TLN Teacher Voices

Interview: Rick Wormeli Talks about Teaching with Metaphors and the Need for Teachers to Embrace Professional Growth

Teaching and learning really come down to connections and re-connections, and metaphors are wonderfully apt in creating those bridges in kindergarten, special education, gifted education, ELL classes, elementary/middle/high school, and at the university level. It’s such a commonly occurring yet powerful force in learning, we really shouldn’t leave it to chance or occasional attention.

NBCT and Disney Teaching Award winner Rick Wormeli began his writing and professional development career more than a decade ago, drawing on his many years of practice as a middle grades teacher in Northern Virginia to produce two “classics” for novice middle school educators, Meet Me in the Middle and Day One and Beyond. Wormeli, a long time member of the Teacher Leaders Network, has gone on to write other books about key aspects of effective teaching, including Differentiation, Fair Isn’t Always Equal (assessment), Summarization in Any Subject, and most recently, Metaphors & Analogies: Power Tools for Teaching Any Subject.

In a recent interview with fellow TLN member Elizabeth Stein, herself an NBCT (literacy) and special education teacher in New York, Rick explains his own fascination with the power of metaphor and analogy to increase student learning — and extends the discussion with insightful opinions about the need for teachers to take full ownership of their own professional growth and to resist the anti-intellectualism that Wormeli sees as a significant barrier to advancing the teaching profession.

We have to convince teachers that intellectual and professional explorations are positive things, directly benefiting them. Teachers who question policies, offer new research to consider, share compelling professional reading with others — who post regularly on professional listervs and networks and think critically about teaching and assessment practices — should be affirmed and supported, not made to feel like the goody-goody at the front of the room keeping everyone from recess because they are excited about amphibians and have one more question to ask about tree frogs in the Amazon.

At the end of the interview, Rick Wormeli invites anyone with an interest in pursuing these ideas to get in touch. We tell you how.

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Elizabeth Stein: Rick, your idea for a book about teaching with metaphors was extraordinary, and I wonder why no one had written such a book before. Did you get any strange looks from your fans, colleagues or publisher when you proposed it? And how has it been received?

Almost everyone wondered how I could make this into a full-length book. Just like a lot of ideas in education, however, once you start going down the path, you see these other branches in the path. Then, suddenly, one path connects to a parallel path, but the two of them lead to an even greater route, and you have an “A-ha!” moment.

My publisher was supportive, but definitely wanted a fleshed out chapter outline just to make sure there was plenty of “meat,” and to make sure the content wasn’t just a re-statement of old ideas in new skin. I agreed with this — I hate to waste educators’ time with things they already know. There are some things in the book that many teachers understand, but I believe there is plenty of new thinking or alternative perspectives that can ignite novel applications.

Today, when most people hear of the book, they nod politely and think they know basically what it is – another tool for teaching metaphors in English or Language Arts class. While there’s plenty in the book that will help English and Language Arts teachers do that teaching, the majority of the book is for teachers of all subjects and grade levels. In fact, one of the nicest and most accurate commentaries I’ve seen about the book came from a technology blogger who applied the ideas to technology education. And Marsha Ratzel, a well-respected math and science teacher, wrote about how she was excited about all the science applications. Yes!

When I explain the book’s premise to teachers and administrators, they get very interested, noticing the same opportunities and connections that I saw when writing. They are curious about the practical applications, especially when so much of the book’s material helps teachers differentiate instruction and integrate many of the 21st century skills so often cited as necessary for students’ success.

When you researched other writing about teaching with metaphors, what did you find?

Before I began, I wondered whether anyone had written a book about this topic, too. When I dove into the research, I found a paragraph, a page, or a chapter in many different books where authors alluded to the possibilities, but nowhere did anyone flesh out metaphor applications across the disciplines to make them doable in daily planning, or to extend the possibilities into differentiated instruction.

There are several terrific books on cognitive linguistics, the larger domain in which metaphorical thinking and writing resides, but these were mostly research and analysis about the nature of the human mind. Not much was practical or inspiring for the educator. When I went back through my old lesson plans and saw all these metaphors in the lessons that were successful, I realized there was a missing bridge between the esoteric thinking about metaphors and real classroom application, and I became excited about the potential for the book.

