Category Archives: Social Networking

#Disrupting Texts in our Senior English Classes

mirror-mirror

Stories that mirror the lives of our students are an important part of our reading lives.

Last year, due to a colleague’s illness, I ended up teaching a section of English 10 part way through the year. It had been years since I had taught English 10 and years since I had taught the main novel that our Grade 10 students study – To Kill A Mockingbird. While I hadn’t taught To Kill A Mockingbird in some time, it had been the subject of much of my professional development reading lately as there is a shift happening towards questioning some of the traditional texts we teach in North American and whether they are the best texts to explore issues of race and other complex issues. In particular, I had been exploring the concept of disrupting the texts we traditionally study in high school as outlined in this excellent series by Kate Stolzfus in ASCD’s Education Update. When we look at disrupting the classic, largely Eurocentric texts traditionally taught in schools across the country, we start to explore how the classic cannon does not necessarily reflect the experiences of the students in our class. Children’s literature scholar Dr. Rudine Simmons first explored the idea that children need mirrors, windows, and sliding doors in the stories they encounter. While windows and sliding doors allow children to look into or enter into the world of people different than themselves, mirrors in literature – where children can see themselves reflected in what they read are equally as important. While Rudine Simmons was talking about children’s literature, this is just as important in the literature we study with our young adults in our high school classes. When we look to disrupt the texts we teach in class, we look for opportunities to provide “mirrors” for all of the students represented in our class, as well as “windows and sliding doors” into the lives of others.

Because I was starting the class midyear, I was not in a position where I could change the books for the course, so I would have to teach To Kill A Mockingbird, but I wasn’t necessarily comfortable with teaching it in some of the more traditional ways I have seen it handled. Like any teacher faced with a new class with only a short time to prepare, I headed to the internet to see what inspiration I could find. What I found has become a valuable resource not just for my Grade 10 English class, but also for my other classes – #Disrupttexts. The #Disrupttexts movement is a grassroots movement started by teachers to disrupt the traditional cannon and to provide resources to do so. The movement was initially a Twitter movement and if you search #Disrupttexts on Twitter, you will find many valuable resources. As well, there is a website where you will find suggestions, lessons and unit plans that suggest alternate titles to the traditional cannon, or texts to teach in conjunction with them in order to bring in other perspectives.

While it may not always be possible or necessary to replace the traditional canon in our English classrooms, by shifting the way we looking at these texts and by “disrupting” our thoughts on the literature we share with our students, we help our students access the powerful experience of seeing themselves reflected in the literature they read.

 

Pam McMartin in English Department Head, Senior English Teacher, and Middle Years and Senior Teacher Librarian at an independent school in Tsawwassen, BC, Canada. When she is not disrupting texts in her classes and her school library, she is spending her time reading reviews and building her to-be-read list from all of the exciting new books from diverse authors coming out. You can follow her on Twitter @psmcmartin. 

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Q & A: How do I do this on my own without other colleagues teaching this way? #3TTWorkshop

Questions Answered (1)

Believe me when I say I understand. Completely. I think many other teachers who took off the old shoes of making all the choices in their English classes and tiptoed, stomped, or danced into workshop instruction understand, too. Sometimes we are the only one hearing the music.

This was me most of the time.

Of course, working with colleagues in highly functioning PLC’s is advantageous. If we’re lucky, we’ve been in a few grade level teams, or even full departments with colleagues who embrace the choice and challenge readers-writers workshop offers and collaborate well. Other times we have to stick with our knowledge of what works best for growing readers and writers and make our own instructional choices, based on what we know is best for the students relying us in our own classrooms. It’s always our own students who matter most.

So how do I do workshop on my own without other colleagues teaching this way?

Here’s the advice I got when I asked a similar question to someone with a whole lot more experience than me in all things authentic reading and writing instruction:   Nod your head a lot, and then close your door.

That’s pretty much what I did for the first eight years when I was figuring out how to manage a classroom library, give students choice in the books they read, hold them accountable in some way for their reading, get them writing more (and better), using mentor texts, conferring semi-regularly, and trying not to lose my mind when I’d go to team meetings and hear “I’m teaching ________ (insert title from the canon) and making students do study questions, along with these specific annotations. Do you want a copy of my test over the book?” Thanks by no thanks.

We teach readers, not books. And maybe it’s just me, but when I hear teachers say “I make my students do ____”, I kind of cringe. Study questions, annotations for all (done with a teacher’s specific rules for notes instead of the reader’s own rules), and tests over books:  Sandpaper on teeth.

