Rene Schillinger has been an educational consultant for over ten years. After teaching for several years, he decided that he wanted to turn his focus to consulting, using his skills and knowledge to provide professional development to teachers and to support local schools and teachers in a number of ways. For teachers that are considering making the transition from teaching to consulting, here are the steps you need to take to make the shift.
- The first thing you need to do is figure out your passion. Education is an extremely broad area, so you need to narrow down your area(s) of expertise.
- Don’t focus on the monetary aspect of your passion. Focus on what you love and do the work because it makes you happy. While there is no shortage of experts telling teachers how to do their job, there is a shortage of experts are dedicated to providing educator support, even with no immediate payoff.
- Find ways to establish yourself as an expert. Start by putting your ideas online. The more you publish online, the more response you will get, increasing your credibility as an expert. Attending and presenting at conferences can help you connect with other educators.
- Always do what you love because you love doing it. Not all projects will bring you money and recognition, but if you do each project because you love what you do, every project will be worth doing.
Rene Schillinger made the transition into consulting more than ten years ago. He currently works with schools in New York, new Jersey and Pennsylvania to help them improve their literacy instruction. He holds a Masters in Teaching of English from New York University and is a doctoral candidate at Columbia University.
Rene Schillinger has dedicated his life to education. He has been a consultant in the educational field for more than ten years. He spends his time working with schools that are trying to improve their literacy instruction. An important part of literacy is vocabulary knowledge. Critical to reading comprehension, it is important for young readers to develop a large word bank and effective vocabulary learning strategies. Below are some strategies that adults can employ with readers of any age.
Pre-teaching Vocabulary Words
Before sitting down with the material, review it to determine which words may be unfamiliar to the child. Define and discuss these words to allow them to develop an understanding of the word’s connotations and denotations. After you’ve pre-taught them the vocabulary words, they should read the text.
Repeated Exposure to Words
The more time we are exposed to a word, the stronger our understanding of the word becomes. Repeat vocabulary words often in order for the child to truly understand its meaning and solidify their understanding.
Prior to reading, unfamiliar words are introduced to the child, like with pre-teaching, but instead of encouraging them to remember the definition of the new word, you teach them a word clue to help them understand it. The clue might be a part of the definition, an illustration, or an image that is connected to the word to make it easier to remember.
Restructure Reading Material
Many times grade level reading material is inaccessible to readers because too many unfamiliar words are used. Restructuring these materials in different ways can help readers comprehend them more easily.
Vocabulary instruction involves more than simply looking up words in a dictionary and using them in a sentence. It is acquired both incidentally and intentionally through instruction and word-learning strategies. Rene Schillinger has been helping schools improve literacy through vocabulary acquisition for many years.
Rene Schillinger, founder and President of Schillinger Educational Consultants, has been working with schools and school districts who are trying to improve their literacy instruction. The goal for many teachers is to help students learn reading strategies that will help to maximize their comprehension of text. To accomplish this, teachers need to focus on the process of reading rather than its product. They can do this by focusing on the following:
1.Developing their students’ awareness of the reading process and strategies by having them think and talk about how they read.
2.Allowing students to practice all of their reading strategies by using authentic reading tasks. Giving them a wide choice of reading material students are encouraged to read to learn.
3.Focus on reading strategies that will work best for the type of text and reading purpose. Then explain how and why these strategies should be used.
4.Having students practice these strategies both in class and outside of class through their reading assignments.
5.Encouraging students to evaluate their comprehension and self-report how they used these strategies.
6.Encouraging the development of reading skills and using reading strategies through target language that conveys instructions and course-related information.
When teachers raise their students’ awareness of reading as a skill that requires active engagement, teachers can help their students develop their ability to read and their confidence to handle communication situations they may encounter outside of class.
Rene Schillinger is dedicated to helping teachers improve their literacy instruction through reading, writing, listening, and speaking.