When Kelly Gallagher, someone I respect very much, came out with his wonderful book, Deeper Reading, he had a great chapter in there about the power of metaphors in teaching. Though he wrote mostly about literature and character analysis, my mind was making connections to science, law, physical education, technology, religion, foreign language, politics, math, drama, art, music, and much more. I almost couldn’t finish reading his book; I was so excited about the possibilities for metaphors. That week, I wrote the first outline for the book.

You clearly express that it's time to "bust metaphors out of solitary confinement in English classes. Shackles off, metaphors are ready to serve any teacher of any subject in any grade level." In your experiences are there any limitations? Is there a type of teacher, subject, or grade level where the application of metaphors is more successful than another?

Great question. When someone like me speaks in seeming hyperbole, it’s reasonable to start looking for a limitation or catch. But I have yet to find a general exception. From the earliest learning experiences to the most advanced, whenever someone struggles to convey an idea or skill to someone else, they think of something familiar for the intended learner and try to map similarities between the new idea and the familiar frame of reference.

It’s amazing how quickly teachers and non-teachers alike pick up on this technique. I’ve seen sports coaches, CEO’s, dental hygienists, pharmacists, auto mechanics, heater repair personnel, landscapers, lifeguards, and many more professions use analogies and metaphors readily to explain something or to make an emphatic point, and I’ve seen it even more so since doing the intense research for the book

This quick resort to metaphors on our part is probably in our nature to some degree, as humans are consummate learners: The brain is wired for ceaseless learning. We quickly develop tools for making sense of the world, and one of the primary techniques is comparing new concepts to something we know and noting the differences and similarities. We constantly seek meaningful patterns: think of how many people look at the physical geography and shadows on one spot on Mars and see a human face, but it’s really just that geography and shadows, nothing more.
   
Teaching and learning really come down to connections and re-connections, and metaphors are wonderfully apt in creating those bridges in kindergarten, special education, gifted education, ELL classes, elementary/middle/high school, and at the university level. It’s such a commonly occurring yet powerful force in learning, we really shouldn’t leave it to chance or occasional attention. Hence, the book.  

Expert Advice about Parent Engagement: An Interview with Larry Ferlazzo

The ever-resourceful Larry Ferlazzo joined the Teacher Leaders Network in 2008, to our great benefit. Larry was already well-established as a leading edu-blogger, widely known for his daily outpouring of useful (most often web-based) teaching ideas and resources. Larry entered the blogging arena with a tight focus on English Language Learners – a focus he still maintains – but gradually broadened his output to include many other topics, including one close to his heart: parent and community relationships.

Larry’s “first career” as a community organizer in the labor arena has made him not only a passionate but an authoritative advocate for school programs that work to ENGAGE rather than simply INVOLVE families. His long-time interest led to the publication of his first book, Building Parent Engagement In Schools, co-authored by Lorie Hammond, a former middle school ESL teacher with a special interest in school-community gardens, who is now a professor at California State University-Sacramento.

In support of their book, Larry has developed a new blogging site focused specifically on engaging parents in schools. He teaches Beginner, Intermediate, and Advanced English Language Learners (as well as native English speakers) at Luther Burbank High School in Sacramento, California. In this interview, we talk about his parent engagement ideas and also learn about his upcoming books — one on teaching strategies that work with English language learners, and another (smiling) on everything else.

— John Norton, TLN co-founder and moderator

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Larry, it's fairly rare in my experience to find a teacher writing a book about working closely with parents. More often I've seen this kind of advocacy coming from reformers in the outside community who believe schools haven't been responsive enough to parents and families. Why did you feel compelled to write it?

Part of the reason I wrote it is because during my 19-year community organizing career prior to becoming a teacher my primary work with schools was through parents — parents who were working to improve their neighborhoods and their local schools. That experience grounded me in believing that "no school is an island" — that in order for schools to be successful they need to be connected to local residents, and for a neighborhood to be successful, it needs to be connected to the local schools.

As a teacher in a challenging inner-city high school, I can understand how many teachers and administrators feel that engaging with parents in a substantial way is just one more thing that they might not have time to do. I wrote the book to illustrate that, in fact, it can be done with less time that they think and get a bigger "pay-off" — for the parents, teachers, and students — than they could imagine.

How did your background shape your own parent interactions as a teacher?

