Subscribe
Share
Share
Embed
On the road training schools in Trust-Based Observations trainings, we periodically see absolute teaching brilliance during our 20-minute observations. It dawned on us that we have an obligation to share this brilliance with all teachers so they can learn and grow from one another. Each episode is an interview with one of these teachers where we explore their strengths as they share their tips and tricks. Tips and tricks that definitely lead to improved teaching and learning.
6 Rachael Solis
===
[00:00:00]
Hi, and welcome to another edition of 20 minutes of teaching brilliance on the road with trust based observations. Today I have with me Rachel Solis, and I was at Rachel School Trinity of Midland in Texas, Midland, Texas. That was my first time out West there in about a month ago. And so, Rachel, hi and welcome.
Would you do me a favor and maybe just tell the listeners a little bit about yourself, your role, maybe. How you got there, your experience along the way, so they can get to know you a bit.
Sure. Thanks for having me Craig. I've been teaching for nine years. I currently teach sixth grade reading and writing at an independent school, Trinity. I previously taught at a public title one school. I've been a coach, a robotics coach. I've taught gifted and talented learners, English language learners.
I've taught very diverse groups, but I've always taught middle school.
Rachel, I didn't know the robotics, I didn't know [00:01:00] gifted and talented, I didn't know ELL. So that, what is your actual certification and how did you end up taking this circuitous, I don't know, circuitous, you've gotten to have a lot of experiences, I'll just say that.
Well, Gifted and Talented required a certification and I believe it was like 40 hours, but ELLs, that's the great thing about Title I schools is you just get thrown whatever group you're given and you just have to kind of go with it and it was a great experience. It really was. I love those kiddos.
And I would imagine even the experience with ELLs influences your work with doing middle school English literacy now, right, in terms of Probably differentiation, adaptation, and even some of those strategies extend beyond that.
It does. We teach students from different countries. We have a pretty diverse group here at Trinity. So, I get to know their culture. They have their own ideas and experiences and they matter, you know, we have so much to learn from one [00:02:00] another. We make authentic connections. Well,
off with this? Because really, well, actually I'm going to, so that's relationships is what you're talking about. And I want to start off with that, but I also heard you say that this is your ninth year of teaching. And as we were talking beforehand, I know you have a six foot tall, 14 year old.
So I'm wondering, , is this a second career or did you stay home and then change, like, is there a little something there as well?
I was in the medical field before I was a teacher and then I took a little bit of time off with Jackson, probably three years at home and then came into teaching.
You know, it's, it's funny. I've had, uh, As I'm doing this and starting this, at least three or four of the teachers that have, that have, or will be on the podcast, it's their second career. And I'm wondering if there's something with that or something that, that is there, you can tell me maybe from your experience, is there something that you learned from that experience that maybe makes you think about the education related to the, to [00:03:00] the work world in maybe a different way?
you know, I just always wanted to be a teacher
Okay.
since my 11th grade year at Midland High with Mr. Walker. You know, all of those classic books just brought me in. Everyone hated them, but I loved them. So it was just something that I thought I would always pursue and just waited too long to do.
it just took a detour to get there. So, tell me about your 11th grade teacher, what's the influence?
Well, he introduced us to all different kinds of books and, you know, we just dove right in and we had to kind of learn, How to read them, and I don't know, it was just an experience that I hoped to one day give to my students.
Okay, so just something about his made you want that same thing. You wanted to do the same thing for other people. Whatever that gave you that richness that pulling you into it and [00:04:00] okay, that makes sense. Okay. Well, let's talk this so the day that I was watching you you were doing Uh, Reader's Workshop with Middle Schoolers and, and you had a group of students, well you're working with all of them, but particularly I got to watch you with one group of students, but you talked about relationship and getting to know them and, and let's just start there.
Let's talk about the importance of relationship in teaching and in learning and reaching our students and helping them succeed. Tell me about just your beliefs and thoughts and maybe your, your strategies or actions you do to, to help manifest that.
I really believe that students will work hard for teachers that they love, and we want students to come into class and feel at ease. So, I just hit the ground running at the beginning of the school year. I know meeting a teacher and starting a new class can be nerve wracking, so I really try to kind of give them comfort.
