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Category Archives: Readers Writers Workshop

5 Lessons from Public Teaching

51A2WRYQAZL._SX312_BO1,204,203,200_.jpgThis week I tackled a title that’s long been on my to-read list:  Public Teaching: One Kid at a Time by Penny Kittle.  Published in 2003, it’s Penny’s first book, and has a foreword by Don Graves and an afterword by Don Murray.

(Yeesh…no pressure for when the rest of us thinking about writing our first books, right?!)

I loved this book, a collection of short essays plus an interview with Penny at the end.  It was readable, honest, and spectacularly well-written, as everything by Penny is.  I smiled as I read every page–except for the pages where I was crying.  Even in those essays I found myself impressed by the cleverness of Penny’s craft, both in her teaching and writing.

I bookmarked lots of pages and quotes to share with my preservice teachers this fall, but here are five lessons I took away from the reading that I believe are relevant to teachers of all content areas.

 

No one is perfect.

Penny begins her book with several amusing essays on mishaps from murderous crickets to accidentally-transparent skirts.  She eases us into the notion that even she, the great Penny Kittle, has had some missteps in her career, then launches into a few gut-wrenching essays on what she reflects on as her more weighty teaching failures:  a student we never say the right thing to, one we lose patience with, one we never teach to love learning or reading or writing.

We all have memories of those students, and Penny honors this with her writing.  I loved these vulnerable, humble essays that remind me we all ride a rollercoaster of success when it comes to our teaching.

Classroom management is a myth.

Penny tells the story of a novice teacher, struggling to manage her classroom, making wrong turn after wrong turn as a battle with her students escalates.  She has this to offer:

“Classroom management is really about the management of the heart and soul of your students.  The only ‘technique’ that works is a full-hearted human response to their lives, and to the conditions of school.  In some schools students sit in rows and listen, then rush to their next class, to sit and listen even more.  Try to understand the conditions in your particular school and view the entire day through their eyes. … You aren’t bad.  Your students are children, preoccupied with myriad distractions.  It is a natural state.  School is often the unnatural one.”

This advice was so much better, for me, than the age-old wisdom I got from mentors when I first began teaching and a lesson would crash and burn:  “don’t take it personally.”  I did take it personally, and still do, when I lose a class’s attention or a lesson falls flat.  When I learned the lesson Penny teaches here–“You must teach the students, not the content.  I want every student in my class to know that he or she is more important than what I am teaching”–I had far fewer of those flat moments and many more roundly satisfying ones.

Novice teachers need mentors, not critics.

We’ve all heard the statistics that half our teachers will leave the profession within three years.  As Penny says, “teaching, like marriage, is best when you make it past the courtship.”  The first few years are hard, and what makes them easier is exactly what improves my marriage:  talk.  As a young teacher simultaneously full of ambition and anxiety, I became more even-keeled when I found mentors.  I talked with them, they empathized, they advised.  I felt more prepared for my work, but I also felt less alone when I found a group of peers to encourage and support me.  “We have to mentor new teachers, listen to them, and I guess, hold hands once in a while,” Penny remarks.

Less is more.

“Somehow we decided that four short stories is better than one rewritten four times, and it’s a huge mistake.”

Penny’s assertion about the way many teachers conceive of writing is so true to my own learning experience, and as a result, my own early teaching experience.  I’ve been interested in the idea of simplifying my instruction for a while, and of course, Penny helped me see more clearly how to do it–with revision.

“I needed to have them linger longer over less,” she says, then backs it up with stories about an entire day’s work spent on fragments, the slow process of discovery learning, the work and power of weeks of revision on one genre of writing.  We have to jettison some things if we really want students learning, to keep it simple, to remember that less is more.

Teachers need to write.

By joining a writer’s group of teachers at her school, writing an essay for the local paper with her students, and carving out the time from motherhood to write, Penny learned to be a much better teacher by writing.  Her peer and student readers, as well as her editors, taught her to “be positive.  Encouragement works; criticism hurts.  Be careful with words.”