When I shifted my instruction to include choice, student engagement soared. I was converted, and I hungered for more ways to fully move into workshop instruction. But at the time, I was the only convert on my campus. I was lonely there.

However, I had company outside my school. Everyone who determines to make this shift does. You may just have to find it.

First off, there’s this blog. I started it with two brilliant teachers, Heather and Molly, I met at a summer institute of the North Star of TX National Writing Project, a site of National Writing Project. We wanted a place to write about how we applied our learning from our institute with our students, and we wanted a space that helped us stay connected. I was teaching at a Title I high school in a district just north of Dallas; Molly had just moved to a high school with a focus on project-based learning in Longview; Heather taught middle school in a district east of Ft. Worth. (If you know north TX, you know we spanned a distance geographically.) I tell you this history for a few reasons:

The National Writing Project advocates for authentic writing instruction, and it is one of the best networks of educators, willing to collaborate and share, I know. If you can link to a site near you, you will never do this work alone.

Three Teachers Talk has grown as my learning about workshop instruction has. Heather and Molly moved in exciting career directions different than mine, and at times this blog has really been one teacher talking as I tried to figure things out. (Note: Writing helps us figure things out.) Then, when I attended the University of New Hampshire Literacy Institute and took a two week class taught by Penny Kittle, and learned with Shana, Erica, and Emily, a similar blog-writing collaboration happened.

We started writing regular posts here called Our Compass Shifts because we were all working to shift our thinking about instruction and apply the learning from Penny’s class with our own readers and writers. Our teaching souls clicked. The Modern PLC. Emily and Erica wrote with us for awhile, but like Heather and Molly they moved on to other good things. We remain friends, but Shana — Shana remains as Diana exclaims of Anne in Anne of Green Gables, my “bossom friend. A bosom friend—an intimate friend, you know—a really kindred spirit to whom I can confide my innermost soul.”

To continue improving, growing, striving to do right by our students, I think we all need at least one bossom friend. I’ve got two in Shana and Lisa, two of the other admins on this blog. (Angela, you’re up-and-coming.)

I had to find them though. I couldn’t keep my classroom door shut and not step in to learning opportunities that helped me grow. Growing takes action.

So how do I do workshop on my own without other colleagues teaching this way?

Seek out connections with others who are making workshop work. All of the contributors on this blog have been where you are. Read their posts. Leave comments. Ask questions. Email me directly if you can’t find answers amy@threeteacherstalk.com. Like everyone else in the teaching world, I’m busy, but I will do my best to help. (And your questions may turn into blog posts. That’s how I met the amazing Lisa Dennis.)

Join a network of passionate educators on Twitter. There’s chats for you. #TeachWrite #DistruptTexts #buildyourstack #3TTworkshop #titletalk #NerdyBookClub #APLitchat #teachlivingpoets all come to mind. So many teachers moving the work of choice and challenge — and equity — forward. If you are new to Twitter and don’t know who to follow, follow us @3TeachersTalk; then, check out who we follow — educators like you.

Read books by those who’ve built a movement, and join in on discussions. Some of our favorite teacher-writers are active on Twitter, and they share brilliant ideas regularly. Thomas Newkirk, Tom Romano, Penny Kittle, Kelly Gallagher, Linda Rief, Cornelius Minor to name a few.

Also, Shana put together a fabulous resource page here. It’s not exhaustive, but it’s a good start.

I know joining chats, reading books, and connecting online does not replace collaboration on a campus, but it does work to help us grow in our practice.

Just like my daughter has online friends who are in the #houseplantclub, and my sister has online friends who play Pokemon Go, teachers — eager to make workshop work for their students — can find the support they need to make this ever-important pedagogy of engaging students as they grow in their identity as readers and writers work.

Press on, my friends, we are here for you.

Amy Rasmussen calls herself a literacy evangelist –among other things. Wife to a lovely man, and blessed to be the mother of six and grandmother of seven (five of which are boys), she loves to read and teach and share ideas that just might make the world a little brighter — for everyone! Follow her @amyrass — and join the conversation around workshop instruction on the Three Teachers Talk Facebook page. Go here see other Q & A posts about Secondary Readers-Writers Workshop.

Do You Have A Date For Tonight?

You do now!

