Monday, 22 September 2014

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Teacher Voices
Below is a short sample of quotes from teachers in Pebble Creek schools:

“We’re seeing productive, organized discussions focused on intense topics.”

“Pebble Creek classrooms create a safe learning environment where kids take risks, where there are no absolute rights or wrongs, where “just because” is not an argument, where there are classroom libraries that house books that kids are grabbing off the shelves and reading with pleasure.”

“It is this thematic approach that sets the Pebble Creek materials apart from other programs. They are guided in an authentic interaction with high quality, respectful text that is not watered down. The materials are also not packaged in a cumbersome anthology that, to a disengaged student, is an immediate obstacle to learning. In addition, the spiraling construction of the materials allows repeated opportunities for the student to be successful.”

“Students are engaged in their own learning. It's not just by chance that there are many fewer class management issues. Student engagement is the best class management tool there is.”

“A good thing is happening when I can walk into our pebble creek classes and students spontaneously share with me the good books they are reading. We are creating a culture of readers and learners.”

“Differentiated instruction, a buzz word constantly thrown around educational circles, suddenly made sense, and I had the tools to differentiate for my gate kids as well for the kids that were struggling with grade level materials.”

"With the units, I could focus more energy on effective instruction and creating a truly learner-centered classroom and less energy around supplementing or re-creating teacher-made materials.”

“It is this thematic approach that sets the Pebble Creek materials apart from other programs. They are guided in an authentic interaction with high quality, respectful text that is not watered down.”

"The time set aside for Academic Conferences became a vital element to developing our teachers’ practice and orientation toward their students. It conveyed a sense of mission and purpose that went beyond “passing the state assessment.”

“All over campus it is normal to see kids reading a book that they chose to read.”

“The training and experience that I have learned through PCL have dramatically enhanced my effectiveness as a teacher. It has not only made it more interesting and dynamic for my students, it has done the same for me.”

“Teachers who teach classes other than the literacy course want to learn about the strategies and ask for the Pebble Creek training. Pebble Creek teachers have become ambassadors for the instructional strategies and initiate their use in other courses.”

“Our students are performing better on achievement and proficiency tests. Our non-English language learning population has a passing rate on our state assessment that would earn the school a “recognized” status. The campus was the only school out of four to meet NCLB’s requirement of adequate yearly progress after only two years of implementing the program. As importantly, our students read…and like it. Across a school with over 500 ninth graders, a visitor can walk in at anytime and find at least one class where the students are reading. Several content area teachers have commented that they have seen better performance and engagement with texts.”