It’s hard to learn this lesson if you’re not a writer yourself, and Penny shows us her journey to becoming one throughout her essays.  She describes the early days of her writing group this way:

“Their criticism stung.  I didn’t like it.  You have to be careful when you’re correcting someone’s work.  I don’t think I was careful enough with my students all those years before.  It was so easy to just tell them what wasn’t working and think that was helping.  In writers’ group I learned quickly that compliments showed me what I could do and gave me confidence, criticism confirmed my fears and left me frustrated.  When I confidently approached a piece to revise it, I was playful.  When I went back to one in frustration, I usually made it worse.”

We become better teachers when we do what we’re asking our students to do–it’s only then that we can really know what we’re asking of them.  I highly recommend reading Public Teaching, doing some writing (how about with us?), and reflecting on your teaching by doing both.

43ccacd3aa51c2341980e1e34e34cba6.jpgAs we near the end of the school year, I hope you can find truth in one of Penny’s final statements:  “In my experience, it isn’t the stress that’s left the greatest mark, it is the joy.”

Shana Karnes 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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Author Bios – A Follow-up

I collected these papers 20 minutes ago, and I am smiling so hard that my second period class coming in asked me what was going on.

A few days ago, Amy wrote a post about students writing their own author bios. It was an idea that snuck up on me a few weeks back when Amy Poehler’s author bio made me laugh out loud.

Following much the same format that Amy detailed earlier this week, I introduced the idea to my students of writing our own author bios by reminding them of what they have heard from me one thousand times before over the course of this year:

“We are readers and writers.”

To reflect this persona, I shared with my AP Language students a quick writing prompt that is turning out to be one of the best writing assignments of the whole year.

When Brianna turned her piece in this morning, she had a huge smile on her face. “I had SO much fun doing this.” Brianna, as studious, driven, brilliant, and stressed out as they come, was beaming ear to ear. What a testament to the power of writing with self reflective purpose.

To facilitate this assignment we:

  1. Looked over several sample bios from our book club books, some texts off my shelves, and a few internet suggestions.
  2. Students talked at their tables and came up with a list of “look fors” in this type of writing. I was impressed by not only the length of the list, in terms of what they noticed, but some of the insight. “If you are going to write a funny book, be funny. If you’re writing about the Nazi’s, that’s not a good idea.” True, true. Style and form must match purpose. I love it.
  3. Students then drafted both a current and a future author bio. The future bios were far and away the best. Students really embraced how wildly accomplished they will be as readers and writers after college. Additionally, this group is apparently going to rule the world.
  4. Peer feedback came next, with an inclusion of Shana’s “Push and Pull” feedback strategy. It was wonderful to see the details and voice emerge from their pieces. Celina had a line about winning the Nobel Prize, an Oscar, and a Grammy. I suggested she tell us what she won the Nobel for, who she co-starred with for her Oscar win, and how many albums she sold for the Grammy. “Oooo! I helped kids in the Sudan by supplying them with books (Mrs. Dennis swoons), Brad Pitt came out of retirement to play my dad in the movie, and I sold a record to every high school student in America, Spain, and the Ukraine.” Yes, yes, yes!
  5. Students took the peer and teacher feedback, went off to polish one of their bios, get an author picture, and turn in a final draft.
  6. These are HOT off the presses and I am so proud of their voice and creativity.

If you only look at one example, check out this first one. Brianna had me laughing out loud. No wonder she was beaming ear to ear.

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From line one, this piece had me laughing out loud. Brianna could not be a more serious student, but this work let her voice shine. I LOVE it from start to finish. 

Connor is a pretty quiet kid in class. His writing fluency has improved A LOT this year. And look at that smile! 

Charlie just won the most prestigious scholarship Franklin offers, because of his service, incredible heart, academic achievements, and being an all-around amazing person. He really opened up in his one pagers this year. I could not be more proud of this young man. 

