Marcus and Jim are back to talk about reading—more specifically, the broader discourse in education that students aren’t reading nearly as much as they used to.
Whoot! to guys/teachers who have a gratitude practice. It’s something I do and has really been helping me out, especially to get through the October teacher blues.
I just had a side conversation the other day with the dept chair about reading novels in class. It seems important. I never did it memorably in a class, with a class, when I was in high school. But, I do remember when I began to get into reading. It was my junior year (that would’ve been 1997) and the student teacher assigned us independent choice reading. I chose a Jane Austen book because my sister and friends were into Jane Austen at the time and so a bit of that peer pressure helped me to become a reader that year. I honestly didn’t read novels or even chapter books much before then. Oh I suppose there were a few of the Boxcar Children books. But beyond that, I really have no recollection of reading much before junior year.
I think there’s something to reading a book in community, and independent choice reading, and peer pressure. But yep, as you guys discussed, testing, and learning reading skills, seems to be killing those opportunities these days in my classroom, too.
Appreciate this comment! I definitely remind myself often that different systems work for different students, which is why I try to stay flexible in my own classroom—the goal is that at least one system of reading (choice, whole-class, shorter texts) meets each student where they need to be met, while the others are opportunities for growth.
Still, the idea of "reading a book as a community" is a deep conviction of mine right now, which is why I lean into it in practice so much whenever possible.
I’ve been wanting to hear other English teachers’ takes on these topics, so I valued being able to eavesdrop into your conversation. Thank you!
Whoot! to guys/teachers who have a gratitude practice. It’s something I do and has really been helping me out, especially to get through the October teacher blues.
I just had a side conversation the other day with the dept chair about reading novels in class. It seems important. I never did it memorably in a class, with a class, when I was in high school. But, I do remember when I began to get into reading. It was my junior year (that would’ve been 1997) and the student teacher assigned us independent choice reading. I chose a Jane Austen book because my sister and friends were into Jane Austen at the time and so a bit of that peer pressure helped me to become a reader that year. I honestly didn’t read novels or even chapter books much before then. Oh I suppose there were a few of the Boxcar Children books. But beyond that, I really have no recollection of reading much before junior year.
I think there’s something to reading a book in community, and independent choice reading, and peer pressure. But yep, as you guys discussed, testing, and learning reading skills, seems to be killing those opportunities these days in my classroom, too.
Appreciate this comment! I definitely remind myself often that different systems work for different students, which is why I try to stay flexible in my own classroom—the goal is that at least one system of reading (choice, whole-class, shorter texts) meets each student where they need to be met, while the others are opportunities for growth.
Still, the idea of "reading a book as a community" is a deep conviction of mine right now, which is why I lean into it in practice so much whenever possible.