Teaching the Riggs Institute’s comprehensive, coherent language arts program requires a significant time commitment. When Riggs teachers first learn that they will be devoting about 2.5 hours a day to the teaching of language arts, they sometimes (often) panic. Yikes! How can they teach Riggs for 2.5 hours a day? And where will they get 2.5 hours per day? And so on.
We often get calls from teachers who are working with older students who are struggling. Can we help increase reading scores? Of course. But reading is not the only thing. Many students struggle because they can neither read, write, or spell proficiently. Many of them struggle with basic processing skills, struggle to stay in their seats and pay attention.
When Myrna McCulloch began to work with her teachers to implement this method at a little private school in Omaha, Nebraska in 1977, she worried about getting everything just right. Although her teachers had received the recommended 40-hours of training from Oma Riggs herself, McCulloch still worried. Because she wanted her teachers to do a perfect job, she worried and worried.
Sometimes I get a phone call, sometimes a text, and sometimes the call comes via email or in person during one of our training workshops, but however it comes, it often includes a request for a cheat sheet--for some version of a “Rules for Riggs teachers” list. Over and over again, people want to know what’s non-negotiable.