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Mentoring New Teachers (Blog)

In the last episode of our Mentoring New Teachers podcast, kindergarten teacher Laura talked about the high social-emotional demands of her kindergarten students and that she sometimes felt as though she was “drowning in behavior charts.” This led to a discussion about the importance of integrating social-emotional learning throughout the day, and I shared with her how kidwatching and documentation—even when focused on one or two particular students at a time—can help educators root out some of the causes of student behaviors that frequently derail the development of a healthy classroom community.

In this episode, Laura shares how well her students are adjusting to the routines they’ve established around their classroom literacy centers and how frequent check-ins are helping students develop their ability to reflect on their work in peer partnerships. With literacy centers running more smoothly, Laura talks about wanting to begin facilitating guided reading groups so that she may support her students as they read connected text within their zone of proximal development. I explain to her the original intention of guided reading and share how that intention has become somewhat lost as a result of the nature of many existing guided reading programs, and I offer Laura some advice for how to begin the challenging work of facilitating effective guided reading groups without becoming too overwhelmed.

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