Classroom Libraries · co-teaching · Culture · Literacy · Reading · Reflection · Students · Teaching · Uncategorized

Taking “A Novel Approach” to EMPOWERing Students

img_3133Taking “A Novel Approach” to EMPOWERing Students 

Introduction

This year, I read both Empower: What Happens When Students Own Their Learning by John Spencer and A.J. Juliani and A Novel Approach: Whole-Class Novels, Student-Centered Teaching, and Choice by Kate Roberts, and these books inspired me to make huge changes. Most notably, Deborah Maynard (intervention specialist) and I used these two texts to collaboratively make changes to our end-of-the-year unit surrounding The Tragedy of Romeo and Juliet.

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A Novel Approach

Over the last few years, we have made some gradual changes away from whole-class required reads for many reasons, but The Tragedy of Romeo and Juliet has always remained a staple of our English I curriculum.

The Debate:

Whole-class texts: Independent reading:
“Believing in teaching whole-class texts–long or short–suggests the belief that struggle is productive for young readers, that kids that kids need to read great books, that focusing on a common text builds strong and literate reading communities, and that students benefit from controlled questions and activities led by a proficient reader (the teacher).” “Choosing to focus on independent reading shows the beliefs that reading ability matters, that kids are going to benefit most from having experiences with great books that they can read on their own with strength, and that knowing the skills it takes to read any book will help them to build greater independence. This also suggests a belief that choice in reading is essential in building a strong reading life and that often our very identities are in part shaped by the books we have read.”
Both excerpts are from Kate Roberts’ A Novel Approach: Whole Class Novels, Student-Centered Teaching, and Choice

I personally tend to value independent reading over whole-class novels, but Roberts’ book provided great reminders of the importance of mentor texts, shared experiences, and modeling. Plus, it merges the best of both worlds, so it gave me fresh ideas and new energy going into 4th quarter, the only quarter that I still teach a whole-class novel. For the last few years, I’ve tended to focus on all the negatives of whole-class novels and all the positives of independent reading, but Roberts’ merging of the two provides a unique balance that allows time for both types of instruction and celebrates both types of learning.

Empower

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Deb Maynard and I both took a course led by Steve Kucinski (@specialkdchs) and Kristy Venne (@KristyVenne) surrounding the book Empower: What Happens When Students Own Their Learning. I took photos of the pages that resonated with me the most.

 

With this in mind, PLUS the ideas presented in A Novel Approach, we ultimately decided NOT to get rid of The Tragedy of Romeo and Juliet altogether, but instead, keep Romeo and Juliet as a mentor text, teach the reading skills required to tackle such a challenging read, and help students apply those skills to their independent reading books.

Screen Shot 2018-05-06 at 2.33.38 PMIn addition to allowing students to purposely pair choice novels to The Tragedy of Romeo and Juliet, we gave students choice in writing prompts, and students proposed summative celebrations of learning rather than us assigning and requiring the standard compare/contrast essay that we always have.

You can read more about how we introduced the new unit and unique expectations to students and families here.

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Throughout the unit, Deb and I read contemporary YA novels, too, and modeled all of the thinking and writing that we asked students to do.

We modeled thinking that we actually do when reading any book for any purpose since most of our students were reading different books than us and each other.

Taking the journey with students helped us to better know what skills were truly necessary, what work was especially hard, and what challenges most students would face.  

Critical Questions

1. What decisions are we making for students that they could make for themselves?
2. What changes should be made to inspire students to build independence and take ownership over their reading lives?
3. How can we make this shift:

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WHO – Deborah Maynard (intervention specialist) and I co-teach English I all day (five 48-minute periods).  We worked together to make all of these changes to our teaching routines and strategies and to make changes to our unit expectations and assessments in order to empower students to take ownership over their reading lives. Hear more about WHAT and WHY here: 

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WATCH VIDEO HERE!

WHERE – Dublin Coffman High School, 9th grade, English I, inclusion

WHEN – 4th Quarter, 2018; The Tragedy of Romeo and Juliet Unit

HOW – surveys, flipgrid reflections, online discussions, observations

LIMITATIONS – It is difficult to quantify and calculate things such as empowerment, engagement, interest, and rigor, so we’ve had to rely on our observations, and have done our best to encourage students to be 100% honest in their survey responses and flipgrid reflections.

 

Because our unit in its entirety and our Action Research Project involve so many parts, I am going to break all of that info into multiple blog posts. Plus, we haven’t even finished reading Romeo and Juliet, and students are just now starting to work on their summative celebrations of learning, so stay tuned! More will be coming in a week or two, and I can’t wait to share!