My current perspectives come out of my direct experience as a teacher participating in the initiatives discussed in the book. After doing thousands of home visits as a community organizer, when I changed careers I naturally gravitated to making home visits to parents of my students. While I was doing them, I was able to use my organizing experience to connect to parents and help them use their energy to initiate projects that benefited everybody. For example, in one of my visits with a recent Hmong immigrant family, the father explained how impressed he was with our use of computers to help teach his daughter, and how he wished they could have a computer and the Internet at their home so he could use it to learn English, too. He shared that he couldn't get a drivers license because he needed to read English in order to pass the test, and the local bus system was not very good so it was difficult to attend adult school. 

I asked him if he thought other parents would share the same concern and, if so, would he be willing to organize a meeting. He agreed, and out of that we were able to develop a family literacy project that provides computers and home internet access to immigrant families so the entire household can improve their English.  Students in the program have averaged improvements in English assessments that are four times greater than those in a control group, and the project was named by the International Reading Association two years ago as the best example of using technology to teach reading — in the entire world.

This whole effort came out of the organizing process of listening to stories; helping people connect to others with the same story; helping them to develop a different interpretation of it and developing a plan to respond to it; and then putting it into action.
 
Who do you imagine to be good audiences for the book?

I think parents, administrators, teachers, and teachers-in-training might find this book useful. It's designed as a book very busy people can read quickly. I also think the framework of parent involvement versus parent engagement can easily be adapted to other aspects of community, school, and organization work.
 
You make a clear distinction in the book between what schools (and many PTO members) have traditionally called "parent involvement" and the more powerful descriptor "parent engagement." School leaders often complain about the difficulty in achieving "involvement." Might they have more success with "engagement" in your opinion?

Prior to becoming a community organizer, I ran soup kitchens and emergency shelters on Skid Rows. One day, as I was sweeping our front porch, a police officer pulled up and started yelling at me because we weren't controlling things too well — there were lot of complaints from neighbors.  One man who had passed out in front of our soup kitchen got up and told the policeman, "Officer, Larry tries. He tries hard. We just don't listen to him!"

We can continue to say what people should be doing (as I was doing back then) and feel frustrated about them not responding (as I often felt back then). In other words, we can continue to be "right."  Or, we can look at different ways of doing things and try them out. In other words, we could try to be "effective."

I explain in my response to your next question how I view involvement as different from engagement. I think using the engagement criteria can have far greater results than involvement, and it sure can't be any worse!
 

PLCs at Work: An Interview with Teacher-Author Bill Ferriter

Bill Ferriter’s participation in the Teacher Leaders Network began in March 2003, on the very first day of TLN’s existence. We kicked off TLN with an email conversation among 200 accomplished teachers, mostly from states in the southeast. The idea was to stage a series of 3-day chats exploring some key professional issues and then see who wanted to stick around and become the nucleus of a national virtual community of classroom educators.

By the end of the six-week startup, Bill’s provocative questioning and his willingness to reflect on his own professional practice — tarnish and all — made him a leader in our fledgling community. He’s gone on to serve as a TLN Senior Fellow, co-author of a major TLN TeacherSolutions report, and the internationally respected TLN blogger known as The Tempered Radical, whose lively mix of classroom practice, policy and politics, and digital learning topics attracts a broad audience and recently led to a monthly column, Digitally Speaking, in Educational Leadership magazine.

As it turns out, Bill’s willingness—compulsion, even—to bare his teaching soul makes him one heck of a book author, too. Building a Professional Learning Community at Work: A Guide to the First Year, co-written with principal Parry Graham, grows out of a several-year struggle by Bill and a group of teacher colleagues at his North Carolina middle school to learn to collaborate in powerful ways. In this interview, Bill recounts some of the pain and gain of that trial by fire, and how he and Graham went about translating their own experiences into a practical primer for other educators who might be willing to set forth on a similar journey.

As a bonus, I've asked Bill to speak to fellow teachers who harbor their own desire to write a book from their teaching lives. Bill generously shares his secret to publishing success, but I’ll warn you in advance. It involves a lot of writing. – John Norton, co-founder and moderator, Teacher Leaders Network.

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What created the burn to write a book for teachers just beginning to explore PLCs? Give us some history.