We spend some time getting to know each other, having fun. I'll introduce procedures, uh, that will follow all year long. And at that point, they can kind of relax [00:05:00] because they know what to expect. I build their confidence up and I give them a voice that includes choice.
So you're, I mean, so you're also tying what ties in so closely to relationships is classroom management and expectations and boundaries are a part of that. And even though it's levels, we as kids rebel from them, we also like having them because that that lets us know where the guardrails are at the same time.
And so you also talked about choice and I think. You can have rules and expectations but not be authoritative or authoritarian in the way that you're working with them and student voice gives them a sense of autonomy and I think that factors in, is what I'm hearing you say, into that making them like you, the metaphorical falling in love with their teacher kind of thing so they'll do work for you.
We have solid procedures every day that we follow. And so when they come into class, they know exactly what to do. And I think that that, Just kind of gives them a level of, [00:06:00] of ease so that, you know, nothing unexpected is going to be thrown at them. They know what to do. They transition smoothly between you know, activities and the classroom can basically run itself if I'm not there.
If I'm out and I have a substitute fill in, my kids know what to do.
So, but Rachel, we all know that that doesn't happen automatically and it doesn't happen day one or even manifest itself in the first week. Maybe if we're lucky by the, by the first month, we're really starting to get there. Why don't you talk about how you built that in over time and get that to be where you want it to be?
Because you're starting with a new group every year and, and you're starting from scratch every year, right?
Yes so. I just love them. At the beginning of the year. I feel like middle school is a crazy time in their life, and I want to be that teacher that's there for them that they can come and talk to. I feel like they're kind of stuck in the middle. They're not adults and they're not kids anymore.
They're still excited to learn though, which is great. They're not [00:07:00] those jaded high schoolers yet. So, if I can get them to love reading and writing in middle school with my enthusiasm about it then it'll stick. And then before you know it, we have lifelong learners. So, I really get to know them who they are, where they come from, and they get to know me.
I feel like that is probably the most important thing when it comes to making relationships with students is. You have to give that respect first, and that love first, and you have to tell your experiences first, and then they will do the same. They'll follow suit.
Show you showing your own vulnerability in your own humanity first and also just care first through my actions. Okay, that made that. You go
I, when I planned lessons, you know, I do plan them around their culture, their background, so that I have something to draw from. I get to know what that is at the beginning. And then I look at my teaching material and I ask, am I including everyone? Is this fun? Is this something that [00:08:00] my students would even want to do?
So, at the end of the day. Kids just want to learn about what they're interested in and what they spend time on and what matters to them. So we ask questions in class, we share ideas, we address issues affecting our society now, and if they relate to history in any way, we really just get to know each other.
And yeah, that's what we do.
so Rachel's eyes. I'm hearing you that like that. What's popping to my mind is differentiation and adaptive practice and particularly like related to student interest. And we, when, when we unpack trust based observations or TBO, we always say it's about. Pulling in that reluctant learner. How do you get that person engaged?
Not every learner is like that, but you're thinking about that with each individual student, knowing that if I can tap into their interest, some of it being cultural, some of it being other things like that, there's a better chance that they're going to have fun with [00:09:00] the learning as well. Am I hearing you right?
Yeah.
And that starts in the summertime with our, are books that are required to read before they start school. And so I choose two books, one that is kind of geared toward action. And I think maybe the boys will like, not that the girls don't like it, but, and then I choose another book that is kind of fantasy related.
But they're both the first book of a series. Every year I will choose the first book of a series and I'll just grab them with that. And I can't tell you how many kids I've had that have come to me and said, I read number two, I read book number three, I read book number four, I just finished the series.
And so that is just so exciting for me. So,
That's so interesting to think about the books. The summer reading is, is, is. And then because it's a series, then if you've drawn them in, then that gives them the opportunity to push forward on that as well. Oh, I love it.
the beginning of school and talking about those [00:10:00] books. And then they have other students to, to share with because half the class has probably read this book and the other class has read this book. And so that immediately starts to bring in connections and just shared knowledge and interest and fun.
And I'm sure I'm not there, we weren't there at the beginning of the year, but I'm sure you're giving them time in small groups or in pairs to be able to pair it up with somebody that's the same book so they can excitedly share about that. So you're, you're building that love of literature and reading at the same time and really thoughtfully and purposefully.
