Catch a Falling Reader
A Daily Guide for Teachers & Parents
by
Book Cover & Preview Text
#1 CATCH A FALLING READER . . .
. . . by Standing on a Chair and Clapping
If you would lift me up you must be on higher ground.
- Ralph Waldo Emerson
Have you ever glanced at the face of a struggling child when he or she looks at you with wonder and hope? I have! This proud, joyful look is witnessed each and every time I stand on a chair and clap for kids. It’s as if the child is thinking, “Wow, I did good. I think I’ll do it again!” We all want to “do good,” and we long to be applauded when we do. This most basic human need is important and necessary if we truly want to catch kids and help them fly to new heights.
It is important that we differentiate feedback for different kids. Some respond well to positive verbal comment such as, “I like the way you made that first sound when you were figuring out that word.” Others thrive with a pat on the back or a smile (if they’re sitting still long enough to notice either one). Still, there are those who prefer a written comment, sticker, or reward chart.
Feedback is an interesting concept, one that should not be taken lightly by teachers and parents. In fact, we all benefit from feedback, but the challenge comes in knowing how and when to offer it.
As we reflect on the feedback issue, let’s consider 5 basic questions for a moment:
- WHO are falling kids? Many are children who have not had the advantages that others have had. Some are children who have had many advantages, but they find learning difficult. All of them need constant, daily feedback in order to engage them in to take risks and apply skills to new learning tasks.
- WHAT do these kids want? They want to feel successful, each and every day!
- WHERE are they when they need feedback the most? They are usually involved in learning tasks that are difficult, challenging, and often frustrating. They need to know that they are on the right track.
- WHEN is feedback most beneficial? Feedback comes in many shapes and sizes. It is up to the teacher to decide when and how much feedback will work for each child. The best time is during a ‘teachable moment’ when the child has demonstrated a strategy or skill that you have been trying to teach him or her.
- HOW is feedback given? This is the most difficult part because a delicate balance is required. If too much praise is given or if the child feels that the praise is not genuine, it will be dismissed by the child. If positive feedback is given sparingly, the child may not gain a true sense of how he’s is doing and whether you want him to do it again or not.
Creating a balance between when, where, and how feedback is given is one of the greatest challenges for all teachers. What I know for sure is that some children need a ‘big splash’ once in a while to confirm their attempts at difficult tasks. Standing on a chair and clapping for kids works. If you don’t believe me, try it! Delight in seeing the gleam in the eyes of kids who look up at you. In turn, they will be giving some meaningful, loving feedback back to you.
Formats
Book Details
About the Book
Catch a falling reader and put this child in your pocket, never let even one get away! That’s easier said, than done! Imagine the power behind the ability to catch a falling reader before signs of frustration, poor habits, and low self-esteem take root and grow. That power is at the heart of this book. This book was designed as a daily guide to help those who are in positions of catching and lifting falling readers. It was written for the purpose of confirming, instructing, supporting, and inspiring those who live or work with struggling readers. What can this book do for those who seek to catch falling readers?
1. Offer ideas in a format that is easy to read and understand. This is not a textbook. Ideas and suggestions have been gathered from actual experiences in the field.
2. Create a conscious awareness of common behaviors in young readers that often become ‘habits.’
3. Recommend research-based strategies and methods for preventing falling readers from continuing to fall.
4. Provide opportunities for the reader to confirm, reflect, and enhance his/her current knowledge of how to help falling readers.
Since time to ‘read and think’ is limited in today’s hurried world, here is what I recommend for maximizing the usefulness of this book:
1. Hold the book with both hands and close your eyes.
2. Now let your thumbs flip through the pages. When you’re ready, stop!
3. Open to the pages your thumbs land on.
4. Now read and think about how to catch a falling reader.
5. If you land on a page that you’ve already read, you may want to reread it or simply move your thumbs to a different page. Remember, however, that repeated reading does build greater understandings!
6. Important: Try to find time that day to share what you’ve read with someone. When we discuss what we’ve learned and teach someone else, then we actually learn it
About the Author
DR. CONNIE HEBERT is a nationally acclaimed teacher of teachers. She is currently a national faculty instructor for
Connie has presented education seminars and keynote addresses for teachers and parents in over 40 states and at national IRA, Reading Recovery, NAESP, and European Reading conferences. Dr. Hebert can be reached at dr.conniehebert@comcast.net or visit her website: www.conniehebert.com
Here’s what educators have to say:
"Dr. Hebert is one of the leading literacy luminaries in our nation today. In her new book, "Catch a Falling Reader", she provides the inspiration, moral purpose, and practical strategies that will help parents and teachers throughout the country develop a generation of lifetime readers, writers and thinkers. The message throughout every page of the book is that every child can succeed." Guy Stella, Ph.D., Assistant Superintendent
Stratford, Connecticut
"In our busy professional lives, we do not have the time we need to read all we should about our craft. ''''Catch a Falling Reader'''' lets the practitioner use the text as it fits their style and life. Gentle reminders, new ideas, and thought provoking strategies, in a user friendly format."
Joanne D. Beekley, Ed.D., Elementary Principal
Essex, CT
“This Connie Hebert is fantastic! I’ve been teaching for 17 years. She was the most impressive. Any school would treasure her help with their children.” Lorrie Rader,