I have changed the way I teach. Completely. It's a scary proposition. It's an exciting endeavor. What I can't believe is that it took me this long to do what I believe is right. I long ago, wrote my senior thesis in college on how "Schools Kill a Love of Reading." I read over 150 literary biographies and the resounding message was "I loved to read until high school and then I hated it." Reading before high school is often driven my choice and enjoyment. There often are not tests and study guide questions, etc. I remember reading in high school--but only the books that I chose to read and none of the books assigned.
This summer, I went to an amazing 3-day workshop given by Penny Kittle and it pushed me to point of realizing and then admitting the way I was teaching was not working for all of my students. I then worked through the realization with the decision that it was time to do something different. I had to have the hard conversation with myself about what I believed was important. I want to help my students become critical thinkers. I also want them to find an appreciation for reading--I know they are all not going to love reading. But I want them to be able to read and appreciate the written word.
I also want them to be prepared and ready for college. Nearly all (if not all) of my students will go onto college after high school. They will be expected to read much more in college than many of them are currently reading. With preparation for college as an important consideration, moving to an independent reading model with a couple whole class texts seemed like the perfect balance and fit. In college, students will be expected to read on their own and to read a lot (200--600 pages per week as a freshman).
So far, I have had 3 students finish books. For 1 student, it was the first book he read cover to cover. I have had students ask to read and take time (with their phones and distractions away) and read. Often in class, they ask for more time than the 15 minutes or so I give them. I know it is because they can focus. They have no choice but to be distraction free in my room. I know that for them it is hard to find that distraction free time/space. I am hoping they begin to see the need for the distraction free time. It is so important.
In addition to reading each day, we are studying writing for craft and not just focusing on meaning--sometimes not talking about meaning at all. We look at how a writer constructs the piece and then write our own--using their model. Students then go back immediately and revise their writing--working to make it better. It is important for students to understand that good writing does not happen by accident. I write on the board as they write and I revise on the board so that they understand that good writing takes time, no matter how often you write.
So far, my students are working hard. There are still students that need to be pushed, but those students who are on the fence are working hard and surprising themselves. I'm looking forward to see what they are going to write about for their first formal paper (due on Friday). I'm excited to see who will be the next student to finish their book and find another they like. I have high hopes (and expectations) for my students and I look forward to seeing them reach and exceed both my hopes and expectations.
This summer, I went to an amazing 3-day workshop given by Penny Kittle and it pushed me to point of realizing and then admitting the way I was teaching was not working for all of my students. I then worked through the realization with the decision that it was time to do something different. I had to have the hard conversation with myself about what I believed was important. I want to help my students become critical thinkers. I also want them to find an appreciation for reading--I know they are all not going to love reading. But I want them to be able to read and appreciate the written word.
I also want them to be prepared and ready for college. Nearly all (if not all) of my students will go onto college after high school. They will be expected to read much more in college than many of them are currently reading. With preparation for college as an important consideration, moving to an independent reading model with a couple whole class texts seemed like the perfect balance and fit. In college, students will be expected to read on their own and to read a lot (200--600 pages per week as a freshman).
So far, I have had 3 students finish books. For 1 student, it was the first book he read cover to cover. I have had students ask to read and take time (with their phones and distractions away) and read. Often in class, they ask for more time than the 15 minutes or so I give them. I know it is because they can focus. They have no choice but to be distraction free in my room. I know that for them it is hard to find that distraction free time/space. I am hoping they begin to see the need for the distraction free time. It is so important.
In addition to reading each day, we are studying writing for craft and not just focusing on meaning--sometimes not talking about meaning at all. We look at how a writer constructs the piece and then write our own--using their model. Students then go back immediately and revise their writing--working to make it better. It is important for students to understand that good writing does not happen by accident. I write on the board as they write and I revise on the board so that they understand that good writing takes time, no matter how often you write.
So far, my students are working hard. There are still students that need to be pushed, but those students who are on the fence are working hard and surprising themselves. I'm looking forward to see what they are going to write about for their first formal paper (due on Friday). I'm excited to see who will be the next student to finish their book and find another they like. I have high hopes (and expectations) for my students and I look forward to seeing them reach and exceed both my hopes and expectations.