I don't, I don't push them. So if they're not ready to speak out, or maybe if they're shy I understand that. And when they're ready, they will, you know, I think probably at month number 3, I've got all of them. They're all comfortable here, and they're comfortable to share and they're comfortable to share their experiences, you know, about life and where they come from and who they are, their cultures or traditions.
And it's exciting. It's fun.
So when [00:11:00] you're, and I, and I know when we were in there, there were, there were at least, I don't know how many choices there were. I'm guessing there were at least four choices of books. Maybe there were more than that, that they had in the interest as well. And, and I want to talk about that related to the interest as well.
But I, I do want to come back a little bit to, uh, Still at the beginning of the year what they're doing like they were in groups of three to four I think when when when I was in there and we were watching you teach and so Like you spent at least 12 of the 20 minutes We were in there with with one group Because partially because you you would miss them the day before it's you didn't want to shortchange them the day before Well, they probably felt some pressure to like I need to see more people because I'm being observed today If I remember we talked about that and we just said no do what you normally do You But at the beginning of the year, there's no way those groups function like that, right?
I mean, did you have to stop along the way? Did you walk them through it? How did you get them to the point where you can be with the group really for almost the whole 20 minutes and everything's functioning? Every kid's on task, totally [00:12:00] engaged in the process, in their teams,
I follow the same procedures every day, and they don't change. And so, you know, at the beginning of the year, it's a little bit messy. It takes us a little while to transition, but, I just follow the same thing every single day. We have many a mini lesson, a workshop. And that's where I would introduce the strategy and what it looks like.
Students for that, the students gather together on the carpet, or we may even go outside. We can have workshop anywhere, and we love to do that when we have a beautiful West Texas day. So, what's important is that we're together as a group and they come down to the carpet or outside wherever we're headed with their reading notebook in the book that they're reading with their group. And we know they've chosen to read these books with various options. I think usually about 5 or 6. And then while we're in workshop, I'll model the skill, what that looks like. Maybe we'll create some anchor charts together fill in a plot [00:13:00] diagram, watch clips of videos, basically anything that will help them grasp this new skill.
And then they can practice it and discuss it with their partner. So then we'll have a quick thumbs up, thumbs down assessment
on how it went.
on how it went.
So they're self assessing how they're learning. So you're, you're stopping it even shorter than you normally would once you're going. Okay, how to go, I'm assuming the next part is for the thumbs sideways or down. We're talking out what happened so then we can strategize to, to grow it.
So then we all come back together as a class and we discuss and we share out and I'll do another whole class, thumbs up, thumbs down. And usually that's where I can tell who is not totally on board. And I can tell who I need to go see if I don't, if I have not neglected a group prior.
That's more differentiating, adapting, and now I'm going to focus on this group and watch that individual student or students to figure out what can I do to help grow that student to become more effective in the process as well. Am I hearing you right?
you are hearing [00:14:00] me right. They go into their book clubs and with their book club members and where they meet is totally up to them.
More student choice.
It's more student choice. They can huddle together anywhere on tables on soft seats on the carpet, different places around the floor and that's where I join their group and evaluate.
So I'll ask them guided questions, and then they work together to answer those questions.
So let's talk, let's talk about that then the day I was in there, because I mean, watching you do that, one, you're tracking as you're going, which is an important piece of it as you're doing it, because you're taking notes as you're doing that. And so talk about that, but also just as you're, let's just walk through that day and that process with those, I think there were three kids.
And, and so talk about, like, talk me through that process.
So I believe that the group that you Witness was a group that were reading The Fog Diver by Joel Ross. It's a science fiction fantasy novel. And it's about characters who have to fight a terrible fog [00:15:00] that's plagued the earth. They've got to save the people and the things that they love. So, I would ask them questions like, How does the main character feel about having immunity to the fog or what was your opinion of the fog and would you prefer to have the fog or not?
Just really kind of getting them to think about questions that are not surface questions that they wouldn't just normally ask each other. And there's some rigor thrown in there as well. So if they don't answer, or they try and just kind of skip over the difficult material because they do that. We go back and we reread and then we reconsider.
But they know that I'll hold them accountable. That's my job. They also know that I know they can do hard things. I never doubt them, right? And they always prove to themselves that they can do hard things as well. So, but I'll tell them the material that you want to skip over will present itself.
Again. So learn it [00:16:00] now.
