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A1 Autonomy is about a sense of control. When children have a sense that they can influence the course of their learning and their classroom lives, they feel more in control and more competent. Problems arise when teachers think authority is a zero-sum game. #G2Great

A2 The belief that literacy and learning, are purely psychological not social. The belief that all children need to be reading or writing the same thing. The belief that all learning comes from the teacher who gradually releases control to the student. #G2Great

A2 The belief that someone else is responsible for your professional development. #G2Great

A2 The problem with habits is that we have stopped thinking about them as actions that have consequences and can be changed. Sometimes they are brought to our consciousness by a child who is not doing well in our class, or by a generous colleague. #G2Great

A3 Social and intellectual hierarchies limit the learning opportunities and motivations of all parties – except the learning about the existence of the hierarchy and their place in it, which is not good for anyone. #G2Great

A3 Emphasize causal processes and decision-making over comparative outcomes. Value trying and persisting. Normalize problems and errors as indicators of learning and challenge, not of ability. #G2Great

A3 Take a broad view of literacy and help the classroom community recognize each child’s contributions to the collective learning experience. Minimize the use of known answer questions. #G2Great

A4 Stop using the metaphor of gradual release of control as the default. Focus on engagement and noticing, and keeping children in control of their learning. #G2Great

A4 As much as possible, make the curriculum permeable to children’s interests. #G2Great

A4 Encourage and capitalize on noticing. #G2Great

A5 Again, make the curriculum as permeable as possible to children’s interests. Attend primarily to the higher-level standards/goals in the stated curriculum. #G2Great

A5 Volunteer to be on curriculum and assessment committees. #G2Great

A6 From the teacher’s perspective, find children’s literate minds engaging, and engage them in literate thinking. Recognize that engagement is central to optimal learning and thus equity. #G2Great

9:17 A6 From a child’s perspective, recognizing that literacy is psycho-social – that making books is done by people who are making decisions for certain purposes – imagining and taking up the minds of authors and readers, and taking action. #G2Great

A6 Children taking seriously their own curiosity, recognizing that they and their peers have interesting ideas and are resources for each other. Knowing how to learn from and with each other. #G2Great

A7 Starting point is simply making books and changing classroom talk to reflect literacy and its acquisition as strategic social practices. #G2Great

A7 Personal challenges teachers face: contexts that make us view classroom life in terms of management and control, and that limit opportunities for getting children engaged. #G2Great

A7 I hate to say it, but, COVID 19 is definitely a challenge. #G2Great

Thanks to everyone for a thoroughly engaging hour. #G2Great

Check Gay Ivey & my blog on young adults reading disturbing books: tcpress.com/blog/young-peo… #bookbanning #teensreading #youngadultbooks #YAbooks