Join Three Teachers Talk tonight as #3TTweets with the incomparable Cornelius Minor. With his boundless enthusiasm, unparalleled generosity of spirit, and passionate drive in promoting equity across our nation’s schools, Mr. Minor will be tweeting with us tonight in an “Ask Me Anything” Twitter Chat!

If you missed our post with Mr. Minor, be sure to check it out!

Then, set a reminder for 8:00 P.M. Eastern tonight, jump on Twitter, search #3TTweets, and follow along, shout out, and/or ask your burning questions. We can’t wait to pick Corn’s beautiful brain and we hope you’ll join us.

3TT Corn Chat

We Cannot Act Alone – Equity For Every Classroom by Cornelius Minor and Lisa Dennis

3TT Corn Chat

Rattling around the dimly lit corners of the teachers’ lounge and shuttered mall locations of Successories nationwide, one can find the oft-quoted sentiment that teaching may well be the greatest act of optimism.

However, I would argue that today’s teacher is far more likely to embody optimism by learning.  

When we stretch, scrutinize, professionally and personally grow, challenge, inquire, and courageously push ourselves to learn for the sake of better understanding and connecting to our students, then we are better educators and better leaders and better agents of change in our classrooms.

Because we need far more than optimism. We need realism.

At the upcoming NCTE conference this November in Houston, Texas, a convention focused around raising student voice, the passionate crew from Three Teachers Talk will be honored to share with a you a talk entitled, “Accomplice”-ing Great Things: An Action Plan for Equity, Inclusivity, and Allied Partnerships in ELA Classrooms.

Additionally, in the realm of hardcore fangirling, I am pinching myself to report that the incredible, incomparable, inimitable Cornelius Minor has agreed to be our Chair for the session. As Lead Staff Developer for Columbia University’s Reading and Writing Project, Mr. Minor is a tour de force in the fight for equity in the classroom whose passion and persistence is blessedly catching to all those who yearn to do better and be better for our students.

The crew at Three Teachers Talk has been in love with Cornelius Minor for years. I had the pleasure of first hearing Mr. Minor speak at the 2016 NCTE conference in Atlanta, Georgia. I recall being so struck by his words that I uncharacteristically approached him after the session. My thanks for his message turned into some sort of incoherent blubbering, I’m sure, but Mr. Minor smiled that blazing smile he’s known for and gave me a hug saying, “We’ll talk soon, ok?”

Maybe my teacher universe didn’t really pitch wildly at that moment, forever altering the trajectory of my work with students, but really, it did.

Among countless brilliant insights Cornelius shared that morning in Atlanta, I was particularly struck by his statement that it’s our job as educators to teach children how to “maintain partnerships” in order to “define our culture.” I recalled this statement recently as Amy, Shana, and I brainstormed on ways to best share our ideas at the NCTE’s 2018 Convention – Raising Student Voice.

Thus, our work as accomplices to our students came to the forefront of our planning, and a few things became clear.

Chief among them; We cannot become who students need us to be if we act alone.

This work toward equity is deeply personal, beautifully nuanced, and to many of us, it is brilliantly new. We are in a constant state of knowing that for far too many children, there is a savage gulf between what education promises and what education is.

We know the research. Girls are underrepresented in science and technology. Children of color continue to be suspended at exponential rates compared to their white peers. Poor children are more likely to attend schools with fewer resources. These outcomes are sexist. They are racist. They are classist. School, as an institution, continues to perpetuate them. We can change this, and we are certain that the way forward is together.

In the spirit of moving forward together, we’ve invited Cornelius to join us for a very special Twitter chat.

So that we can share as much as possible, we’ll be using an “Ask Me Anything” chat format. AMAs, as they are commonly called, are a little different from traditional Twitter chats.

Cornelius will be moderating, but he won’t be posing the questions. You will!

For one hour, you will be able to ask Cornelius anything about literacy, education, equity, activism or Fortnite.

We’re looking forward to seeing where this goes! We’ll put a little bit about Cornelius below so you can get to know him before the chat. Feel free to comment below too with any questions that you hope he’ll answer as we Tweet the night away. 

Can’t wait to see you in the Twittersphere!
Thursday, May 10th at 8:00 p.m. (EST) / 7:00 p.m. (CST)!
#3TTweets 


Here’s a sampling of some of Mr. Minor’s recent (brilliant) thinking:

“We Can Do Better” from the March/April publication of ILA’s  Literacy Today. 

