In the article which follows, Evelyn Hill, principal of Gertrude Ealy Elementary School in the West Bloomfield School District of Birmingham, Michigan, suggests specific ways in which the elementary school administrator can promote the reading program within his/her school. Ms. Hill provides sensible suggestions which any elementary school administrator should find rather easy and practical to apply

Hill, Evelyn

Shuman, R. Baird

English

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Reading Horizons: A Journal of Literacy andLanguage ArtsVolume 18Issue 1 October 1977 Article 1210-1-1977Professional ConcernsR. Baird ShumanUniversity of IllinoisEvelyn HillWest Bloomfield School District, MichiganFollow this and additional works at: https://scholarworks.wmich.edu/reading_horizonsPart of the Education CommonsThis Article is brought to you for free and open access by the SpecialEducation and Literacy Studies at ScholarWorks at WMU. It has beenaccepted for inclusion in Reading Horizons: A Journal of Literacy andLanguage Arts by an authorized editor of ScholarWorks at WMU. For moreinformation, please contact maira.bundza@wmich.edu.Recommended CitationShuman, R. B., & Hill, E. (1977). Professional Concerns. Reading Horizons: A Journal of Literacy and Language Arts, 18 (1). Retrievedfrom https://scholarworks.wmich.edu/reading_horizons/vol18/iss1/12^^PROFESSIONAL CONCERNS V^R. Baird ShumanEDITORSv Evelyn Hill /^«^\ CONTRIBUTOR /^pS*Professional Concerns is a regularcolumn devotedto the interchangeofideas among those interested in reading instruction. Send your commentsand contributions to the editor. If you have questions about reading thatyou wish to have answered, the editor willfind respondentsto answerthem.Address correspondence to R. Baird Shuman, Department ofEnglish, 100English Building, University of Illinois, Urbana, Illinois 61801.The success of elementary school reading programs has normally beendirectly proportionate to the extent to which elementary school principalshave involved themselves with such programs. Elementary school principals, even those who are not reading specialists in any sense of the word,can make or break the reading programs in their schools.In the article which follows, Evelyn Hill, principal of Gertrude EalyElementary School in the West Bloomfield School District of Birmingham,Michigan, suggests specific ways in which the elementary school administrator can promote the reading program within his/her school. Ms.Hill provides sensible suggestions which any elementary school administrator should find rather easy and practical to apply.THE ELEMENTARY PRINCIPAL AND THE READING PROGRAM"The foundation upon which any reading program flourishes or dwindlesaway is the philosophy of the school. This can and should be a collectivestatement arrived at by the staff and the building principal.Reading is the core of much learning that goes on in an elementaryschool. The building principal must be involved in all aspects of this vitalprogram. The media center, Bucket Brigade program, classroom teachingand reading habits of the children should be of concern. Standardized testscores, end ol book tests, creative writing, reports are other facets whichshould supply the administrator with information about the total readingprogram.The elementary school principal must encourage reading instruction atall levels. It is imperative that he/she be aware of new techniques,PROFE SIONA         I  fessz' l    l       f       i .     i    .         l    ,   Wl1lfin  ts       .   rt     lz  zl z"n   f lz"n l , , lz"n  .                   l          -       t                      s,       k e             t'      r   -  t'       s.         -                Th                                           t'                                        "("0 It'''. (' d j h  . n'd in' .  c               Th          l ls.  s         rh-73materials, and research, while being equally aware of what is being done inhis/her school in reading.The administrator is responsible for arranging opportunities for staff tobecome aware of new materials and techniques. This can be done byplanning extended staff meetings focusing on this concern, taking theteacher's class so that he/she can visit other classes or meet with the readingconsultant, encourage teachers to attend workshops, seminars, etc., byproviding funding within the budget for such expenses. If the staff includesa reading consultant, this person can be a helpful assistant in keeping thereading program moving. The principal must communicate with thereading consultant constantly in order to be aware of test scores, progressbeing made by students, groupings and changes being made within thegroupings. Visits to classes on a scheduled basis also is an aid to the administrator. The teacher and the principal working together can enrich theprogram and can investigate materials which might be of use to studentsand teachers.Because reading is the foundation of the educational program inelementary schools, it is important to teach children how to read differentkinds of materials. It is important not only that reading instruction beemphasized but that reading in other areas be taught as well. The readingof mathematics, science, and social studies should also be taught. Lookingto the future, it is incumbent upon educators to teach children that readingis an acceptable leisure time activity. It is something which one can doalone and requires only a book or magazine for equipment. The number ofgood trade books published each year affords ample resources to implementthis.Implementing any new programs must begin with the kindergarten.Knowledge of child growth and development is primary. It is importantthat children have developed gross motor, fine motor and other perceptualskills before they are expected to perform reading readiness tasks. Teachermade or commercial programs may be employed to teach thinking skills.These include picture cards, story completion exercises, listening skilllessons and body awareness. It appears in many cases that an inordinateamount of emphasis is being placed on reading skills alone in the kindergarten and primary grades, excluding thinking skills which are a higherlevel of learning. Attribute games, conceptualizing and problem solving areall means of getting students to expand their thinking skills.Curriculum in the area of reading needs to be developed as acooperative effort between the administrator and staff. This can beachieved only if lines of communication are open and time is available. Theassistance of the reading consultant is a great help. This person can suggestmaterials, preview texts and provide an opportunity to pilot some readingapproaches. As more is learned about cognitive style, it behooves educatorsto investigate the many ways in which people learn. Success is the key toeffective learning, and unless the most appropriate vehicle for each childcan be found, learning diminishes.The philosophy of a school can make a great difference in the attitude   rc ,  i  ll  re  t   e   l             e       is   e    f                      .     , . ..             s         f l t         t                   ts,   s i   i                 -                                                           i  t    r          ,                           .                                     t                           ills                     .    .   ,   s                    ll     -   T<lck .        l                    wn                                                nial             'i              s                                       74-rhof the staff and students toward reading. If there is a media center whichserves as the hub of the school, it can provide a broad spectrum of activitiesfor the students. Within the framework of the media center, listeningcenters, interest centers, featured books areas, book report displays, andstudent displays (diaramas. reports, etc.) all pique the interest of the boysand girls. This area provides a place where children may come to do manydifferent kinds of things. There are rocking chairs and pillows for leisurereading, tables and chairs for research; tape recorders and headsets for skillbuilding, filmstrip previewers and tapes for story listening, many manybooks, realia, and a TV. All of these items meet different needs of childrenduring the course of their education. The building principal must be awareof the use of such materials, suggest new ideas and procedures, and listen tothe person in charge of the media center to be sure it is being used to theoptimum.Visiting classrooms assists the principal in his/her efforts to be cognizantof the progress of students and methods and materials being used. Anotherway is to substitute in a classroom and actually work with the students. On aless formal basis, just chatting with the boys and girls about what they arereading —what they like to read —and how much time they spend reading,provides insight into habits that they are forming.Providing a time during each day when everyone in the building isreading for 20 or 30 minutes emphasizes the importance reading canassume in everyone's life. Although such activity is not formal instruction,reading is a skill and to become more proficient in it requires practice.Arranging opportunities for such things to happen is the responsibility ofthe building administrator.It behooves the building principal to read widely about new ventures, toask questions, to be creative and above all to be supportive of staff who wishto explore new trails.4-r                      l,                            .  ~ dt'll  i'> '> lIl  ((' u l'" !'  ~t11 t, lw ll l'lt''>t (I  lw h()                   .                                                      t                                     ts                                       t           --     --a         t              e          s            t                                  s                              

Professional Concerns

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Professional Concerns

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