“This book is a joy to read! Positive and practical are the two best words to describe it. Every early childhood educator would benefit from readingFanatically Formative.”
—Richard L. Allington, Professor of Literacy Studies
University of Tennessee, Knoxville
“I could not put this book down. The captivating message reignited my passion for quality and joyful teaching. The discussion questions at the end of each chapter will serve as springboards for stimulating discourse.”
—Kathleen A. Robbins, Principal
MacGowan School, Redford, MI
Transform your K-3 classrooms into effective centers of learning!
Helping children experience early learning success and acquire essential skills by third grade is a crucial part of any school reform effort. Yet, many teachers and children are overwhelmed by the ineffective curriculum-driven education system and the “rush to cover” climate in schools.
Fanatically Formative shows how you can rediscover the joy of teaching and help children fall in love with learning again. This book traces the journey of a teacher as she works through the challenges of formative assessment and responsive instruction to discover the practices that will help her students succeed. K-3 teachers, principals, and district administrators will learn how to: Set clear, attainable learning outcomes; Make teaching responsive to the whole child; Monitor student progress toward essential skills; Build a truly positive classroom and school culture; Collaborate to help young children succeed
With surveys, lists of essential skills, study questions for PLC groups, and highlighted summaries of key points, Fanatically Formative offers a clear and powerful vision for your early learning success initiative along with the action steps to achieve your goals.
Chapter 10: When Good People Work within Lousy Systems
When Good People Work within Lousy Systems
In another school not far from here, a different story is unfolding. On the first day of school in Mrs. O'Connor's classroom, 28 first-grade students found their seats. What the students did not know, and what Mrs. O'Connor could not allow herself to acknowledge, is that she was about to begin the ...