Last year, a few days before Thanksgiving, I began what I affectionately call “The Gratitude Project.” (You can read read more about it HERE and HERE.) Essentially, I forced my students–and myself–to carve out some time to reflect on the Good in our lives. We were inspired by Kid President, we looked at an experiment that the Science of Happiness conducted, and we saw how gratitude is being expressed in ongoing global projects such as the 365 Grateful Project and Thnx4. I shared my own musings–in the midst of aging parents–both of whom have battled cancer and defeated the ICU in the last year alone.
In addition to wanting my students to have a positive digital footprint (hence our Passion Blog Project and our use of Goodreads–among other 21st century learning opportunities), I wanted my students’ parents–and the world!–to see the fabulousness these students show me on a regular basis.
The result was a community slide deck where students expressed reasons for which they are thankful this year. Some contributions were light, others were heartfelt, but all reflected the diverse mix of thinkers in Room 1227. Take a look at what they shared below!
Penny Kittle wrote, “A book isn’t rigorous if students aren’t reading it.” This single statement has shaped my teaching career more than just about anything else. And for my first fifteen years, my students (and, chances are, probably yours, too) simply weren’t reading.
I was beyond frustrated.
So, I decided to teach the students in front of me, rather than teach how I had been taught. I decided to teach the students in front of me, rather than reuse the resources I had feverishly created the years before. I decided to teach the students in front of me, even though it required me to turn what I do in the classroom on its side and allow the students–who were fake reading, at best–to choose what books they would read. Part of my rationale was to help my readers build the stamina they’ll need to tackle the 600-pages-per-week of assigned college reading AND the other part was to help them fall back in love with reading.
Study after study has shown that the more students read, the better they will be at reading, writing, grammar, spelling, and even the unavoidable test-taking.
What study after study has NOT shown is that students have to curl up with the Complete Works of the Bard or anything Dickens or even–dare I say it?–Harper Lee. Nope. The studies simply show that students need to be reading. Period. And my students weren’t.
Lest you think your cherubs would never fake-read (which Much-Younger-Me thought), check out the video below. (I show it to my students every September.) It features a group of Penny Kittle’s seniors–all of whom earned good English grades despiterarely cracking a book.
My favorite comment? The Everyman who confesses (at 1:23) to snowing his teachers with, “‘Well, this really gets back to the American Dream’… and then you just make a bunch of stuff up.” That was literally every literature circle in my class prior to allowing choice.
Mind you, this was in spite of my high expectations and my years of facilitating seminar discussions and my feverish crafting of higher-order-thinking questions that couldn’t be found online. (ASIDE: Even now, I generate my own questions so students can’t allow someone online to do the thinking for them. For example, the use of color in The Great Gatsby? I’ll bet few students could ignore the Siren Song of the 52.8 million (!) hits Google just generated for me. In 0.56 seconds.)
Even still, my students weren’t authentically reading. Their writing was formulaic and lacked depth and/or free-thought. Their discussion contributions were superficial and redundant. And both forms of communication merely parroted back what the students thought Teacher-Lady wanted to hear. Or what we had already discussed in class. Shockingly, they fake-read in my class just as much as they had the year before. Even though they supposedly
liked tolerated Teacher-Lady.
However, that all changed once students were allowed to choose what books they were going to read.
I’ll be posting how I have made Choice work in my classroom and the importance of a blended approach separately. In the meantime, if you’re uneasy with allowing your students to direct their own learning, know that I was, too. It’s terrifying. After all, who’s the one with the literature degree in the room, the one who knows which standards have to be met? However, choice in no way means that Teacher-Lady works less or avoids steering students toward rich titles or withholds her vast knowledge about all-things-ELA. On the contrary, it means that in a Choice Classroom, “students assume responsibility and self-direct their own learning.” Which is one of our district’s 21st Century Learning Expectations.
But for Choice to work, there needs to be some ground rules.
1) DON’T JUDGE WHAT THE STUDENTS ARE READING. We can’t assume that because our students are young and inexperienced and don’t hold a literature degree, they are reading “garbage” or “bubble gum” literature. But some of them are. And that’s okay. We can’t shame these lighter-fare choices. After all, when was the last time we went to the library or Amazon.com and left with only Faulkner, Joyce, and Rand? Or we logged in to Netflix and only watched film adaptations of The Bard’s plays? We read–and watch–for different reasons. And if we’re trying to create lifelong readers–or at least readers who will be able to survive the 600+ per week they’ll be assigned in college, we can’t judge what they choose to read.
Plus, it’s about moderation. Those lighter-fare reads are the very Gateway Titles our reluctant readers need to come back into the fold. Rest assured: My sophomores authentically read–and enjoy!–The Great Gatsby. In the spring. When they’re ready. But many of them confessed to fake-reading it when I used to assign it in September. Same level of readers. Same Choice Reading Program. Just students who weren’t yet ready.
2) DON’T ASSUME IT’S QUANTITY OVER QUALITY. And we can’t tell our students that reading should be about quality over quantity. Says who? We don’t always know what our students are reading. We don’t always see the students who struggled through The Hunger Games in September now poring over Vonnegut and Orwell and Heller and Shakespeare in February.
