Getting Invigorated by Good PD

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I love this accurate graphic about PD by Sylvia Duckworth.

Last Friday, I was fortunate enough to attend some of the best professional development I’ve been to in a while–and it was free!

At the end of the day, I left my 3TT friends a seven-minute WhatsApp message of out-of-breath enthusiasm, describing my day’s learning.  That’s how you know it’s been a good day.

The conference I attended is held annually to celebrate our Masters’ students’ impending graduation and entry into the field of teaching.  The all-day event features presentations by both preservice and practicing teachers, academic coaches, and principals.

Before the conference, speakers are invited to conduct an inquiry into one aspect of their practice, then present on their methods, findings, and insights.  I attended four absolutely wonderful sessions, and filled up six pages in my notebook with ideas and quotes and just joy–and I’d love to share them with you all.  Today I’ll share ideas gleaned from my morning session, and tomorrow I’ll share what I learned from the afternoon portion of events.

Session One:  On Independent Reading

In my head, I called this session “What you do after you’ve read Book Love,” because it was full of amazing ideas that I’m certain would be Penny Kittle-approved.  One presenter, Andy Patrick (@MrPatrickELA), absolutely blew my mind with the ways he’s clearly innovated independent reading.

Idea:  Reverse Reading Rates–Andy explained that when students chose a challenge book, they took a new reading rate and then used their findings to determine how long it would take them to finish the book.  The students could set a completion goal, Andy could touch on this goal in his conferences with them, and when the book was finished, students reflected on their reading process.  Since I’ve struggled with reading rates and accountability, I just loved this idea.

Quote:  “I never let them off the hook” when they tell me they don’t like reading.  Andy followed this fantastic one-liner up with his philosophy that they just weren’t reading the right books, and it was his job to help his students find them.

Just Joy:  I left this session absolutely impassioned thanks to Andy’s flurry of ideas.  He tossed out strategies like using quotes about the joy of reading as quickwrite prompts, his determination to get colleagues on board with teaching reading across the curriculum, and how great teachers of reading cannot excel unless they are real readers themselves.  YAAAAAAAASSSSSSS was the prevailing word in my notebook after that session!

Session Two:  Strategies for Reading, Writing, and Grammar

After leaving the first session, I had no idea how any other speakers could top that.  Luckily, I was just as inspired by three preservice teachers who’d done their internships in middle school ELA classrooms, and who shared their optimism for our profession in the form of their research.

Idea:  Say Something Journals–Sierra shared that many of her seventh graders weren’t engaged in reading independently or as a whole class, and she wanted a way to spark their interest in their texts.  She created journals, simply folded out of notebook paper, in which students could practice recording their internal reactions to something while reading during class.  When they were reading shared texts, she had students trade journals and giggle about the similarities and differences in their reactions.  The journals culminated in getting the reader to “say something” about the “something” they believed the writer was trying to “say.”  I loved Sierra’s emphasis on the transactional nature of reading, rather than a linear interpretation of a book’s message.

Quote:  “Why don’t they just capitalize their i’s?!” said Tori, who struggled with getting her 8th graders to use grammatical conventions in their writing, even after conferences and practice sessions in which students proved they knew what they were supposed to be doing.  Tori’s presentation was characterized by her sheer love of grammar and her bewilderment about why the heck kids could study mentor texts, send flawless text messages, and yet still refuse to obey the conventions of standard English.

One student’s response?  “Well, I just think capital I’s aren’t very cute.”

Just Joy:  Charity brought sophistication and high expectations to her 8th graders by teaching them about what critical literacy is and then working with them to practice it when reading nonfiction texts.  She focused on helping students develop discussion skills to practice thinking, reading, writing, and speaking within a critical literacy framework, all while reading place-based texts they helped her select.

I think my jaw was on the ground throughout the whole of this brilliant young teacher’s presentation–I want my daughter in her classroom someday, I kept thinking to myself.  What a treat to end my morning by feeling so hopeful about the new talent entering our profession!

