Professional Documents
Culture Documents
Julie A. Quackenbush
Viterbo University
“Good citizenship” often means “listening to authority figures, dressing neatly, being
nice neighbors, and helping out at a soup kitchen”. (Westheimer, 2015 p37) But when it comes
to citizenship in education, this is not quite on the mark. It isn’t quite the idea. There are
classroom we work toward being what Westheimer calls a “personally responsible citizen”
(Westheimer, 2015 p38). The personally responsible citizen may” pay taxes, obey laws, and
help those in need” (Westheimer, 2015). “Programs that seek to develop personally responsible
citizens hope to build character and personal responsibility by emphasizing honesty, integrity,
Our school teaches students to be “safe, responsible, and respectful”, in class, and in the
building. I teach students with special needs. In my classroom we work on concepts of Honesty,
Compassion, Respect, Responsibility, and Courage. The ways in which I do this deal with
teaching both the Zones of Regulation by Leah Kuypers and through expanding knowledge of
Learning to be an Expert
This year our school began to trial the Wilson Reading System with struggling students
as an intervention. The program is an intensive reading system that consists of a series of steps
to be taught in a certain order. Basically it breaks down reading into letter sounds, followed by
word patterns, chunks, blends, etc… Slowly it progresses back up to sentence and paragraph
reading and writing. The lessons are taught in a systematic order. Initial sounds and blends are
introduced. Students are taught to spell both real and nonsense words in an effort to understand
We have a group of ‘Wilson expert’ teachers on a panel whom meet regularly to help
each other understand the program and to discuss how lessons are going. We also share
resources and lesson plans on a share drive on Google. In an article by McTighe Musil written
in 2009 it stated, that having a source of innovation and creativity that also promises to
reinvigorate our nation’ s civic imagination and habits is essential in the classroom. While we try
not only to teach the Wilson lesson in this class but help students to see they have a place in our
school society by discussing “life skills” along with these lessons. We incorporate personal
responsibility. In our focus groups with the Wilson Reading System we took the bottom ranking
students in each grade starting with second through fourth grade and pulled them to what we call
Panther Time Groups. Each of these groups meets daily for roughly 40-50 minutes depending on
the day. They receive small group instruction using the Wilson lessons.
responsibility, and courage are interwoven in this instructional time. Students have a set of
materials they are required to get on their own. The initial part of the lesson also is an individual
skill practice. Six months into the school year, students can now take their materials out and
begin the work. However, it did take several months to get to this point. The first two months of
school were focused on pretesting, divining into appropriate groups and teaching the
foundational skills of the lessons. As a focus group we would meet and discuss how to do this.
Slowly we built up to incorporating elements of the lessons. It wasn’t until after Christmas break
that as a building we had a good system of instruction in place and that students were
understanding the concepts. I believe next year, it will not take as long, as we are understating
In the Wilson System there are twelve steps that teach reading fundamentals. Interwoven
within each of those are 52 substeps which each build off of the skills taught in the previous
lesson. Each day I instruct I teach a 10 part lesson plan. To understand what skill we do in what
order students are given what is referred to as a game board. It is a list of each of the 10 steps. I
also give each student a little plastic tile as a “game piece” to be moved along as they progress
The lesson and game board follow my instruction for the day. The lesson progresses as
follows:
Decoding practice
Encoding
Orthography
Vocabulary
Comprehension
I instruct my students by pulling out magnetic tiles with vowels and consonants. We repeat them
and say each one making certain of the sounds. Then we move on to discussing chunks and
blends. I teach what words go together, how they sounds, etc… We practice building both real
words and nonsense words. Then students take turns leading the lesson and instructing each
other with what we discussed for the day. There is a leader of the day and they show their skills.
Students were apprehensive to do this at first, but it is now going really well. In general, my
ASK AN ASPIRING EXPERT 5
fourth graders have a pretty good understanding of the whether they behave honestly, and
compassionately. I think by having them take ownership of the lesson and instruct their peers
they are learning to be more compassionate and understanding of their peers in the group. They
learn it is difficult to talk in front of their peers and have them follow their lead. I love seeing the
Once we reach the end of all of the steps for a lesson, the students get to test out. It they
do test out of it then they move on to the next step. If not, we go back into the step and start
One struggle I have found with this system is that while I may only have two groups of
three students whom use the system, there may be one in the group whom does not understand
the concepts. Yet, I have to either move the entire group along or have them remain back. In an
ideal situation, I could have the students’ progress on their own at their own pace. However, the
lessons are very interactive and require a group progression. I believe lessons could be adapted
The students in this class are also all currently in a social skills group I teach. So, I try to
interweave aspects of personally responsibility in the lesson. Lev Vygotsky discussed the zones
of Proximal Development of ZPD. Within this zone is where the fundamental progression of
development and learning occur (Vygotsky, 1978). Within the right environment a ZPD can be
created for any skill, if addressed properly. In this zone an “expert”, such as a teacher, expert or
a capable peer provides help, support or assistance to another peer. In essence learning in the
Vygotsky stated that good teaching occurs only when it "awakens and rouses to life those
functions which are in a stage of maturing, which lie in the zone of proximal development”.
By giving students the ability to teach mini lessons, they take an ownership and a vested interest
in the learning. They are fostering their own ability to regulate themselves. They are also taking
action and playing an active role in their learning. They are being respectful of each other and
are being more attentive. The Wilson lesson with it multimodality of learning concepts through
tapping, rhyming, matching, writing, repeating, and reading allows for flexibility and
engagement. I think it is important that teachers show students how they can plan an active part
in their learning, but also how they incorporate self-regulation skills and responsibilities and
References
Hopkins, G. (2017, September 18). Teaching Good Citizenship's Five Themes. Retrieved from
https://www.educationworld.com/a_curr/curr008.shtml#fourth
McTighe Musil, C. (2009). Educating Students for Personal and Social Responsibility: The Civic
file:///C:/Users/Owner/AppData/Local/Packages/Microsoft.MicrosoftEdge_8wekyb3d8b
Responsibility_31 (1).pdf
From: Civic Engagement in Higher Education: Concepts and Practices by Barbara Jacoby
Westheimer, J. (2015). What kind of citizen? : educating our children for the common good.