“Five Steps to Launching a Schoolwide Social Justice Movement” from Education Week Teacher

A two-part interview conducted with Laura Hancock at Literacy Junkie


What questions do you have for Cornelius Minor? Leave them in the comment section below as we look forward to watching Cornelius’s fingers fly over the keys on May 10th! Please join us and spread the word for this important discussion with one of today’s foremost educational leaders on equity. 

 

The Trouble with Grading by Abigail Lund

I sit down at my desk. It’s the end of quarter 3 and it’s time for the dreaded report cards — the time where I average the homework grades, find missing assignments, and vigorously come up with something to say. My computer flickers on and my online gradebook comes to life. It happily tells me many students are receiving A’s and B’s and then, as if it is the Ghost of Christmas Past, the dreaded F appears. John Doe: English Language Arts Quarter 3: F. I stare blankly at the screen.

This very moment I had been dreading the whole quarter. What does this F tell me about John Doe? Does it say how much he’s improved in reading over the quarter? Does it say if he knows how to compare two texts or write an introduction to an opinion writing piece? More so, does it tell me about his cooperation with others and his big heart?


A year ago this is how I graded, this vicious, unnerving cycle of grading. Then I found Twitter. Twitter is a beautiful tool, and after a bit of digging I realized that there were other classrooms out there that were gradeless (an amazing Twitter community for all of this is Teachers Going Gradeless; @TG2chat). I wasn’t the only crazy person – so I took the plunge.  The past seven months of a gradeless classroom has changed my perspective and gives my John Does a fighting chance

Gradeless doesn’t mean a lack of assessment. It means giving students an opportunity for success through practice, voice, and self-reflection. A gradeless classroom is multi-faceted and is constantly changing.

In my experience, it offers students more practice, collaboration, observation, conferring, and gives more time to accomplish what I, as a teacher, was asking for previously. Gradeless classrooms take the pressure off of points and focuses on learning and growth (which happens for kids at different times). According to the Organization for Economic Cooperation and Development (OECD), researchers concluded that “after around four hours of homework per week, the additional time invested in homework has a negligible impact on performance.” This very fact was the first step into my gradeless classroom. As teachers, our time is often consumed with grading endless amounts of homework in hopes that our kids will average a decent score at the end of the quarter, but with my gradeless classroom I spend my time on more things of value.

When I finally had this mind shift, I allowed for more student reflection on work, which has a positive affect, and I eliminated graded homework. Previously I spent a lot of time assessing students’ homework. When I decided to move to gradeless I moved more towards rubrics and conferencing, which naturally moved away from homework. Students reflect on the work they have done. Through reflection and rating of their understanding, I am able to confer with them more effectively during our conferencing and small group times – far more than homework ever did.

images.jpgBy ditching homework students have more opportunity for self-reflection and practice without the pressure of having every piece of their work graded. Students take more risks and ask more questions, because there isn’t the fear of failure. For example, student practice work and homework becomes less about getting the right answer and more about the exploration of the process. In the day to day students are meeting in small groups, reflecting on learning using rubrics, and analyzing strong mentor models.

Eventually, as the learning processes unfold, I formally measure students’ understanding through using my State’s standards: student exceeds standard, meets the standards, or does not meet the standard. This assessment occurs after students have had ample time to ask how they need to improve and what they need to learn. There isn’t a specific algorithm for when this assessment occurs, but by meeting with students weekly you will get a strong sense of what your students know and how you can push them towards meeting the standard.

When I started caring LESS about the percentage and MORE about my students learning, I began to let go of control. Gradeless means more attention to detail. As a teacher, I am able to observe student work and evaluate it with a greater purpose in mind. When evaluating, I use standards based grading, which is district initiative. This lends itself greatly to my gradeless classroom because it eventually assesses students on skills and not percentage based scales. Standards-based and gradeless are not synonymous but are blended very easily. If you are thinking about going gradeless, standards based is a route you may want to go, but there are other avenues as well.

This can also be done by creating standards-based rubrics and face-to-face conversations for assessment. It allows for my students to work through projects together to begin with, and after gaining confidence, they often being to soar through the second quarter. Through this gradual release, I am able to create lessons that are multi-faceted and allow students to know what I am expecting, the standards, and how to achieve them.

Some questions come to mind

What will my report cards say if my district isn’t like yours and has percentage based grading?

An encouraging word I was gradeless before my district moved this way. Unfortunately when it comes to report cards you will have to average your students’ work. However, this doesn’t have to be done in the traditional sense of a composite score of homework, assessments, and projects. This can be done with observation notes, through assessing what your students really DO know, and using your knowledge of your students to grade them fairly.