Stay tuned for Part II of this post tomorrow, and please share with us in the comments–what have you learned from strong PD sessions you’ve attended?

Shana Karnes lives in West Virginia and teaches sophomore, junior, and senior preservice teachers at West Virginia University.  She finds joy in all things learning, love, and literature as she teaches, mothers, and sings her way through life.  Follow Shana on Twitter at @litreader.

 

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None of the Above: A Bubble-Free Final Exam

Remember Scantrons tests? The filling in of bubbles at semester’s end in order to prove your worth as a scholar? Many of my anxiety-cloaked memories of high school involve those hideous little forms, a No. 2 pencil, and hours spent hurriedly filling in bubbles to demonstrate my multiple choice understanding of the world.

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Once upon a time, I took this type of test. Early in my career, I gave them. Currently, I hate them. Or rather, as this is a company name I certainly wouldn’t dream of defaming, I hate the concept of a test format that negates creativity, deep thinking, or conveyance of personal connection to learning. While admittedly easy to grade, I don’t recall the last multiple choice test that left me satisfied with the assessment in any way.

Now, before I get myself in hot water, both with Scantron and my fellow teachers, there are realities associated with multiple choice testing that are inescapable, and if we want students to be prepared for the high stakes testing they will certainly encounter as a means to pass AP tests, seek admission to college, and succeed on many college campuses, then we must do our part in preparing students for this type of assessment and thinking. Applied Practice tests, for example, challenge students to dig into a passage and deeply analyze the author’s craft and style. That skill development and demonstration is a wonderful tool.

However, this post is about the opportunities presented to us as educators as we look to the end of a grading term and search for ways to have students think critically about their cumulative learning, their growth as readers and writers, and the

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Bailey’s reading insight.

connections they’ve made throughout our time together that will move them forward as educated citizens.

Many of these thoughts started well before my work with workshop when several years ago, our administrative team organized a committee to discuss our practices around final exams. Scheduling, format, exemptions, and weighting were all on the table. My biggest takeaway from those reflections?

I wanted my final exams to be reflective of student thought, synthesis, growth, and accomplishment to this point. In other words, I didn’t want any part of our “final” exam to be final in any way except that it would happen to be our last assessment together.

In other words, a final exam should showcase rather than stifle.

It should be an opportunity.

In years past, a multiple choice test showed a student’s regurgitated knowledge of the texts we had read and the literary movements we had studied. A written portion challeneged skills in supporting claims, sometimes providing text evidence, and timed writing.

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Amelia’s reading takeaway.

Again, these are valid and necessary skills to prepare students for future academic endeavors. Personally, however, I have grown to believe that if a paper isn’t going to receive some feedback, it’s power and purpose are lessened, or even negated.

 

We want students to grow as readers and writers throughout the year. This should include their final assessment opportunities as well.

exam 1With that in mind, my colleagues and I have worked hard over the years to provide more authentic assessment opportunities for students to demonstrate their growth during final exams.

Portfolios have replaced timed papers. Graded discussions have replaced short answer questions. Reflective speeches, projects, and writing have replaced bubble tests. And, with the advent of workshop, choice reading reflection has become my go-to.

In January, the teachers in my Honors English 10 collaborative group, organized an opportunity for our students to share the insights gleaned from an entire semester of choice reading. I was so excited by the project that I added some additional symbolic and reflective elements to it and used it with my AP Language students as well.

Students reflect on the texts

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A reflection from Josh.

they have read throughout the course of the term, select meaningful passages from that reading (many had been marking key quotes in their notebooks throughout the year), and give a talk about how the reading changed, moved, and/or developed their thinking with the support of visual cues and quotes to provide context for their ideas.

