# data[].attributes.headline
I feel like I have a lot of teaching strategies that work well.  I have used them before and feel successful using them.

# data[].attributes.subject
I feel like I have a lot of teaching strategies that work well.  I have used them before and feel successful using them.

# data[].attributes.headline
I am struggling with content, and I know I need a better map.

# data[].attributes.subject
I am struggling with content, and I know I need a better map.

# data[].attributes.headline
I was surprised that Nick feels so alone.  I wonder if Anthony does?  I love the people at the high school, but they don't always play nicely with one another, and that is hard on me.  

# data[].attributes.subject
I was surprised that Nick feels so alone.  I wonder if Anthony does?  I love the people at the high school, but they don't always play nicely with one another, and that is hard on me.  

# data[].attributes.body
I loved that Gallagher and Kittle are going through the exact same things I feel like I'm constantly going through as a teacher, and it was nice to know that they haven't yet figured it all out. Like them, I knew the first few years were going to be a lot of planning, discovering, prepping, etc., but I also thought that it would eventually turn into more of a routine that was easier to deal with and handle. However, it requires constant work and restructuring (especially with higher-ups demanding different things of us each year), and I feel like I'll be changing things up every year until I retire. I'm not saying that's a bad thing, but it was good to have my concerns and stresses validated.

# data[].attributes.body
I guess I'll call this my bottom 3 in values and beliefs...

As I mentioned in my comment on Malissa's post, I need to be better at collaborating with others, not only to avail myself of great ideas that you guys have, but also to share my ideas.

I need to be better at assessing more and grading less, and I think that will boil down to working more one-on-one with the students and giving them constructive feedback. I love the workshop idea for that, and I loved the information that you (Saralyn) shared with us on writing assignments.

I also need to be a better model for my students, especially when it comes to writing.

# data[].attributes.body
I don't feel like I'm great at this yet, but I do feel like I'm improving...

Over the last couple years, I think I've gotten better at seeing the students and their needs, and then trying to meet those needs, as opposed to teaching them set lessons and having them do fixed assignments year after year. This year, especially, I've tried to think about their needs as I've planned instruction, and one thing that's helped me from the 7 Habits is putting first things first, especially the "big rocks" in planning. Every time I sit down to plan, I think about the big rocks that my students need, and I try to let those drive my planning.

# data[].attributes.headline
How do we access the videos? I tried, but it is asking for a login, which I don't have.

# data[].attributes.subject
How do we access the videos? I tried, but it is asking for a login, which I don't have.

# data[].attributes.body
This is a struggle for me. I don't know how to work them in as a rotation type layout. I understand the concept of breaking a skill down into a mini lesson, but I also know I struggle with knowing what skill to focus on and how to integrate that...coupled with other things (things I also don't know about) into a rotation. For me, mini lessons hav always looked like whole class mini lessons, not lessons just a small group of students focus on.

That being said, I do like the idea of the recording of writing. That helps me to see a light at the end of an otherwise very dark tunnel.

# data[].attributes.body
I absolutely love writing and reading along with my students. I feel like it is a way I can teach without being up front, keeping students who want to zoom forward from zooming forward. I like it. I also find it opens the class up to the potential of creating a camaraderie and a community of readers/writers.

# data[].attributes.body
I've been struggling with the idea of class novels the last couple years, simply because students seem to be so disinterested in reading, and I feel like I'm constantly playing catch-up and summarizing the assigned reading in class instead of having amazing discussions. (I mentioned this in our meeting.) I learned that getting students hooked on reading, hopefully by giving them time in class each day to read what they want at first, as well as having a strong focus for the class novel, is a necessity for successfully implementing class novel studies. I'm hoping to transition from individual novels to book clubs (or create a hybrid of the two), and then use that as a segue into class novels.

# data[].attributes.headline
Tying a Daily Reading/Writing Focus into Standards

# data[].attributes.subject
Tying a Daily Reading/Writing Focus into Standards

# data[].attributes.body
I love the fact that my students are getting used to reading and writing every day; my struggle now will be working in the standards, or "skills" (as Gallagher and Kittle mentioned), each quarter. I know it will be possible, but I'm up against the idea of rethinking my concept map (which standards I'm prioritizing and when) for the year while keeping my students excited about reading, if that makes sense. So this may not be a struggle as much as it is a daunting task that I need to accomplish sometime in the next couple weeks so that I don't lose valuable time for this quarter we just started.

# data[].attributes.body
I'm not sure I excel in this yet, but I've had success implementing my in-class reading so far this quarter. I'm hoping that by having students share what they're reading with me and eventually others that their excitement will grow and that they'll come to love that ten minutes at the beginning of class every day.

