continue their learning without you needing to be right next to them.

And it gives us the opportunity to see their learning and respond with the teaching they need next.

Gail

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