Tahseen is a very serious young woman, but the little quips in here brought out her true voice. 

JJ too had a ways to go with his writing fluency and voice development. I’m seeing it now! 

Errin is a young woman whose name you will know someday. I am SURE of it. She had this shirt on in class this morning. The picture was taken before 7:00am. 

Lisa Dennis teaches English and leads a department of incredible English educators at Franklin High School near Milwaukee. She delights in writing in the third person, claiming it’s akin to an existence in parallel universes. Follow Lisa on Twitter @LDennibaum 

Book Clubs Save Lives (and Sanity)

I don’t know that I would survive the end of the year without book clubs. While this might sound hyperbolic, I don’t think it’s an exaggeration to suggest that book clubs are the very best way I have found to round out the school year with meaning and enthusiasm for all parties involved.

In the past, I might’ve said that the end of the year was a time to push through and cover material for a final exam. In the past, I might have suggested that the end of the bookclub4year was a time to have students start summarizing work that we had done in order to demonstrate cumulative knowledge, as if a project could encompass all we’d learned together. In the past, I believe I was missing the point.

I have since come to see the end of the year as the perfect opportunity to allow my students to dive once again into high interest texts in a way that promotes choice, challenge, meaningful talk, reflection, collaboration, exploration of weighty topics, and (ideally) momentum to continue reading over the summer.

Where previous final projects and speeches felt…well, final, book clubs feel like both a continuation and extension. We are honoring what we’ve been striving for all year – to be active, engaged, authentic readers.


Disclaimer:

This is not some sort of educational utopia. These are, after all, seniors who graduate in three weeks. For some, it’s rough. It’s been rough for awhile. But I keep at it. 

I have a group of gentlemen, smart (though resistant) lads, who’ve spent precious little time reading and an irritating amount of time complaining during discussions. Perhaps, if they had more carefully looked over the extensive list of options, and/or read the descriptions of the books, I wouldn’t have been compelled to give my “I’m not angry, I’m just disappointed” talk after their last discussion. 

Three. Weeks. To. Go. 


Overwhelmingly, though, I’ve been blown away by the discussions I’m listening to and participating in.

Top nonfiction texts in my post-AP test book clubs this year include:

  • Evicted by Matthew Desmond
  • When Breath Becomes Air by Paul Kalanithi
  • Columbine by Dave Cullen
  • Missoula by John Krakauer
  • Brain on Fire by Susannah Cahalan
  • Detroit: An American Autopsy by Charlie LeDuff
  • American Sniper by Chris Kyle
  • The Power of Habit by Charles Duhigg
  • Zen and the Art of Motorcycle Maintenance  by Robert M. Pirsig
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A discussion on When Breath Becomes Air recorded with Screencastify

Discussions take place each class period and I’m having my kids occasionally use Screencastify (a plugin that took my kids 2 minutes to install and 3 minutes to configure and get comfortable using) to record those conversations.

They can record for up to ten minutes at a time for free and instantly send me the link via Google Drive. This way, I can float around all class period to gather insights, but if I get hung up or want to check in more carefully with a group, I have a snippet I can pull up and listen to whenever I want.

And, for the first time (both in the spirit of inspiration from my reading of Disrupting Thinking by Kylene Beers and Robert Probst and needing inspiration to keep things fresh up until the bitter end), we’re focusing discussion on just two questions:

  1. How is this reading changing me?

  2. How is this reading changing my view of the world?

Beers and Probst have reminded me that the more often my students see books as “invitations to experience new thoughts” as opposed to “burdens,” the sooner we can realize the “ultimate goal of reading”  which is to “become more than we are in the moment; to become better than we are now; to become what we did not even know we wanted to become.”