Illustrations of such deep thought include:

  • Abby learned that “we all struggle, but it’s how we handle those struggles that truly defines our character.” 
  • Errin suggested that “our world is only as vast as our perspectives allow it to be.” 
  • Tahseen claimed that “books help me solve the problems in my life.” 
  • Bailey, in his infinite wisdom buoyed by the most sincere character, pled with the class to not “let ignorance blind you. Knowing ignorance is necessary to keep creating and learning.”
  •  Rachel said we must “know yourself and use that knowledge to go out and know the world.” 

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Some student samples from Amelia and Josh

As the time for final exam planning in at hand once again, here is a link to the project. Use it as a springboard for your own great reflective projects and encourage kids to once again see the value of the choice reading they have completed this year.

How have your finals evolved? What will your students be doing to wrap up the year? Please share in the comments. 


Lisa Dennis teaches English and leads a department of incredible English educators at Franklin High School near Milwaukee. She fondly remembers dabbing chapstick on her Scantron to try and fool the machine. This was during her rebellious streak, which lasted about four days. Follow Lisa on Twitter @LDennibaum 

Two Take-Aways from Mentoring my Student Teacher

Next week I get my students back. For 12 weeks I’ve had Joseph as a student teacher, and I’ve come to really miss my kids. It’s an exciting time.

I am hoping I get my writing mojo back, too. I’ve struggled with topics to write about since I haven’t been working with my students day to day. One of my favorite parts about being a reflective practitioner is my itching need to think about, write, and share my experiences in the classroom. Thanks for reading this writing.

This is the fourth student teacher I’ve mentored. It is the first time I’ve given up control. Maybe it’s because I’ve learned how. Maybe it’s because Joseph is just that awesome at stepping into the role of teacher. It’s probably Joseph. I have learned a lot from Joseph over the past several weeks, and I’ve learned a lot about my teaching practice as I have become the observer.

In every aspect of my practice, I have become more purposeful. When I return to my classroom next week, I will be sharper, more intentional in my planning and instruction, and how I interact with my students day to day.

Here’s two top take aways — and why I think every teacher, especially teachers who practice a workshop pedagogy — should offer to mentor a preservice teacher eager to enter our discipline and our profession:

Perception changes everything. My first conversation with Joseph was in the fall. He spent several weeks during the semester observing my classes two days a week. After his first visit he said something like this:  “That was unlike any English class I’ve ever been in. I was always bored in English. I didn’t know a class could look like this.”

Don’t most new teachers step into their roles and teach the way they were taught?

I did. I assigned writing with prompts and due dates instead of teaching writing with mentors and modeling. I pulled out the textbook, assigned a lead weight book to every student, used the suggested lesson ideas and the questions for guided discussion and the activities in each chapter. I chose every novel for the whole class, torturing children with booklets of questions to “aid their understanding” or dialectical journals to “write their thinking” for the complex texts I chose. The students I taught year one certainly still dream about Dickens, and quizzes about characters and setting and plot. I was a nightmare.

Joseph conferring

Conferring with readers during independent reading time.

New teachers have to believe there is a better way. I know some university education programs prepare students for choice and workshop. (Shana was blessed at the University of Miami with the likes of Tom Romano for a professor.) But many programs do not come close to preparing students for the realities of teaching, much less the research-based practices of readers-writers workshop.

Experienced workshop teachers can change that one student teacher at a time.

Research-based Practices in Reading and Writing Instruction. Even more than usual, I’ve turned to research to back up and refine my thinking. I’ve studied Lou LaBrant thanks to Dr. Paul Thomas and his blog. I’ve read more blogs by thoughtful educators like Tricia Ebaria and books by teacher leaders who inspire great ideas — favorite faithfuls like Penny Kittle’s Book Love and Write Beside Them, and I have re-read conference notes and remembered the why and the how of this pedagogy called readers-writers workshop.

I’ve been able to support my thinking with research, and I’ve learned through my reading the importance of validating that research. Research is important to the choices I make in my classroom.

