This term, kidwatching, coined by Yetta Goodman, takes on
a whole new meaning for me. This actually makes sense instead of a haphazard
trail of anecdotal notes. Here’s why I believe this is true. How children
learn cannot be oversimplified on paper. It comes from both an intrinsic
understanding of what motivates them as well as an ability to streamline that
knowledge in such a way that students are receptive to the invitation to
engage. Hence, as a child’s is made to feel valued, the reward is not
only transcribed within but is imbued to influence the learning community as a
whole.
The process of kidwatching is still record keeping, and there are still
tools needed to keep tract of progress. It is simply a different
approach, because it is one that focuses on knowing students deeply rather than
just by a number or a dreadful score. My favorite quote, found in the
last paragraph, solidified my initial favor of the author. “Sitting with a
child and watching and listening carefully may be the best thing we can do to
get to know our students as readers.” Thank goodness for reminders such
as this that when we take the time to value a child first, the process of
transcribing data is not only easier but also has more meaning.
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