Whole language vs. phonics.

When I was in elementary school, learning to read was definitely all about whole language. (I don't remember much about my learning to read though since Mom declares that I was reading by 3? That's a cool thought in its own. But to note, she said I was a "lazy reader" and would rather be read to than read it myself. haha That amuses me.) Anyhow, in the classroom, we would read the words as a whole and learn from the meaning, not the parts. Invented spelling was encouraged and in abundance. Balloon would be balloon, but maybe spelled blun. So, of course, I felt (up until yesterday) that I was a full-fledged whole-language supporter. But an important part of being a teacher is admitting when change needs change and making the necessary adjustments.

In the early-to-mid 90's, "Hooked on Phonics" (remember? "hookd on fonics werked fer me?") became the educational sensation and definitely influenced the rise of the shining star, "phonics only" (though it's been around since the mid 1900's). Yet the debate still continue which was better for the students. The truth is and like the author I read, it's suprising that it's ONLY recently within the past few years that teachers are finding a commonground. A balance and mindset to teach BOTH.

I was reading The Balanced Reading Program by Susan Blair-Larson yesterday, and my mind was admittedly changed. I wasn't a complete whole language supporter because I still felt phonics needed to be at least taught a little bit... so where did I fit?!

Well, the chapter I read talked about the need for balance and why balance is important. BOTH approaches are necessary, especially for the benefit of the kids. It's not about what the teachers passionately or stubbornly believe; it's about what works for each student. Being fair to them. One grade they could be A+ students because Teacher Q taught whole language and they did marvelously... and then the next grade, Teacher P taught phonics and now those students are performing poorly.

Like all areas in my life, I really try for balance since that's ultimately always the healthiest way to go. I can't believe I didn't really research this before. I wasn't even believing in all that what I said I supported!

Teachers need to investigate. Just like their students need to as well.

On a slight tangent, I got together with my Ed. buddy, Miss J. last night, and she helped shed some light on little mysteries called Full Prac and "How do we find jobs?!" She's doing her full-prac right now, and I was thinking that I was going to be thrown in and left flailing in the classroom this come January. It won't be like that at all! The cooperating teacher (CT) is STILL going to be teaching in the class; I won't be alone. Always a comforting thought. :)

Now the whole job ordeal... very good question. The only new advice is that it was suggested by her current CT to make our interview portfolios available in a .pdf file or on a website to show tech. capabilities. Hmmm, I got that one down!

- Miss Chelsea :)

P.S. Day #2 is tomorrow! :)