How do you keep track of your students’ progress?

In my classroom I have my students send their work via Google-classroom. This gives me a portfolio of work to draw from when I am assessing with our standards. My students are rated on a 1-4 scale (1: not progressing 2: progressing with guidance 3: grade-level achievement 4: achieving above grade-level). Also students rate themselves on their understanding weekly. I am able to pull from those examples to compile an understanding of where my students’ understanding is.

How did I explain this to my students’ parents?

For the most part my parents were very much on board when I decided to go gradeless, this was probably because we were also going to standards based grading scales, which was a district decision that they communicated to parents. I was very upfront at the beginning of the year, explaining the gradeless philosophy, and had a lot of support from my parents.  With a gradeless classroom I believe that I am talking more to my students than I ever did before, and this translates to home as well. Keeping an open conversation going about student progress keeps parents happy, whether it is concerning grades or not.

Going gradeless is an ever-changing, flexible way of teaching. This isn’t perfection but what in education is? My hope is that my classroom would be a place where students can explore, desire education, and create. My greatest desire is that my students would be known and their ideas & thoughts would be validated. The place I have chosen to start is to know my kids by name and not by a letter.

Abigail Lund teaches 4th grade ELA and math to her fabulous kiddos in Cincinnati. She loves coffee about as much as her husband and cat… and is a self-proclaimed lifetime learner. Catch up with daily happenings and ramblings on Twitter @mrsablund.

Standing, spellbound, among Giants…

So that’s that. I’m almost exactly two years in.

I jumped head first into workshop practice at the start of the fourth grading quarter of the 2016-2017 school year. This was about the same time I asked to try my hand at sponsoring our Student Council on top of coaching football in the fall and soccer in the spring.

I learned I’m a glutton for punishment.

Two years of workshop practice elapsed and I still quake at my lack of knowledge and experience.

I’m still a novice; yet I’m motivated now more than ever before.

Thinking about starting the journey? Look here.  Also, check out this amazing post! This blog contains a wealth of knowledge and when it was introduced to me two years ago, I was smitten.

I think we can all agree that Workshop is both exhilarating and terrifying. It’s kind of like standing in front of one of the largest living organisms on the planet.

Recently, I traveled across California on a site seeing adventure that shared some symbolism with my workshop journey.

As my family and I wound upward in elevation through a mountain forest ten days ago, we started noticing giants. They stood out from the other bits of foliage not just in their massive size, but also in their presence. The sensations reminded me of the amazing teachers I’ve met. Have you ever noticed how some teachers have almost an aura about them? I feel it every day before school, between classes, at meetings or even just walking down the hall.

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Standing among those behemoths was exhilarating. I’m a big guy and these ancient giants made me feel like a tiny speck, a flea at their feet. I’ve never felt so insignificant, small, or helpless. If you haven’t stood next to one, you can’t possibly understand the deep sense of awe, unless you know truly transcendent teachers, as I do.

The same feelings that massive trees evoke pour out of my mind as I reflect on my journey with workshop; which I do often.

Maybe you are like me and sometimes feel overwhelmed by the complicated and time consuming process of delivering workshop style instruction day in and day out.

Many of my peers tell me how much they love this pedagogy, but also remark how much preparation is necessary to be true to what the students need most. They are so right!!!

Despite the struggle.  Despite the time and stress…in me:

bane

So the following ideas are what work best for me:

  1. Engage the professionals around you – I learn more from the professionals around me than I do from anywhere else. Our impromptu hallway discussions are invigorating and refreshing.  Teachers learn best from teachers.

  2. Engage the professionals in your professional library – There exists an avalanche of information for us to access.  Of course Kittle, Gallagher, Romano, Newkirk, Anderson, Atwell and so many others should be studied and reviewed yearly.  There are many new and notable books that I’ve experienced just this year:

  3. Engage the professionals on social media- For so long I was afraid of social media and its potential impact on my professional life.  I felt it was for the kids and better left alone.  Boy was I wrong.  Social media leverages collaboration in a way that nothing else has ever done.  Twitter chats are so much fun to follow, much less participate in.  Check this out.

  4. Engage in reflecting on your own work- Take time to write about your experience.  I’ve found writing about this journey to be cathartic and energizing.  Its more than writing though, its recording my place in this movement.  We are changing the world by advocating for literacy to emerge in the forefront of education.