Bill Ferriter: I think the burn to write a book for teachers just beginning their work with professional learning communities is a product of my own early struggles and successes with collaboration. About five years ago, I had the opportunity to open a new middle school being built as a PLC from the ground up—and I was paired on a learning team with five of the most intelligent and capable language arts and social studies teachers that I’d ever met.

The problem was that we had no real idea what it was that we were supposed to be doing with each other, and that led to early frustrations. Our initial meetings were rambling, unfocused affairs and we often felt like failures. We fought through personal conflicts and professional disagreements, though, and eventually found a working rhythm and synergy that made all of us better teachers. I wanted to try to make those early struggles transparent to other teachers, hoping that the lessons my team learned might sustain others when the inevitable challenges of collaboration arise.

Collaborative work can make any teacher more productive and professionally satisfied, but only when early efforts at collaboration are structured and meaningful. Parry and I believe that Building a Professional Learning Community at Work can provide some of that structure for learning teams at any stage of their professional work together.

Your book is filled with action-oriented subheads, reproducibles, practical recommendations — there's even an annotated chapter guide divided into seasons of the year. It has the feel of authors who have been there and done that. How much easier might things be for teacher teams who take your advice?

Bill Ferriter: I think the real strength of Building a Professional Learning Community at Work is that Parry and I are both full-time practitioners. I still meet with a learning team every week, trying to identify instructional practices that work and ensure the success of every child. Parry still works as a building principal, trying to create the systems that enable teachers and students to thrive.

That first-hand experience with the real work of learning teams is evident in every chapter, handout and subtitle in our text. Our suggestions, strategies, and materials are suggestions, strategies and materials that we’ve used successfully in our work—and the text is really nothing more than a public reflection of the learning that we’ve done as we’ve tried to make professional learning communities happen in our own schools.

Classroom Credibility: In Interview with Donalyn Miller

It was barely two years ago that Teacher Magazine invited sixth grade Texas teacher Donalyn Miller to offer advice to colleagues about "creating readers" for TM’s  Ask the Mentor feature. Back then, the editors described Miller as “a self-proclaimed book whisperer (who) says she has yet to meet a child she couldn’t turn into a reader.”

Miller’s three-part mentoring series proved wildly popular and led to an offer from Teacher to become a regular blogger at the TM site. Her blog, irresistibly titled “The Book Whisperer,” overflowed with ideas about how to ignite the flame of reading in the hearts and minds of the most reluctant kids. Which led to another offer from TM’s parent organization, Editorial Projects in Education Inc. (which also publishes Education Week), for Miller to author EPE’s first practice-oriented book, to be published as part of a new partnership with Jossey-Bass.

This Teacherella story came to its picture book ending in the spring of 2009 with publication of The Book Whisperer: Awakening the Inner Reader in Every Child. The book has sold more than 13,000 copies in five months and will have a third printing in September. Miller will return to her classroom this fall and once again share the joys of reading with a new passel of Texas tweens.

Donalyn has been a member of the Teacher Leaders Network since 2008. After a busy summer of book signings and presentations, she answered several questions we put to her via email.

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Here's a question we know will be of interest to other teachers with an urge to write. How do you balance authorship and teaching ? Will there be a point, do you think, when you will have to choose between one or the other?

Honestly, I don’t think I am balancing my various roles as author, blogger, teacher, mother, wife, and friend that well at times. I was not prepared for the success of The Book Whisperer and the overwhelming number of e-mails, comments, and requests for interviews and presentations I have received.

This is a great problem to have, of course. I am grateful that summer arrived so that I could focus on the book, and the response to it, without the daily demands of my classroom. As an advocate for powerful changes in reading instruction, I have a responsibility to support those teachers who grapple with their own teaching situations as they try to incorporate more free choice reading, discard ineffective practices, and reflect on their own reading lives. Right now, I want to answer every e-mail, conduct every interview, and accept every speaking engagement.

I believe in what I am doing and the importance of it for children. My family and friends are incredibly supportive: my friend Carol and her husband Neil designed my upcoming website. Elizabeth Rich, my editor at teachermagazine.org, shamelessly promotes the book and sends me articles to read, and my husband Don reads blog feeds during his lunch hour.

I can’t keep up this level of effort forever, but I can commit to it today. I recognize what an incredible opportunity this is. How many of us really get a voice? A national forum to share our ideas about teaching? An opportunity to engage in dialogue with colleagues in the hopes of sparking real change?