So, and I want to dig more into this. And so what, it's funny because on the, like on the observation on the TBL form under relationships, we have relentlessness and high expectations. And sometimes people will think, well, how is that about relationships? But when I'm saying I'm not going to do anything other than accept what I know you're capable of and push you to get there, I don't think there's a higher form of relationship than that.
That's the ultimate form of love. And, you know, they just, from day one, I tell them that they can do anything they want to do. And we work on their writing. We read out loud. We just, we really work hard and they work hard every day. And I think that they do that because of our classroom environment.
Well, and you've set it up that these are the expectations and that I know you can do it along the way, but even then, like, like, you know, on the form, we have the use of the questioning. We have that inverted blooms pyramid and, and, and with lists of [00:17:00] questions and, and, and we always say any question can be okay, depending on what's going on, but, but you're not throwing softball.
I mean, you might do a little bit of content, but I honestly, I don't remember one content question that you asked that day. I think there were all. Like they're pushing their analyze, evaluate, synthesizing into their own lives kind of questions and so like with those questions, are you, like, do you, because you've had six different books that you're running in class, do you, although the themes and what you're asking the level of them can be the same, are you able to just pull those out or do you have to think about those questions ahead of time?
I pull them out because I can say, I can see where they're going, and I can see what they don't know as they read, and just because of the conversations that they stop and have within their group. And it's usually, my questions are usually right along the lines of what they're talking about.
It's just deeper.
So what we're really talking about with that is we're talking about one, checks for understanding slash formative assessment, whatever language you want [00:18:00] to use. And then two, it's the descriptive progress feedback. And, and we talk about, like, there's basically give the answer instructional where you give me some instructions, but coaching where you're using questions.
And I think that's really important. Honestly, I like my memory is that it's 100 percent coaching. It's like getting them to find the answer on their own with again, persistent, relentless use of questions and based on what they are and are able to answer. Like it feels like Rachel, you're adjusting every single question based on how they answer to ultimately get them to where they want to go.
Can you talk to me about that process?
Well, I don't, honestly, I don't know if it's a process. It's just experience. It's just, what the looks on their faces and the words that they use. And that's really just what it is. I can just, because I know them so well I just know what to ask them.
because of relationships though, you pointed out a couple things. One, [00:19:00] I'm reading each individual student, right? That look on their face, if there's that slight pause, if there's that slight deer in the headlight, if there's, if there's excitement or whatever. Or if they, and so based on that, that's telling you, Oh, I need to come to a different level of question to get them back up to that level down the road.
And so there's, there's an experience element. And that as well. Okay, I hear you on that. How do you know how far to push? How do you know when to stop? How do you know, like, where that line is?
I think that we'll get to a point where we're talking in circles and they might get a little bit tired. And again, I want them to keep reading and I guess my line of questioning is really also to target those kiddos that pretend like they know what's going on because oftentimes they can nod and give me a thumbs up and, you know, just on the surface level, look like everything is fine.
But then when we get to group [00:20:00] and we're, you know, looking for a specific something. they don't have it. So that tells me, okay, let's stop. Let's pull, you know, pull you aside and let's do some quick recap. And then it'll also show up in their discussion logs. So at the end of their book club, the last 10 minutes or so, they'll fill out a discussion log and it'll be geared toward what we're doing.
And they know that's their exit ticket. So if for some reason I didn't get to a group and Someone kind of went under the rug and I didn't notice that they didn't understand it before they leave. I will, because they have to hand that to me and we have to make sure that they know what's going on. And if they don't, then we do a quick little small group recap and.
Get this kill before they leave, and if they don't, then we know we have to spend a little bit more time on that tomorrow.
And so again, like I'm here, relentlessness again, high [00:21:00] expectations again, but also checks for understanding and then not only the check for understanding, but like, no, today, whenever I can, like, we're going to make sure that understanding happens today. I don't want, I don't want a 24 hour gap until we come back and not that you can't, sometimes that doesn't happen, but the effort that I'm hearing you say is that no, we're going to get this understanding today.
If I have to pull you now and that, that exit ticket in the journal log is a quick way for you to be able to do that and it's, it's like when I see classes, Rachel, like, one of the things that I don't see as often as I'd like is people stopping and reviewing at the end and whether that's an exit ticket or whatever, but you're, you're pointing out like, so So vitally
for
people that are out there listening, the importance of that, so we don't leave kids not understanding.