Further, why are they even mutually exclusive? Why not hold students to a higher reading standard, quantity-wise, while helping them climb Teri Lesesne’s “Reading Ladder” toward more complex books? Ironically, I only require my students to read one Choice Book each month–a number so low it would make both Penny Kittle and Donalyn Miller guffaw. However, because my students quickly realize they enjoy reading (they just don’t love what we teachers have done to it), students read upwards of 80+ books during our 10 months together. After reading zero the year before.
3) DON’T JUDGE WHAT GOES ON IN OTHER CLASSROOMS. This is a good rule for all of us. We shouldn’t judge what our colleagues are doing in their classrooms–especially if we’re not current in what the research says. Until we read a professional development book about literacy or attend a workshop or take a graduate class or do something else to professionally develop, have we really earned the right to cross our proverbial arms and assume that what our colleagues are doing (with results) is lesser than whatever we’re doing? Conversely, Choice Embracers can’t judge what goes on in a traditional classroom either. Students need to be exposed to all types of teaching.
4) DON’T ASSUME, IN GENERAL. What if we just put a moratorium on assumptions altogether? We can’t assume that Choice Embracers don’t teach whole-class novels as well. Or dig in to texts with close-reading. Or assign works from the Canon. Or adhere to the one-size-fits-all curriculum that was purchased for us on top of all of the rich work we do with Choice Texts. Choice Embracers do all of that–and then some.
For Choice to work, we need to put our book-shaming and judgment and assumptions aside. Can we disagree? Absolutely. We teach our students that respectful discourse helps us understand other points of view. And isn’t that one of the reasons we read? However, we also need to consider the students in front of us. And teach them.
And, of course, you know where I stand: Let them
eat cake choose books!
Since reading is the inhale and writing is the exhale, our Creative Writing class reflected on which authors have inspired the inner writers in each of us. Take a look at the community slidedeck that we created! (Use the control bar to control the speed.) Teacher-Lady played, too!
Students can’t be reduced to a number. They can’t be defined by their results on a common assessment, reduced to where they fall on a state test, nor limited by their SAT/ACT scores.
However, sometimes numbers don’t lie.
With a towering goal of helping students fall back (or, for a select few, remain) in love with reading–while building their stamina to endure the 600-pages-per-week of reading they’ll be asked to do in college, I need numbers. They help validate what I do in the classroom (e.g., allowing students to choose the majority of their texts, beginning every class with 10 minutes of reading, using Goodreads for goal-setting, tracking, and review-publishing, maintaining a classroom library).
So, at the end of every year, I ask students to tally how many books they read–cover-to-cover during our time together and compare it to what they read the year before.
The. Results. Are. Glorious.
In a world of SparkNotes, Fake Reading, and Beating the System, check out the growth of these amazing, authentic (and hopefully lifelong) readers! It’ll warm your soul.
And just imagine the effect this much reading has had on their writing skills!
DISCLAIMER: These are all honors sophomores. However, I have done my reading experiment-turned-way-of-life for the last 5 years, and the results with my college preparatory students are equally astounding!
Most honors students enter my classroom in the fall with the ability to craft organized, error-free writing. Which is fabulous. However, most students don’t have the tools to take their writing to the next level. (And based on the Traits of an Honors Student, taken from the Honors English course description in our school’s Program of Studies, honors students are already supposed to be writing on a more sophisticated level than their college prep counterparts.) One of the tools we recently emulated is repetition, which is a “rhetorical device writers use to make their point clearer and more memorable” (Your Dictionary).
After looking at some fabulous examples in literature, the students set out to make this sophisticated technique their own. Take a look at some of their publishing!
A few days before Thanksgiving, I asked my high school students to take an inventory of what they were thankful for this year. They knew ahead of time that I would be sharing their lists, and, as promised, I emailed the class projects to my students’ parents and guardians on Thanksgiving morning. (You can view the finished products HERE.)
Part 2 of the assignment was to commit a Random Act of Kindness over Thanksgiving break. On their first day back, the students reflected on their experiences. Take a look at some of the fabulous, very-adult realizations the students made. (I shared the list below with my students’ parents in my December newsletter.) I’m teaching some pretty kindhearted, magnanimous souls!
I’m sort of done with the news. Except for the whole I-don’t-want-to-be-ignorant part. With each shooting, political scandal, and social media war, it’s hard not to head into the holidays with a heavy heart.
And our students feel it, too.
Maybe more than we do.
After all, behind all of the eye rolls, looks-that-kill, and saltiness they might display at home, they expect us adults to keep it together since their brains can’t developmentally do that just yet.
So, in addition to wanting my students to have a positive digital footprint (hence our Passion Blog Project and our use of Goodreads–among other 21st century learning opportunities), I want the world–and especially parents–to see the fabulousness their students show me on a regular basis.
Enter: The Gratitude Project.
With Thanksgiving a few days away, my students and I discussed how much we need to take a day (weekend? month? season?) to focus on all that is Good, to be Thankful for all that we have. I shared my own musings–in the midst of aging parents–both of whom have battled cancer and defeated the ICU in the last year alone. We also discussed the many benefits of being thankful and gave ourselves a pick-me-up with wisdom from internet sensation Kid President!
The students were then each assigned a slide in a class-wide Google slide deck and told to share what they’re thankful for this holiday season.
The next step is for them to share their gratitude with others, since “Feeling gratitude and not expressing it is like wrapping a present and not giving it” (William Arthur Ward).
In the meantime, take a look at what they said. It’s all sorts of fabulous.