This post is the continuation of a conversation from the previous post in response to an email we received from our friend an UNH colleague Betsy Dye.
How do we help students understand what we mean by choice, especially when they’ve been given ‘choice’ before in the form of ‘choose from this list of books or topics.’?
Shana: Again, I think modeling is key here. I show students my roller-coaster of reading, including the trashy romance novels I indulge in despite my Masters degree in literature. I show them my pile of abandoned books, for “life’s too short to finish bad books.” I show them classics that I sort of wish I’d read, but never have. And then I show them my notebook pages of books I’m currently reading or want to read.
It also helps that I have students complete visual and written reading ladders each year, and I show new students the previous year’s ladders to illustrate individualized choice. And again, here’s where the class reputation comes in handy as well.
Lisa: ^This. Our stories as readers and writers are gold, especially to some kids who have no such models in their lives. My students laugh at my copy of Don Quixote on my desk. I started it in September. I am 200 pages in. I’ve read over a dozen books since I unintentionally stopped reading that tome, and I had to promise some of my juniors that I would finish it before they graduate next year, but I’ve covered a lot of ground by not allowing myself to get weighted down. Yes, we must press students to finish texts and not become kids that drop book after book without really pushing themselves, but we must also remember that when they do find the one, it can lead to the next one (especially with our gentle guidance) and hopefully many more to come.
In terms of writing, it’s more modeling and the application of the skill each and every day. Sometimes, it seems, it really comes down to endurance. Many kids only write when they have to, which causes them to sit in front of a screen, pound out the required pages, and move on. However, when they get into the habit of writing, when it becomes exploration instead of a narrowly focused task, it becomes less like completing your taxes and more like picking out what to wear. One you do not only do once a year with heavy sighs and confusion because you are basically out of practice and unwilling to do more than the required work. The other provides you with an opportunity to choose, express yourself, and build confidence.
Finally, the classroom library comes to mind. Variety here is key. Students need to see that they aren’t limited by the short list they might receive at the beginning of the year in other classes. If your library has options and you talk about those options often, they will believe. If you build it…they will come.
Amy: I’ll repeat Shana: Confer. Confer, Confer. The more we engage in conversations with our students about what we mean by choice and books and writer’s notebooks and everything else in the sphere of workshop, the more they will understand and take ownership of their choices. We must be willing to admit that choice is hard when they’ve never had it, or they’ve only had tiny tastes of it. So many students are afraid of being wrong, afraid of “the grade.” It’s through our conversations that we have the best chance of eliminating these fears and helping students trust themselves along the way.
How do we open the library shelves to our seniors and help them move beyond the four to six novels they’ve read each year for the three previous years?
Amy: I’ll start with stating the somewhat controversial: I doubt most of our seniors read
all the required novels teachers selected in those earlier years. Every year I ask my juniors how many books they read the year before. Some say they read only the required books. Some admit to starting but not finishing them. Some tell me they didn’t read those books at all. If we are going to make all the decisions about the books we choose for our students, we have to be okay knowing that not all of our students will read them.
Shana: Ha–I know that kids don’t always read what’s assigned, because little goody-two-shoes me didn’t read what was assigned. And I loved reading. In fact, I read John Grisham under my desk while my teacher talked about Catcher in the Rye. I tell students that story, and show them the many weather-beaten Grisham novels on my mystery shelf, and ask them about their guilty pleasure reads, or their life-changing reads, or their escape-from-reality reads. [Amy: or their Wattpad reads] All of those discussions start a conversation about the possibilities choice reading might offer, and we go from there.
Lisa: I asked. They don’t read. They tell me sweetly, but still, they don’t read. Students I had as sophomores will gladly share with me as seniors all the ways they worked to convince me they read The Scarlet Letter, Uncle Tom’s Cabin, and The Adventures of Huckleberry Finn.
Amy: Lisa, I had students publicly confess to not reading a thing in my class in a Facebook group I had several years ago. Stabbed me right in the eye because at the time I had no idea they could be so sneaky — and smart — and still make high grades in my class without reading the same American literature books you mention. It’s like they subconsciously deny the canon!