I’ve heard students discuss mortality and our responsibilities to the aging population, whether it’s better to have a community that is falling apart or no community at all, how they can use knowledge of habits to change their own and improve their lives, and what it means to overcome tragedy based on their reading coupled with their own experiences. As Amy said in a previous post about book clubs (with a bonus of suggestions for several great book club titles!), “Just let them talk.”

I want my students to spend every last class minute we have together focused on what they want to become…with books in their hands. Then, we are going to make goals for summer reading.

I don’t want to let them go without a plan to keep reading.

It’s my job to keep them reading. Our democracy, their spirits, and my sanity depend on it. How’s that for hyperbole? #booklove

Are you rounding out the year with book clubs? What are your students discussing? What are they reading? Please leave your ideas in the comment section below. 


Lisa Dennis teaches English and leads a department of incredible English educators at Franklin High School near Milwaukee. She has added eight books to her summer reading list just based on student discussion the last few weeks. No hyperbole. Follow Lisa on Twitter @LDennibaum 

 

An Idea: Author Bios and Some Focus, Wit, & Polish

I stole this idea from Lisa. She said it was okay that I write about it first. Bless her.

I finally feel like I’m getting a little of my writing mojo back. If you’ve been following my posts lately, you know I’ve had a hard time. I loved my student teacher, but I missed my students and how they inspire me to want to write and share.

It hasn’t been easy taking back my classroom. I am much more intense than Mr. G, and this translates to mean for some of my students. It’s true I grade hard, expect a lot, teach bell to bell. It’s not that he didn’t — maybe it’s just that I’m 50+, and he’s close to half my age. Whatever the reason, reinvigorating relationships hasn’t been easy.

Kind of casually one day, Lisa suggested she wanted to write author bios with her students next year. She said she’d read a few she wanted to use as mentor texts, thinking this little writing task would be a way to help her students develop their identities as writers. What a fantastic idea!

So last week for our writer’s notebook time, we wrote author bios, short, little, quippy, quirky writing that states who we are and why we write. (We still need work on the why we write part.)

booksforauthorbiosI prepared first by reading the inside back covers of some of my hardback YA literature. I chose four bios with similar elements:  Andrew Smith, Winger; Julie Murphy, Dumplin‘; Heather Demetrios, I’ll Meet You There; and Jason Reynolds, All American Boys. {Bonus: four book talks, along with the author intros. Boom.]

I explained the task:  We’re going to read four short author bios and then write our own. Listen to each one carefully, so we can pull out the similarities within each one.

We charted the elements of the bios on the board and then drafted our own.

authorbio

We spent five minutes on the writing, two minutes on revision, and six minutes sharing with our peers. We laughed. We wondered if the authors wrote their own book cover bios. We discussed our writing process.

“It would have been easier writing about someone else,” one student said.

“I need more time to think of how to say things,” said another.

“This would be fun to do at the beginning of the year,”

“I don’t do anything!”

“I’ve never won anything!”

“I cannot write that I am interesting when I am not interesting.”

“Can we write about what we want to do in the future instead?”

Oh, yeah, we stirred the pot, and ideas bubbled out. Throughout their questioning, my response remained:  Be creative.

One of the best books I’ve read on writing is How to Write Short: Word Craft for Fast Times by Roy Peter Clark. I marked it up with lesson ideas:  “the whole chapter would make a great lead in rhetorical analysis” and “on annotating: read before starting 1st book club” and “use b/f narrative –teaches analysis with song lyrics” and “parallel structure & compound sentences!”

This paragraph from the introduction is a great reminder for all types of writing — and writing instruction:

How to Write Short

Focus, wit, and polish. My students and I talked about our identities as writers. We talked about the time it takes to develop our voice, our craft, our meaning.

As they read their author bios to one another, the cough of community clamored just a bit, and in a few minutes the whole classroom caught it.

MariaLauthorbio

MariaCSkyauthorbioMicaelaauthorbioTreyauthorbioI reminded students as they write over the next few days — finishing their multi-genre projects, their last major grade — to write with intention, to write in a way that shows the answer to the last question I’ll write on the board this year:  How have you grown as a reader and a writer?