As a highly visible "book champion" and blogger, do you feel some responsibility to speak out about national trends, policies, or controversies in the area of reading and books? And how might other teachers who share your professional passions use their voices?

As I have said many times, I am not a reading policy expert. I write about what interests me and affects me and teachers like me. My audience is largely composed of other teachers, and while I see the need to use my experiences outside the confines of my classroom to inform others about larger educational issues, I always keep the needs and interests of my fellow teachers in front of me when choosing topics for the blog. Sometimes I explore federal policies like funding for Reading Is Fundamental or consider how the use of stimulus money might affect teachers and children. Sometimes I write about the books I have read.

When it comes to teachers using their voices, I think about the other teacher/bloggers I regularly read like Heather Wolpert-Gawron from tweenteacher and Sarah Mulhern at The Reading Zone. We all write about the issues that impact our classrooms—great and small. I would encourage other teachers who are interested in blogging or writing to do the same.

Write about what you know—working with children, reading wonderful books, the inner workings of your school and district, and your own reflections about teaching. Join local, state and national teaching organizations, attend conferences, go back to graduate school—keep your brain fed and connect with colleagues outside of your school.

What's next for you, both in education and in book-authoring? What ideas are swirling in your head that you want to organize into chapters? How do you use your blog to develop and test ideas for books? How important is having your own classroom in this regard?

I do not have any plans to leave the classroom. My passion and my heart live in that little room, surrounded by my books and the children who I love. Outside of my family, my students are my first and only choice. All else fades into the background once school begins.

This is as it should be. I think that my credibility with other teachers lies in the fact that I am a classroom teacher, not a consultant or a college professor who may not have worked with children in years, although educational professionals of every stripe add meaningful perspectives. My role is as a classroom teacher. Without the constant interaction with children and my own responses and reflections about my teaching, my contribution is not as valuable.

I suppose my publisher would like it if I already had plans for another book, but I am enjoying the here and the now. I want to savor the experience of writing The Book Whisperer and how teachers are responding to it. As an avid reader, I am often disappointed by sequels, hastily written to capitalize on the success of a first book. It took me years of teaching, learning and reflecting to decide what I needed to say.

The opportunity to write a national blog gave me a platform, but my opinions were already there inside me. I did use the responses of readers from my original “Creating Readers” column to formulate topics for the book, but I don’t test book ideas via the blog. If anything, when I write a post, readers’ responses influence my thinking. I am not sure how the blog will lead my future writing efforts. Just like I do in my classroom, I prefer to let the magic unfold, and see where it takes me.

My next book will spring from my interactions with the children in my classroom, like all of my writing does. Some things I’m thinking about:

I am extremely interested in the needs of gifted readers and how these needs often go unmet in classrooms where instruction is pitched toward developing readers. I think many children who love reading when they are small slowly lose this passion as they advance through school. I keep revisiting these children in my mind and wondering what I can say about them.

I have spent some time this summer talking to parents about how to motivate their children to read more at home. Many of the ideas that I promote in classrooms: time to read, role modeling, access to books, and choices in reading material, translate to reading habits at home.

While presenting staff development sessions, many teachers ask me for my schedule, my reader’s notebook sheets, and my lesson plans. I am not really enthusiastic about writing a book about these components because one of the messages I try to relay in The Book Whisperer is that we all have to move past this search for the perfect lesson plan or the perfect schedule and design our classrooms around our core beliefs about teaching reading. I might change my mind if I can figure out how to write an interactive text, where teachers reflect on their own needs and design their own schedules, notebooks, and lessons. Still thinking about it . . .

In the immediate future, The Book Whisperer will appear as the featured book for Jim Burke’s English Companion Ning group in October. I am live-blogging at the NCTE Convention in November, and I will spend 180 glorious days reading and writing with my students this school year.

Teacher Leadership 3.0 – An Interview with Gayle Moller

 When Awakening the Sleeping Giant: Helping Teachers Develop as Leaders first appeared in the mid-1990s, teacher leadership was not on the lips (or minds) of most superintendents and principals. Or, for that matter, most teachers.

In the ensuing years, through three editions, Sleeping Giant has become a much-read classic, inspiring countless teachers to come out of their isolation and accept roles as leaders, colleagues and collaborators. Although the book has also become a staple in higher education leadership programs, in the new edition co-authors Marilyn Katzenmeyer and Gayle Moller continue to speak directly to teachers in classrooms and schools, urging them to wake up and take greater ownership of their profession.