Yes, that's exactly it. I don't have any other, I don't have any better way of saying it other than, you know, there are a lot of kids that are just kind of pushed through the system these days and, you know, they're not ready. They [00:22:00] don't know the material and they have to, you know.
Again, it's just, it's like a broken record of bliss to me. It's, it's relentlessness, and I'm not giving up on you, and I'm gonna get you there. And, and it's, it's just so, so important. And, and sometimes I think as young teachers, you tell me, Rachel, and maybe in your younger days, because maybe you had to build into this, sometimes as younger teachers, I think we're afraid to push our kids too hard.
I think that I see that a lot. I see that in parenthood. I see that in teaching, but that's just not the way that kids learn. We can't, you know, be it at home or be it at school. You should have parents and you should have teachers that push you because that's growth. That's the only way you grow. You've got to get out there and learn it.
And that's just all there is to it.
Yeah, and Zone
Approximal
Development, Productive Struggle. Obviously, we don't want to go too hard and frustrate you [00:23:00] that we shut you down.
Yeah. Right. We don't. And there's a limit. You can regroup and hit it tomorrow. That's not, you know, you have to be flexible. But I do, I do expect a lot from them.
But that's how you get success, right, is with that. It's, it's just, sometimes I think when people, and you started out, like you said, in a Title I school, like I've heard teachers that have said, well, in a Title I school, so kids who are disadvantaged, right, and who were given the same opportunities initially as others for all kinds of reasons that we're not going to dig into right now.
But, And sometimes you'll hear teachers say, well, but they know we love them and I just want to care about those kids. And it's like, that's not okay. I mean, of course we want that, but it's not okay to leave it at, at just that.
You can have both. You can push them and love them and they know that you're pushing them because you believe in them. There's a difference.[00:24:00]
Yes.
not loving them and leaving them behind.
No, because I believe you. I'm setting, I'm trying to set you up for success, right?
Correct. Because you, it's okay. You just know what, that they can do better. And. I think as we go throughout the year we learn the limits of every student and we know when to stop just by the looks on their face, just by their body language and we know when to take it tomorrow, take it to tomorrow.
So let's talk about then, let's talk about that kid, that student where you can sell. Ooh, there. Like, the, the, they're overloaded, and so, and sometimes that might even be, sometimes just due to, to where they are, sometimes due to stuff that's going on at home, and it might even be multiple days in a row of that, like, how do, how do you find that balance of not giving up on that kid, pushing that kid, yet having an understanding for where they are, and what is the exact right way to work with that individual [00:25:00] student?
Other than individuality, there isn't any other way just. By getting to know every single student and that's. That's the only way that you can do it. You have to know your students. And they have to know that you believe in them. And that's, that's the basic.
It's the core, really, right? Because all, all the things that you're teaching, without the belief and the individual knowledge of each student, how do I know that I'm not going to push too far on a regular basis and lose that kid?
Well, I think that you just have to read your kids. You just have to. And you know, we get to know these kids. I have them for an hour and a half every day. I'm not blessed with that much one on one time with my kid at home. So we really are a family. And we love each other. And so, you know, we can just teachers, I feel like can look at a kid and know [00:26:00] when he's had enough or she's had enough and still build them up and say, you did.
Wonderful work today. You worked so hard and I'm so proud of you and, and keep that positive mindset because the last thing you want is for a kid to leave and feel defeated. That, that just ruins everything. That's just the exact opposite of what you want. I want them to be able to come in tomorrow and say, Hey, hit the ground running and say, Hey, let's try this again.
You know, and if you don't do that, then you run the risk of losing them.
Which is exactly what we don't want. Rachel, this has been absolutely fantastic. I know that we might have some listeners that might want to be able to learn and dig into a little bit more and learn some of the specific strategies that in 30 minutes we can't quite get into. Are you okay with sharing out your work email or contact information in case anybody wants to reach out?
Absolutely. Work email is rsolis, S O L I S, [00:27:00] at trinitymidland. org.
R Solis at TrinityMidland. org Rachel, thank you so, so much for your time today. It has been an absolute pleasure and it was a joy, a pure joy to watch you teach those 20 minutes last month.
Thank you, Craig. Thank you for having me. You