In the fall, I will do this exercise again. We will write our author bios at the beginning of the year, on day one, maybe. We will spent a good deal more time on them, and we’ll return to them again and again as we practice the moves all writers make to produce effective, convincing, creative writing. We will publish our writing with our bios. Hopefully, this will help us keep our sights on Focus, Wit, and Polish in all aspects of our writing.

How might you use this author bio writing activity? What tasks do your writers do that help them take on the identities of writers? Please leave your ideas in the comments.

Amy Rasmussen lives in north Texas and teaches AP English Language and English 3 at Lewisville High School. She loves talking books, daughters’ weddings (two this year), and grandbabies. Facilitating PD for other teachers making the move into a workshop pedagogy delights her. Amy adheres to the words of Emerson: “We aim above the mark to hit the mark,” and Jesus: “Love one another.” Imagine a world if we all aim higher. Follow Amy on Twitter @amyrass.

Varying Paragraph and Sentence Length for Effect

The formula is simple.

 

Pair a simple, declarative sentence in its own paragraph with a longer, more detailed paragraph to follow.  The two paragraphs set against each other will balance the other’s flavors out nicely.

 

Practice it mercilessly in workshop and use sparingly in finished work.

 

As you can see from this blog post, an entire essay or article that’s filled with long-short paragraph variations is going to tire, frustrate, and bore readers easily.   It will also become predictable, just like predicting that LeBron James is going to score 20 points in a game.  The good news, however, is that once you introduce the trick, you can invite readers to look for it across their reading.

 

Mentor texts used: An article about Alec Baldwin’s Donald Trump impersonation from The New York Times and a chapter from The Nix by Nathan Hill (hardcover pgs. 482-492) Note:  read over these mentor texts before using to see if they are appropriate for your students.  

Teaching this technique – version A:

 

  1. Invite students to freewrite off of each of these starting sentences from these mentors: “It takes seven minutes” or “Today was the day he would quit Elfscape.”
  2. Have students share their work.
  3. Reveal first two paragraphs of the Times article and page 482 from The Nix.  (Note: the vocabulary on this page of The Nix is tough, so I would suggest using it as an example of the technique only.)  
  4. Identify ideal locations for this technique (leads, beginnings of chapters and sections.)
  5. Practice this technique in a freewrite or on a piece in progress.

 

Teaching this technique – version B:

 

  1. Have students read the New York Times article and flash-skim the chapter from The Nix.  Unless you want students to read a sentence that extends for ten pages…
  2. Ask students about how and why these two authors decided to begin paragraph 1 simply and laden paragraph 2 with all the details.  Why might an author decide to describe a character’s decision to stop playing an online role playing game with zero periods?  Why might the Times author give us excruciating detail about Alec Baldwin’s Trump makeup?  To what extent are these “characters” portrayed similar?  Or are the purposes here different?
  3. Invite students to “hack” their own writing or another expository piece (e.g. a history or science textbook) to mimic the long-short style.  Is this an improvement?  Is the writing worse?  Why or why not?

 

Amy Estersohn teaches middle school English in New York.  She has never played an online role playing game and only pretends to know how to play paper and dice role playing games, so reading The Nix wasn’t easy.  Follow her on Twitter at @HMX_MsE.

3 Ways to Offer Choice and Challenge in Reading

Yesterday I got the opportunity to write for our state NCTE affiliate, the West Virginia Council of Teachers of English!  Their best practices blog is full of great stuff–definitely check it out, and follow @WVCTE on Twitter for more ideas and resources.

Here’s my offering for their blog–and I’d love to know how you offer your students choice and challenge in their independent reading.  Please share in the comments!


I can be a bit of a lazy reader.

I get impatient while reading, waiting for the plot to pick up, and abandon books with gusto.  I leap from mystery to mystery, romance novel to short fiction, and toss in the stray nonfiction book when I’m feeling curious.