My confidence grows as I read the work of people who are smarter than me and usually more experienced. I nod along, making notes in the margins, get giddy when I think “I do that.” And as my confidence grows, I am more apt to take risks. When I take risks, my students are more likely to take risks. Risks are exciting in a writing class where we celebrate the process over the product. We go on the journey of discovery together.

Sharing this research with Joseph is like a backpack of confidence. Depending on where he lands as a teacher, and the input and control of administration, he may need it to back up his workshop approach to teaching readers and writers. Knowing Joseph will begin his career with evidence-based practices may take away some of the other frightening struggles of first year teaching. I hope so.

I look forward to seeing Joseph step into a classroom of his own. His students will be lucky ones.

What advice can you give Joseph as he steps into his career in English education? Please share in the comments.

Amy Rasmussen lives in north Texas and teaches AP English Language and English 3 to the Fighting Farmers at Lewisville High School. She also facilitates professional development for other teachers making the move into a workshop pedagogy. She adheres to the words of Emerson: “We aim above the mark to hit the mark,” and Jesus Christ: “Love one another.” Imagine a world if we all love more than we think we can. Follow Amy on Twitter @amyrass.

6 Gut-Punchers to Read After You Binge-Watch 13 Reasons Why

I got a Netflix subscription just so I could watch the 13 Reasons Why miniseries.13-reasons-why_0

The series is graphic and unsettling and leaves a lot to be talked about.  I haven’t even finished the series yet, but I bet my Scholastic Bonus Points that I have a few students who watched it over spring break and now are itching to read this book and others like it.

Here are a few books to steer readers to now…

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Friends for Life by Andrew Norriss

This book covers similar topics to 13 Reasons Why, but the plotting, pacing, and development of the topics is catered towards a younger teen audience.  Francis and Jessica become close friends quickly, but there’s a problem: Jessica’s a ghost, and Francis can somehow see her.  As readers learn how Francis can see Jessica, readers are also invited to consider the importance of friendship and reaching out to loved ones in times of need.

backlash

Backlash by Sarah Darer Littman

 

I find myself returning to recommend this book over and over again because it hits so many teen sweet spots.  Once upon a time, Lara and Bree were best friends.  Then Bree started to cyberbully Lara, pushing her to attempt suicide in a highly publicized manner.  Readers watch characters recover from trauma and hear the voices of others who were affected by the ongoing cyberbullying.

 

optimists die first

 

Optimists Die First by Susin Nielsen

 

Relevant information for adult readers: Susin Nielsen wrote for Degrassi.  If that’s not enough to pique your interest in her books, I don’t know what is!  (Unless, that is, you’ve never seen an episode of Degrassi.  Fix that!)  Nielsen’s book follows Petula, who feels burdened by guilt over a sibling’s death.  Her healing process involves Jacob, a boy who just moved to town who is keeping some secrets of his own.

 

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The Truth About Alice by Jennifer Mathieu

 

Have you heard about Alice and what she did at that party?  With not one guy, but two?  This fast-paced, multilayered story makes readers think more about empowered female sexuality and the pernicious power of the school rumor mill.

 

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Reality Boy by A.S. King

 

From the files of deliciously messed up A.S. King comes a book about Gerald Faust, a boy better known to his high school classmates for his early-childhood antics on a reality TV show.   Gerald can’t escape his well-publicized past, and his parents might as well live in a fictional universe.   A.S. King’s talent as an author is developing some of the cruelest family dynamics known to contemporary literature, and this book ranks right up there for unkind parents.

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Bang by Barry Lyga

 

Sebastian, at age four, shot his baby sister Lola by accident.  Now, Sebastian is immersed in homicidal/suicidal ideation.  When a new girl, Aneesa, joins the neighborhood and is unaware of Sebastian’s burning guilt, Sebastian has a chance to remake himself.

 

What books would you recommend to students who enjoyed watching 13 Reasons Why?

 

Amy Estersohn is a middle school English teacher in New York.  She is a 2016 recipient of the NCTE/ALAN Gallo Grant.  She laments the loss of the cassette tape.