Lisa: So…how do we open our shelves and help seniors move beyond the books they never read? By offering up a wealth of books they can read, telling them to look through the books at home they’ve always meant to read, sending them to book recommendation lists, talking with them about what they might want to do after high school and suggesting books in that vein, having them talk with peers who have kept up with reading and have recommendations to share.
I had a student who graduated in 2013 come back to observe some of my classes this week. He book talked Ishmael to my AP students today, and I just received an email from a student saying that he went to Half Price Books and picked up a copy tonight.
The power of suggestion is strong. If I am surrounded by people working out, I might consider getting off my couch. If I am surrounded by people complaining all the time, I start to complain too. If I am surrounded by readers, I am going to see what all the fuss is about. Many of our students want to read, but they need time. We can provide it. Many of our students want to read but need suggestions. We can provide those. Many of our students want to read, but only what they want to read.
Bingo. Let’s start there and build on it.
How do we help our colleagues get started with workshop?
Lisa: By inviting Three Teachers Talk to provide professional development! No, seriously. It’s how my team in Franklin saw all the possibility that workshop holds and how to actually make it work day to day. So that comes down to support. Comparatively speaking, curriculum in a textbook is easy. Curriculum you’ve taught for fifteen, twenty, twenty-five years, provides comfort. Running off packets of study-guide questions isn’t too terribly difficult either. Building meaningful lessons from scratch is really hard work. I’ve lived it, and I’ve seen it happen at Franklin as we work to move our 9th and 10th grade classes to workshop. If we didn’t work at it together, it would be infinitely more difficult.
Shana: Support is essential. Whether it’s the kind of support one finds in a workplace colleague, or connecting with a like-minded friend via Twitter or a blog, workshop teachers are part of a community just as nurturing as the ones we strive to create in our classrooms. It warms my heart and fuels my spirit to think of Lisa and Amy working on this craft in their Wisconsin and Texas classrooms, and it invigorates me on days I think I’d rather just run copies of a worksheet. We’re all trying our best to craft strong, student-centered classrooms, and whatever guidance and support we can provide one another is a non-negotiable. Pedagogical reading recommendations, webinars, and Twitter chats can all help our colleagues dive into workshop, and be buoys when we need them, too.
Amy: Yes, to all that, and I can think of two other little things we can do to share this work with our colleagues:
1) invite colleagues to visit our classrooms. I am such a visual learner. When I see a strategy taught, over reading about a strategy in a book, I am much more able to use it successfully with my students. The same holds true for how workshop works. I read Nancie Atwell’s book In the Middle. It is a great book! But I could not imagine how I could make what she described work in my 9th grade classroom with 33 students. It wasn’t until I experienced writing workshop myself via the North Star of TX Writing Project Summer Institute that I got a vision of what workshop looked like.
Too often we teach like castaways on tiny islands, cut off from everyone else. Invite other teachers to walk through, sit a spell, engage in the same routines the students are doing. I think that is the single most powerful way to share the workshop philosophy with other teachers.
2) share student work, excitement, and testimonies. More than our own testifying to the power of workshop, it’s our students’ voices that move teachers. Do you remember the first time you watched one of Penny Kittle’s videos where she interviewed her students? Shana, I think this is the video we watched the summer we met at UNH. I love these boys.
Student voices = the sometimes needed push to fall over the cliff into this exciting workshop way to teach and learn.
Do you have topic ideas you would like us to discuss? Please leave your requests here or in the comments. Thank you for joining the conversation.
Tagged: #3TTWorkshop, Classroom Library, Conferring, readers and writers workshop, Readers Writers Workshop, sharing workshop
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These answers give me hope that I can do a better job next year. I crunched some numbers and on average my general level students read 18 books (250 pages = a book) this year. My AP kids are at 16 books. These numbers are exciting, but I know a I need to do a better job with writing instruction next year. I appreciate all of the advice and activities you amazing educators share.
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