Charles Moore is currently neck deep in Fates and Furies and is engrossed finding more books for his library. 

Promoting Community in the Workshop Classroom–and Out!

IMG_6878-COLLAGEThere were about two weeks of school when we came back that I wondered if I was doing something wrong.  It seemed like I had WAY too much time on my hands, and I wasn’t quite sure if I was just forgetting about responsibilities, and therefore shirking them in some way, or if I actually was managing my time better.

(Scoffs) Of course, it wasn’t the latter.  I simply FORGOT that I was in grad school.  This past week, as grad school classes started up again, I thought, “Ohhhh yeahhhh, that’s what was missing.”

I have questioned my life choices many times throughout this graduate student plus full-time (and then some) teacher season.  However, it is increasingly amazing to me the fact that teaching is more a study in behavioral psychology than it really is in any content.  The questions we ask ourselves are never just, What should I teach next?  Rather, they are loaded questions like, What can I teach next that will engage students, help them reach their potential, and provide a learning experience that will last beyond my classroom?

For this reason, my current class–focusing on social and emotional components of learning–is rocking my world.  The ore I read, the more I realize that it is my job not only to encourage healthy social and emotional characteristics in individual students, but also with each other.

So as my students are gain their reading strides this year, I’m pushing them to talk to each other about it more than ever before.  Here are some way I’m promoting community in my classroom, even among different class periods.

The Reader Hall of Fame:  This was my colleague’s idea, so I cannot take credit at all.  She started taking pictures of her students with their first finished book, and then she adds a small strip of paper with each new title they finish.  It looks AWESOME, and it really allows a constant brag-on-the-students feel to the classroom.  Students love coming in and seeing the new developments of their friends, the titles they’re reading, and the PAGE COUNT.  Yes.  They compare page counts like nobody’s business.

Book Clubs: This semester I am doing my first round of book clubs with my AP group.  Last semester, the students begged for book clubs.  They wanted to be able to read with their friends, which I think is a totally worthy desire that I do not mind milking for all it’s worth.  My goal is to come up with discussion questions along with the students that will promote discussion about life and the world, as well as education (our thematic topic for this unit).

Whole Class Reading Challenge:  Daniel Pink is haunting me in my sleep for this one–re: extrinsic motivation is not sustainable.  I know. However, when it comes to high school seniors, you sometimes have to pull out all the stops.  I follow Brian Kelley on Twitter (@briank) and he so graciously shared this reading challenge bingo with me.  I told my seniors each time they complete seven squares as a class–each square completed by a new student–they could bring to class.  When we complete three cycles, they can have a movie day.  I’m a sucker.  Feel free to troll me on Twitter.

Red Thread Notebooks, Technology Style:  This semester, my colleague and I are trying to get our seniors communicating across class periods, and even between our two classes.  In order to do this, we are going to take Shana’s Red Thread Notebooks, and take them to FlipGrid and possible Canvas discussion boards.  I hope to have different boards for big topics like LOVE, DEATH, FAITH, FREEDOM, on FlipGrid and allow time in class for students to respond to those boards and each other, referencing their current reading.

#bookstagram:  I love this hashtag on Instagram, and it provides a great way to connect to students in their own world.  I want to show a few photos from the hashtag to students in support of my book talks, and then offer an opportunity for students to #bookstagram their own book, or search the hashtag for their next read.

“Why I Read” Wall:  I’m a sentimental freak when it comes to second semester seniors.  They roll their eyes constantly as I say, “Do you REMEMBER when you said you would never read?!  Look at you now!”  Last week, tears streamed down my face–single ones, thank you–as I told them I believed in them and I’m so glad they’re here.  Beyond the sentimentality simply being my personality, it is also a teaching tactic that requires teenagers to reflect.  This is a skill I never thought would be so difficult to teach, but it is!  I want students to think of reasons why they read, and create a little notecard to hang in the hallway.  We could even steal their pictures from the Reader Hall of Fame and put them out there.  This would provide an amazing message for all the students who come into my classroom’s corner of the world that reading is more than just assignment.

And that’s the dream right there, folks.

So how do you promote community across classrooms through reading?


Jessica Paxson teaches English IV, AP Lang, and Creative Writing in Arlington, TX.  She runs on coffee and exaggeration, a deadly combination at 7 in the morning. Her students frequently describe her as “an annoyingly cheerful person who thinks all her students can change the world.”  Yep, pretty much. 

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