 

Writers Workshop at the College Level

I have had so much fun reading student work this week.

There. I said it. I actually ENJOYED grading…for once!

Like Amy, I learned about the world, my students, and their funds of knowledge.  Grading has been going well for me this week.

Well, I wasn’t really grading so much as giving students feedback on their final papers, which are due on Monday.  We’ve been engaging in a virtual writing workshop, in which I start a dialogue with students about their writing via comments on their Google Docs, and they reply, revise, and we re-read.

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I taught a mini-lesson via email on what I noticed the whole class might need to know (shorter paragraphs, most recently, as well as the power of the single-sentence paragraph).

In class, I’ve taught mini-lessons on seamlessly weaving in references to outside texts, developing a writing voice, and crafting an “I believe” credo statement.  We’ve read each other’s writing, as well as our course readings, not just for content but for craft.

Students had choice in their topic, genre, and process.  They described their teaching philosophies, educational experiences, and literacy histories through cartoons, lists, stories, essays, pictures, and poems.

We worked for about six weeks this semester on this writing, all of which was ungraded.  It will eventually constitute 10% of their course grade, and when I calculate that number, I’ll factor in student growth, effort, and style–not just the final product.

With great success, my students engaged in writers workshop–at the college level.

I knew that this was a new experience for them for several reasons.  Many students emailed me to ask if they could send me extra drafts, or began their pleas with an apology for being a bother, or panicked when they first saw the sheer volume of my comments.

But when they realized my feedback was a balance of suggestions, praise, or exclamations of delight, they relaxed.

When they realized that I would read as many drafts of their writing as they wanted, and that we had built-in class time for peer review, they relaxed.

When they realized that questions were welcome, and not an indication of ignorance or a lack of preparedness, they relaxed.

They relaxed into becoming teacher-writers, which is something we all believe every teacher should make a part of her practice.

imgresWriting–at every level, from kindergarten to college and beyond–should be therapeutic, pleasurable, engaging, challenging, and every bit of the art form that it is.

Writing should not be painful, terrifying, or crippling.  It should serve as a way for our students to continue their learning, rather than as an end measure of what they know.

By keeping these values at the heart of my teaching, I’ve felt like I was back in my high school English classroom for the past few weeks.  There was fun, noise, creativity, debate, and even dance parties and craft supplies when we assembled portfolios, in my college classroom.  In addition to being enjoyable for everyone, this workshop mentality helped produce some outstanding writing that I’ll be so proud for my students to showcase in their final admission portfolios.

Shana Karnes lives in West Virginia and teaches sophomore, junior, and senior preservice teachers at West Virginia University.  She finds joy in all things learning, love, and literature as she teaches, mothers, and sings her way through life.  Follow Shana on Twitter at @litreader.

Without Contact, There Can Be No Impact

Stories

“I had gone off to be a teacher, asking myself from time to time if I could teach English in such a way that people would stop killing each other.” -Mary Rose O’Reilley

As soon as I came across this quote in Peter H. Johnston’s book, Choice Words, I immediately related to it, which then caused me to feel alienated.  You see, this book had been assigned as a school-wide PLC read.  Aside from being one of the few that would complain about having to READ A BOOK (English teachers, anyone?), I also knew that the next day we would have to discuss this reading.  I knew I would bring up this quote.  I knew commotion would stir as everyone discussed what a preposterous notion this was.

OF COURSE we can’t stop murder.  OF COURSE we can’t change the whole world.  OF COURSE we can’t save them all.

Does the fact that we can’t change reality mean we shouldn’t still try?  Does the possibility of not reaching one hundred percent success prevent you from setting a goal in the first place?

I read all of that before it seemed real–the “killing” part, at least.  It was before everything changed.

I saw his name flash by on another student’s Facebook status closely followed by words like too soon, I love you, rest easy, etc.  I quickly went over to check his page as I found myself whispering to myself, “No, no, no, no, no.”  When I found his page, my worst fear was confirmed.  My former student had been shot and killed the night before.

