Tag Archives: independent reading

Leaving Teaching: Who Gets the Books?

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So MANY Books…going to a good home!

After nearly 16 years of teaching and learning with young people, I’m leaving the classroom at the end of the school year.

I am not leaving entirely; rather, I’ll be working in a program that prepares pre-service teachers, a pursuit I’ve wanted to dedicate much more time to doing.

Now, though, is the hard part of leaving. My first thought after accepting my new position was: what is going to happen to my books?  I knew I wanted them to go to someone who knows why a robust, diverse classroom library matters–for all kids, but, in the case of my work, particularly for underserved kids. I also wanted to be able to give the library to someone who might not have the resources to acquire this treasure for him/her/themself.

And while I’ve worked to create a school-wide culture of independent reading at my current school, I’m not so sure it will continue in ways that I’m comfortable.

So, this was a wonderful opportunity to look backwards–something I’m not that fond of doing because, well, when that happens we can see the good and the bad.

Hindsight, certainly.

I have a beloved colleague that used to teach down the hall from me about 10 or 12 years ago. We have continued to be critical, thoughtful friends for each other over the years. He’s wanted to gain a foothold with independent reading with his kids. He knows it matters. He has made smaller achievements with them. He could make leaps and bounds, I think, if he had more resources. His school’s budget has been trimmed even more.

Supplies, particularly books, are usually the first line item to be cut.

He is taking all of the books. All nearly 900 of them that kids WANT to read. He and a colleague are driving across town and will load them all and take them back to their school. 

This colleague sent me an email asking for money for the library.

Is he kidding? But that’s how Chris is. I told him that the fact that I know the books are going to be read and re-read and that that library is going to be used is all the peace of mind I could ever want, and a small step towards giving kids access to all the books they want and need.

But yes, he could take me to dinner and we can catch up as thanks, for sure. Always. I’m also reminded of how ideas leave us connected and believing in the power of literacy and kids’ rights to have literate lives, reminding us to work like heck to realize those ideas.

 

 

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Filed under Book Love, Reading Lives, transitions

Homework Will be the Death of Me #hfellows

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‘Cause Drake is always the answer

Perhaps I’ve been prolonging writing this blog post because I simply couldn’t figure out a way to begin.

 

For the third time, I have a cohort of young people that I’m bringing along in my sophomore English class with the goal of preparing them to move into advanced/Honors English classes. I’ve been successful with the previous two cohorts, so successful that I decided to actually document my work as part of my Heinemann Fellowship. (I won’t write too much about the genesis of that question, as I’ve written a post for Heinemann that I’ll link to when it’s up to provide that background).

This third cohort has confounded me, though. In a moment of feeling like an absolute failure, my colleague (@emilytwo) reminded me that documenting what isn’t working will help me to answer those inevitable questions we all ask when we are teaching: what do we do with the kids who “don’t get it”?

In short: I have never had a group of kids who didn’t do the independent reading that is their assigned homework. Their nightly expectation (seven nights a week) is to read their independent choice reading book for 20 minutes.

We are nine weeks into the year, and there are a few kids who consistently do not complete their reading. They are apologetic sometimes when they explain that they have other work to do, or practice, or they forgot, or…

Sure, a missed assignment here or there isn’t going to be detrimental, but when it keeps happening and nothing changes, we.have.a.problem.

When I ask the kids, they say they know reading is important. They know that it’s tied to increasing their overall reading comprehension and fluency and enjoyment. They love the books they’re reading, even! It’s just that, when they’re faced with read a book outside of class (THAT THEY CHOSE AND GENERALLY ENJOY), they simply don’t do it.

What I’m getting at is that I’m trying to figure out what it will take for them to just do it. I want reading to be as natural to them as breathing. We’ve tracked the way they use time in the day to find gaps. We’ve set reminders on phones. We’ve brainstormed ways to get in the reading, even breaking it up into chunks.

If reading is a habit we develop, how are these kids going to develop a habit if they don’t do it consistently?

I’ve been able to figure this out for so many years.

Until now.

And it’s the not knowing how that keeps me awake at night.

Image credit: https://media.isl.co/2015/05/drake_7.gif

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Filed under Heinemann Fellows