# data[].attributes.body
I was so grateful for all of the help and insights I found throughout Chapter 4. I felt hopeful that everything was going to work out in my classes. I was happy to see their procedure during a whole class novel study. I am also very excited about doing book clubs.

# data[].attributes.body
I have really been struggling with the whole concept of pairing other texts with what we are reading in class. What other texts? Where should I look to find these other texts? I am very grateful with their candid conversation on all of the things they discuss, and seeing what they were pairing gave me ideas of what texts I should pair with reading in my classes.

# data[].attributes.body
This is Doc (don't know why it says anonymous Loved talking about strategies for igniting our reluctant writers. Oral tradition can give them a safe platform o engage story. Using a scribe can maybe be the next step. {to play off their streak for rebelion we can say YOU ARE NOT ALLOWED TO WRITE YOUR OWN THOUGHTS THIS WEEK- only scribe others thoughts)... then when they get to write they may do so just to spite us.

# data[].attributes.body
1. Can we see your beginning of the year writng plan (Loved hearing how you focused on generating ideas)
2. Can you find the writing process for some of our favorite authors? C.S. Lewis, Rowling, etc. So we can show our kids to get them excited?
3. Is there a cool graphic we can put in our students hands for 6 traits?
4.

# data[].attributes.body
This is Doc
As a principal- I am choosing to be part of this study to give Nick my best. He is taking risks, he is truly vested in his own growth, and the courage and vulnerability which he demostrates is inspiring. So I believe I am good at being an encorager and doing all that I can to support him. In this chapter- we talked about his reluctant writers in the hall this week- so this was perfectly timed today. I support his efforts to move students from the Victom to agency. Good work Nick-

# data[].attributes.body
First, I love the idea of using the six traits for mini-lessons; I also love the slide that you (Saralyn) shared with us that shows which of the traits to focus on at each point in the writing process. I think it'll help my students discover and flesh out their ideas well before making them concrete and sharing them in a draft to be seen and heard by others.

Second, I loved the focus on generating ideas. I can't tell you how many times I've heard, "Can you just give me a topic to write on? I can't come up with my own ideas." Students need to learn how to overcome those roadblocks of brainstorming and creating, and we can help with that by not telling them what to do every step of the way.

Third, I'm glad we talked about not having a certain structure in writing, because, as we were talking about that, I thought back to my high school writing days, and I think I disliked writing (even though I was really good at it) because of the 5-paragraph essay format. Essays and other writing assignments always seemed so daunting because I was worried about getting my information down but also making sure it fit the specific format the teacher asked for. (Like you, Doc, I had a college professor last year in my Master's program tear me apart because of a structured writing response.)

# data[].attributes.body
I know we're not going to have time to read everything our students write, especially if we're having them write every day, but I'm grappling with the issue of having time to read and respond to student writing. I want to read their work and give them valuable, authentic feedback, but I feel like it takes so much time. Right now, my plan is to pick a couple pieces here and there and respond briefly to them, and then address big(ger) issues in mini-lessons and workshops. Any other ideas and/or suggestions?

# data[].attributes.body
After two weeks in this new quarter, I've had my students writing for at least 10 minutes every single day. I know I still have a lot of progress to make, but most of them have gotten used to the idea of composing something every time they come to class, which has made the idea of having to write easier for them to accept. (Most of them don't complain when I say we're going to do a writing assignment.) I think my next step is getting them more comfortable with sharing what they're writing, as well as developing their ideas and focusing them.

# data[].attributes.headline
I could not agree more.  I loved this chapter and especially loved the reading rate idea and thought logs.  I'm loving that you guys are loving this book!!

# data[].attributes.subject
I could not agree more.  I loved this chapter and especially loved the reading rate idea and thought logs.  I'm loving that you guys are loving this book!!

# data[].attributes.headline
I think this will always be ELA teachers' biggest hurdle.  My suggestions are the same as the author's suggestions, except I would add station rotations some of the time.                                               #1 have them write 3xs more than you read. #2 Let THEM chose what you read and respond to.  They can highlight areas they want you to focus on.  They can tell you where they want feedback and why.  This builds independence and metacognition.  #3 use stations and have one of them be a conferencing station.  #4 Teach them to revise their own writing and respond to each other. Spend you time here.  In the long run it is so worth it.

# data[].attributes.subject
I think this will always be ELA teachers' biggest hurdle.  My suggestions are the same as the author's suggestions, except I would add station rotations some of the time.                                               #1 have them write 3xs more than you read. #2 Let THEM chose what you read and respond to.  They can highlight areas they want you to focus on.  They can tell you where they want feedback and why.  This builds independence and metacognition.  #3 use stations and have one of them be a conferencing station.  #4 Teach them to revise their own writing and respond to each other. Spend you time here.  In the long run it is so worth it.