As I stared at his picture, my mind ventured back to almost everyday after school last year, my first year teaching, when this student was in my classroom.

The news story that soon followed confirmed that the altercation occurred to settle a debt of $70.  He went to defend his friend, and as the other kids refused to fight, he walked away and was shot in the back.

$70.

Since that moment, just a few months ago, this quote crosses my mind almost daily.  I find myself thinking, What if we talked more about violence in the classroom?  If he had gone to college, would he have been in this same situation?  If he was not afraid to ask questions, maybe he would have asked someone for the money or helped his friend earn it rather than attempting to settle the debt in another way.  If this… if that…if only.

I know it is not healthy to think of all the things I should have done, but the truth is that I do.  I believe teaching can change lives not because we know things, but because we know kids.  Students want to be known, even if they don’t let on that it’s true.

I don’t only think of what I should have done, but I let it propel me into, What more can I do this time, today, this class period, for this student?

In a conversation with my 3TT friends, we were discussing “worksheet teaching.”  In a very long and broad conversation, I told them another story that happened that week, and then I thought:

You have to get really close to have an impact, but getting close makes things really difficult sometimes.  No wonder teachers sit at desks.  There’s less skin in the game that way.

Honestly, that’s how it feels some days–like I’m scraping off tiny pieces of myself to try and fill what these kids need.

So I write to patch the scrapes, air out the wounds, and find the light breaking through the cracks.

Today I’m not writing to lament about teaching, to share war stories or anything of that nature, but just to heal.

Teachers need to write because it pieces us back together.  We need to write, because others need to see our hurts to know they’re not alone.  

Like Brene Brown says, “Maybe stories are just data with a soul.” Despite the pushes for test scores, data, and measurable growth, we teach souls every single day.  Those stories need to be told.

What do you do to heal from the inevitable trials of teaching souls?  Do you think teachers can “stop the killing,” or should teachers refrain from distracting themselves with such lofty aspirations?  Let’s start a conversation in the comments.

Jessica Paxson is an English IV and Creative Writing teacher in Arlington, TX.  She usually takes on major life events all at once rather than bit by bit, such as starting graduate school, buying a house, going to Europe, and preparing for two new classes next year.  If you enjoy watching her make a fool of herself by being unbearably vulnerable, you can catch more of that over at www.jessicajordana.com. Follow her on Twitter or Instagram @jessjordana.

 

Want to Be a Better Teacher? Pick up a Book.

teacher

Confession time. Who is with me?

Not long ago, only a few years I’m ashamed to say, I was not the reader I once had been.

I was not really a reader at all.

In that respect, I think I was much like many of our students. A formerly voracious reader with vague intentions of spending more time with good books, but I never quite found that time. I found excuses instead.

I didn’t want to read because “I read all day. All I do is read. Paper after paper after paper. I don’t want to read one more word.” 

I didn’t want to read because “There are far more important things I need to do now. Plan, grade, have a life. If I get half a second to myself, reading isn’t top on my list.” 

I didn’t want to read because “I have plenty of time to read over the summer.” 

I was burned out by work. I was betrayed by years of being told what was important for me to read. I was shackled to loving the books I was teaching.

I had become a reluctant reader.

In this way, it would seem, I was also a complete fraud.

Every day, I would walk into my classroom with genuine passion for my role as an educator. I wanted my students to learn. I wanted them to be inspired by great stories and turns of phrase. If only they would connect with language in the way that made my heart flutter, they too would see the great romantic quest that is English. 

A noble pursuit, to be sure…if one is aiming to enlist 200 some students per year into the ranks of English teachers, the chances of which are as dismal as they are ridiculous.

It wasn’t until I pulled my head out of my well meaning behind that I looked around and really saw what I was creating:

A classroom set to run on my love of a select number of texts. A failing endeavor for countless kids in my classroom.