When I first began making choice reading a priority in my classroom, many of my students were lazy readers, too.  They gobbled up YA fiction in droves, but balked when I booktalked a classic, or an award-winning piece of fiction, or any nonfiction.  Some of them refused to move beyond their genre of choice for a whole year.

I knew, when I committed to choice reading, that it went far beyond just YA.  I knew that all kids were capable of reading sophisticated texts, making complex choices about when and how and what to read, and that all readers have a hunger for a challenging, engaging read.  But I wasn’t seeing my students living out those expectations, so I built in some structures to help them get there.

Reading Challenges — I began scaffolding students up to more difficult reading choices with reading challenges.  I read about these in Book Love by Penny Kittle, but wanted to put my own spin on them as far as making very specific challenges went.  So, the first reading challenge involved picking a book outside your comfort zone (which required a fun day of work identifying our own reading zones); the second challenge involved reading a nonfiction book, the third involved reading an award winner, and so on.

By working as a whole class to try new books out simultaneously–me reading along with my students–everyone felt comfortable getting uncomfortable.  We were all struggling along together, trying to decipher the vocabulary in a new book, or the structure of a new genre, or the style of a new kind of writer.  I built in mini-lessons on these things, but I think it was most helpful that we talked about these issues in the light of being real readers–not “struggling” readers.

Authentic Writing about Reading — When I first joined GoodReads many years ago, I realized how much my reading life was improved by just quickly taking the time to rate what I’d thought of a book.  Before that, I’d start and finish books and never really think about them again.  Soon, I began writing short book reviews, and then long ones, first just for myself, and then for the benefit of other readers.  I began reading more book reviews to get a sense of what I might talk about other than writing and characters.

I wanted my students doing something similar, so we began studying book reviews–popular, funny ones on Goodreads and Tumblr; professional ones in the New York Times and the New Yorker; even famed reviewers like Roger Ebert, whose writing moves about film we applied to books.  Students began tweeting at authors, writing reviews informally in their notebooks and formally for our school paper and giving their own booktalks to one another.

Nurturing a Real Reading Life —  No longer were kids feeling confined to books I handed them.  They began to choose books more independently, armed with information about their tastes, their peers’, and what was popular in general.  I began to see more students reading books that didn’t come from my classroom library, more students talking to one another about books, and a bigger variety of books being read in general.

In my own reading life, I modeled these challenges.  I read The Great Gatsby, Walden, and a few other classics for the first time in years, and truly appreciated them more during these second reads.  I wrote book reviews on Goodreads, the Nerdy Book Club, and Three Teachers Talk.  I tracked my reading in my notebook, on GoodReads, and on Twitter, setting goals and trying to take a moment to jot down, in quick review form, WHY I liked or didn’t like a book.

These practices not only helped me become a better reader; thePicturey helped my students grow as readers, too.  Anna’s favorite book of all time became the award-winning A Constellation of Vital Phenomena, while Connor was blown away by Ta-Nehisi Coates’ Between the World and Me.  These books and more were chosen, read, and evaluated independently, without the confines of assignments or the too-broad sea of “your choice” to hold them back.

Shana Karnes 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.

Where Dioramas Go to Die

I picked up my first pedagogy book of the year this week and I can’t put it down. Disrupting Thinking by Kylene Beers and Robert Probst is living up to its name. It’s 1950’s Louise Rosenblatt Reader Response Theory meets a desperate modern need to educate kids to be responsible consumers of information in order to compassionately embrace the viewpoints of others.

The first few chapters have felt like the perfect “Now what?” for someone that has recently made the move to workshop.

My kids are choosing what they read. Now what? 

I’m devoting class time for students to build this habit. Now what? 

My students are reading more and more. Now what? 

The “now what” is to really think about the how and why we read. The text details insights on building responsive, responsible, and compassionate readers who will interact with a text, rather than just extract from it, question the text, and open themselves up to the text in order to see other points of view.