To celebrate the appearance of this new edition — updated to reflect the many advances in teacher leadership during the past eight years — we spoke to co-author Gayle Moller, who in 2003 served as an expert advisor during the creation of the Teacher Leaders Network. We also invite you to read TLN member Nancy Flanagan’s review of Sleeping Giant, as well as her Teacher Magazine essay about the book's impact on her own life. — John Norton

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Thanks for talking with us, Gayle. You have many fans in the TLN community. Awakening the Sleeping Giant was first published in 1996. A second edition appeared in 2001. Why did you and co-author Marilyn Katzenmeyer decide that the time had come for a third edition?

In 1996, when we first wrote about teacher leadership, there were few people who acknowledged that teachers could be leaders. At the same time, when teacher leaders read our book they said: “You wrote about me!”

The opportunities for teacher leadership have increased substantially since those days. Our editors at Corwin Press approached us, noted the continuing interest in the 2001 edition, and suggested that the time might be right for an update. Marilyn and I knew the population of teacher leaders was continuing to grow, so we agreed.

What’s changed since 2001?

In the last eight years, school system leaders have begun to acknowledge that they’re not getting the results they would like. And many realize that mandates and limited professional development are not effective ways to improve results. The perceptive district leader is now turning to teachers who are competent and can work with their colleagues at the school building level.

New teacher leadership roles — literacy coaches, mentors, and staff developers — are becoming commonplace. In addition, the National Board certification process has helped many potential teacher leaders realize how they can improve their own practice and help other teachers. External support systems, like the Teachers Leader Network, are encouraging teachers to move outside their “comfort zone” to interact with other teacher leaders. When Education Week relaunched Teacher Magazine in 2006 with a specific focus on teacher leadership, many of us took it as a sign!

What's new or revised in the 3rd Edition?

We’ve done quite a lot of revising in this latest edition. Throughout the book, we show how teacher leadership has evolved over the last 20 years by linking current research and practice to new developments. There’s a new chapter written specifically for teachers who take on new instructional leadership roles. In that chapter we address things like deciding to be a teacher leader, negotiating the principal-teacher leader relationship, working with peers, and facilitating professional learning.

To encourage more conversations about teacher leadership, we’ve added two new instruments. The “Teacher Leader School Survey” measures how supportive a school culture is of teacher leadership. We’ve also included the “Teacher Leader Self-Assessment,” which can help potential teacher leaders determine how they currently match up with leadership standards.

The book is based on a leadership development model that includes planning for action. In this new edition, we introduce an action research process called the “Influencing Action Plan.” It’s a practical tool that helps teacher leaders work through strategies to address school site problems and issues.

Finally, we wrote a new chapter on the future of teacher leadership. In that chapter we predict, based on current developments, what teacher leaders might be doing in the years ahead.

Secrets of Successful Learning Teams: An Interview with Anne Jolly

In this interview with author and professional learning teams expert Anne Jolly, you’ll learn at least three things:

• Details of a new edition of her book Team to Teach, a practical guide to organizing and sustaining PLCs and PLTs that promote continuous professional growth.

• Jolly’s eight secrets of PLC success.

• Her answer to the question: If you were asked to create a school reform design, what would its chief components be?

“Effective PLTs are teacher leadership hothouses,” Jolly tells us. “They’re places where teachers increase their professional knowledge and leadership skills – and they can also serve as perfect vehicles for teachers to begin to put leadership into action at several levels.”

NSDC describes Team to Teach as a “step-by-step book…written in plain, easy-to-read language.” Jolly provides backgrounders that set the stage for each of 10 chapters designed to familiarize teacher teams with a proven process that can help them become high-functioning working groups. The book also offers a comprehensive set of tools that facilitators will find useful along the way.

Anne is a second-career teacher who began life as a lab researcher and evolved into an accomplished middle grades science educator — and Alabama’s 1994 Teacher of the Year. A charter member of the Teacher Leaders Network, Anne continues to consult with schools and districts interested in translating the learning-community concept into a viable vehicle for everyday school improvement. We invited her to talk about Team to Teach and the current state of PLC development in American schools.

Continue below to read our conversation and learn more about Team to Teach.