Trust me. If enthusiasm and/or passion for certain texts was capable of making life long lovers of the written word, I humbly submit that I would have been able to do it.

Daisy’s love of Gatsby’s beautiful shirts, pales in comparison to my love of the irony presented in Nick’s claims not to judge.

Pip’s love of Estella pales in comparison to my love of the tragedy that is Miss Havisham’s crushed soul and engulfed bridal gown.

Two roads diverging in a yellow wood present endless possibilities…to me.

The Lady of Shallot is my patroness.

But which kids does this really hook? The students who are likewise entertained and thereby worthy of my continued energy? The students who will “become something” because they “get it”? The students who are compliant? The students who can successfully fake compliance?

love the books I taught, year in and year out, but you can’t make someone love you, I mean the books you teach (flashback to college there, please excuse me), you can only share your love and encourage your passion for the texts. My passion for the whole class novels we worked with was legitimate, palpable, and just not enough to reach all of my students.

Not unless I helped them see themselves as readers first.

I was far too narrowly focused on the texts I had been told were important and had set about making it my job to make students believed in the importance of those texts too.

And along the way, I stopped reading everything else. Well, not completely. Of course, I still read, but I was no longer a reader. I talked with my students about the difference in those two terms, but I was no longer living it.

I wasn’t until workshop and choice became a big part of my daily practice, that I really returned to my life as a reader. Students would need recommendations for books, which meant I needed to have a lot more under my belt that The Scarlet Letter.

However, this is only part of what it means to improve your teaching by reading.

Our students deserve teachers who understand and live the belief that teaching students to read is vitally important, but so is living the life of a reader and being that model of just how many books, genres, conflicts, poems, and symbolic representations of universal themes (sometimes old school dies hard) can be found beyond the canon.

And that making time to read changes who you are in so many powerful and meaningful ways.

These days, the books I know, love, and share are still classic, in some respects, but they are far more broad than that as well.

I’ve learned the following:

Taking time to read is not cheating

If you are grading so many papers that you can’t imagine picking up a book in your freetime, you are grading far too many papers. Small changes in practice can lift that burden and provide much needed time to connect with texts that you can then share with students.

The tried and true are a springboard

Workshop does not mean abandoning all of the texts you’ve worked with over the years. It means making pointed decisions about your belief in the value of whole class novel work, selecting authors to study for craft through mentor text work instead of reading the whole text together, and moving students to some of the more challenging and classic pieces when they are ready. Build readers and then lay the likes of Bronte, Tennyson, and Plath on them. As options. As texts to achieve, rather than endure.

Without a book(s) in your hand and heart, you are cheating

You are cheating yourself and you are cheating your students. I get so excited to book talk new texts, share audiobook snippets with my students, sit down and read next to them, and even to tell them their summative essays will be returned one day later, because I couldn’t put down The Underground Railroad. Students get excited to then share their own reading, in a way that is only really ever achieved because it’s their reading.

When we share our vast and varied reading life, as opposed to saying these are the few books that matter, we are giving students the opportunity to build the love of reading that captures their hearts and minds with high interest material. Yes, we English teachers find Keats to be a master. Many students, with little reading background, find him infuriating and a reason to suggest that “reading is stupid.”

We must give our students time to read every day.

We must talk about books every day.

We must talk with our students about books everyday.

We must read alongside our students.

We must be readers…otherwise, we are in the business of false advertising.


Lisa Dennis teaches English and leads a department of incredible English educators at Franklin High School near Milwaukee. She is currently reading A Man Called Ove by Fredrik Backmanlistening to At the Water’s Edge by Sara Gruen, and regretting never having read 13 Reasons Why by Jay Asher. She’ll be taking care of that later this week. Follow Lisa on Twitter @LDennibaum 

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Teachers thinking about teaching, education, technology and anything else that bugs us.

Ethical ELA

conversations on the ethics of teaching English

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