Cue the angelic choir and parting clouds. I’m ready.

But, I am also guilty of not always facilitating this type of reader response. Not on purpose, of course, but just out of difficulty in dealing with the daily grind.

We read. We talk. We mini lesson. We write. We rearrange the order. We repeat.

However, somewhere in there, we also lose a lot of readers. The once enthusiastic elementary kids, with their literal cartwheels about books, often come to us as vacant vessels of readicide. How does this happen? Beers and Probst suggest that “we have made reading a painful exercise for kids. High-stakes tests, Lexile levels, searches for evidence, dialogic notes, and sticky notes galore – we have demanded of readers many things we would never do ourselves while reading. We have sticky-noted reading to death” (46).

Now, ironically, I’ve written quite a few sticky notes around the insights in this book…postitI like to organize my thoughts this way. And, in no way am I suggesting that pulling ideas from a text is malpractice. At the end of the day, of course we need students to think deeply about their reading and demonstrate that thought through talk, written reflection, and/or analysis of some kind.

But what is appropriate? What is too much? What kills a desire to read as opposed to igniting it?

In search of some renewed inspiration, Disrupting Thinking had me laughing out loud as it got me thinking about why and how I interact with texts:

Seriously, as you finished the book you most recently enjoyed, did you pause, hold the book gently in your hands and say to yourself, ‘This time, this time, I think I’ll make a diorama’?…Do you write summaries of what you read, make new book jackets, rewrite the ending, take tests over every text? Any text? Do you want your reading level put on a bulletin board for all to see. Do you even know your damn reading level? (Beers & Probst 46)

So, how do we balance professional responsibility, a love of content, a desire to build up students as readers and writers, and the knowledge that a lot of what we’ve done (or still do) in our classrooms actually exhausts, irritates, and/or alienates our students from reading?

Unfortunately, I don’t have all the answers. This is a reflective process in action.

What I do know, is that Disrupting Thinking has me…thinking about it. A lot. It also has me vowing to put a few things into practice and promote a few others in my classroom:

  1. Promote Responsive Readers through more and more opportunities to talk about choice books. I’m guilty of still trying to “make sure kids are reading,” when in fact, most often, they are cutting corners in that reading if we are trying to “catch” them. Book clubs, conferring, and talk through reflective notebook writing promote low stakes opportunities to share insights on texts.  With mentor texts to support skill instruction, the thinking can be applied to choice reading, but doesn’t necessarily mean that I should be looking to choice reading as a summative data point.
  2. Promote Responsible Readers by working to find a balance between supporting/celebrating reading and “holding students accountable.” This is an imperfect science to be sure. I find that the more I talk with students one on one, the more they have to say, and the more I can directly intervene to move them forward to more challenging books, deepen their understanding of why I want them to keep reading in the first place, and celebrate their successes as independent readers. Save the evaluation for skills based cold reads when the curriculum demands the assessment we as teachers need, while keeping in mind that many students don’t see those assessments as their responsibility to reading, and I would argue, nor should they.
  3. Promote Compassionate Readers, again, through talk. When I read something that is changing my perspective on the world, myself, or life in general, I want to share that with someone. I want to share that with many someones. I also know, that to grow in my reading life, I need to read a wide variety of books…books that challenge my long held beliefs and understandings (or misunderstandings) of the world. Again, this is where helping students to diversify their reading lives is so very important.
  4. Talk, Talk, Talk! I’ve been asking my students two questions this week to drive their book club discussions: How is this changing me? How is this changing my view of the world? These two questions invite personal connection and reflection. I can’t wait to hear my AP students’ book club discussions!

Lisa Dennis teaches English and leads a department of incredible English educators at Franklin High School near Milwaukee. Her thinking has been disrupted and she’s loving it. Follow Lisa on Twitter @LDennibaum 

Heinemann

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