Friday, September 12, 2014

Too Good to Be True

Once in a while as I was growing up, my father told me that if it sounds too good to be true, it probably is. Although I believed him completely, I have succumbed to powerful sales pitches only to be disappointed that the pounds did not, in fact, fall off, and though I followed the directions in detail, my hair did not radiate with glossy shine. Years ago, when I saw a commercial for an automatic shower cleaner, my father’s still, small voice whispered in my mind, but I swiftly pushed it aside, trusting that I would never again have to clean soap scum because of the glory of scrubbing bubbles.

I’m not sure if that press-a-button-once-a-day product is available anymore, but what I do know is that the only scrubbing bubble that really works is myself (and since the magic diet pill didn’t work, bubble isn't too far from the right term here). A textured sponge and effort is required if our shower is to meet the standard of cleanliness we want to live with.

Likewise, there isn’t one program we can spray at our students and expect them to all meet standard. There just isn’t. So we shouldn’t get our hopes up. And any program that is being lauded as such right now won’t even be available in a few years because the early adopters will quickly realize, yet again, that the only things that really work are the right tools and effort.

The right tools include
  • books—lots and lots of them, for a wide variety of interests and abilities, and
  • assessments—not just any assessments, but great diagnostic assessments that truly inform our instruction.
The right effort includes
  • instruction—providing focused, intentional instruction that is directly related to the needs of the children in front of us, and
  • time—for students to read and for us to confer.
It sounds simple, and in a sense, it is. But it isn’t easy, and it isn’t magic, and it isn’t too good to be true. It’s just true.

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