Books · Classroom Libraries · Community · Culture · Leading · Literacy · Reading · Students

TH1RTEEN R3ASONS WHY All High School Teachers Should Read Young Adult Books

blog41. For all of the same reasons that you read adult books!

In all seriousness, young adult books can be just as fun, entertaining, moving, informational, important, and challenging as books that are written for adults.

2. To realize that YA books have a place in the classroom.

By exposing yourself to a wide range of YA texts, you’ll be able to purposefully expose your students to those texts, too. More importantly, you’ll want to do so. Much of this post may sounds like it is for English teachers, but that is absolutely not the case. In recent years, we have had both history and science teachers add libraries to their classrooms because our staff is recognizing the importance of promoting literacy across the contents. The more I read YA, the more I recognize that these books(plural!) NEED to be in the hands of my students.

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3. To teach students how to read.

After recognizing the value of YA Literature, I came to realize the necessity of teaching students how to read whatever they’re reading rather than teaching what I’m looking for students to gain from a whole-class novel. In a sense, by valuing YA books, I like to think that I’m now focusing on teaching the reader, not the reading. This includes teaching basic and specific reading skills as well as universal themes and archetypes.

4. To be able to actually converse with students about books (and not interview, quiz, interrogate, or grade them).

There’s nothing shocking here. When you’re reading books that students are reading, you’re able to authentically dialogue with students. I will be the first to admit that when I wasn’t reading YA books, “conversations” with students about books were somewhat phony. Students need to see adults who read for pleasure, and students need reassurance and reinforcement that reading is both a delightful and a worthwhile pastime. If we as educators always associate required assignments and grades with students’ reading, we are killing these notions. Make your passion for reading visible to students and show students that you care about their passions by reading YA books.

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5. To build rapport with your students – truly!

THIS IS MY FAVORITE REASON! I’m not sure that there is any better, quicker, easier way to get to know students than by showing interest in their reading lives. You can learn a LOT about students’ interests, hobbies, after school life, home life, etc. by asking some simple questions such as these: What are you currently reading? What did you read this summer? What’s the best book that you’ve ever read? Why do you think you enjoy that genre so much? How many books do you have in your home?

Rapport is built by continuing to show interest in students’ reading lives beyond the first week of school (after beginning of the year reading surveys). It is built by finding ways to celebrate students’ individual reading successes and by finding that book to make a difference for a non-reader.  Imagine recommending a book to a student that becomes their favorite or changes their life. By starting the conversation now, this is the type of work that lays the foundation for a life-long relationship, one where you can genuinely ask students “What are you reading?” when you run into them ten years from now. This is the type of work that feeds the soul. This is why we became teachers.

6. To be reminded of what teen life is like.

From attending prom senior year, to combating bullying on a daily basis, to experiencing lovesickness and hormones for the first time, to living in less-than-ideal homes, to navigating the cafeteria, to finding a place where you fit in, to feeling anxious about college admissions, to playing on a team and learning how to be coached, to learning about your sexuality or questioning it, etc. etc. etc. Let me just put it this way: when you’re reading YA books, it’s a little easier to empathize with students and understand why your class’s assignment may not be at the forefront of their priorities. More importantly, it may be a little easier to understand why your class’s assignment shouldn’t be at the forefront of their priorities.

7. To stay focused on what is most important.

If you start to prioritize time to read young adult books when you haven’t in the past, you may find yourself re-prioritizing many aspects of your personal and professional worlds. Since it is obvious that students need me to make time for them to read, when making decisions for my students and my classroom, I now ask myself questions such as these: What do students really need to learn? What do students truly need to do? Is that lesson actually important to students’ growth, or do we just do it because we’ve always done it? And, if I don’t prioritize time to read, how can I expect students to?

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8. To become a better book matchmaker.

Students desperately need help finding books that they enjoy! It’s no surprise that the more YA I read, the better I become at this. Nothing excites me more than (after engaging in conversation with a student) being able to exclaim, “OHH! I have the PERFECTbook for you!” Also, now that I’ve read a fairly large percentage of the books in my classroom library, I am able to notice patterns between books and students. For example, I can make recommendations such as, “You liked All the Bright Places? Then try A Million Junes. I think you’ll like it, too!”

Admittedly, I used to recommend books pretty superficially, based on the little that I knew about them from reviews, colleagues, word of mouth, and the descriptions on the books’ covers. Let me be clear – I still do this and probably always will (with a disclaimer that I haven’t actually read the book); I just don’t do this as often as I used to for two reasons. (1) I’ve read more books and continue to read YA books. (2) I sometimes cringe now when I’m currently reading a book that I have recommended in the past while thinking to myself, “Yikes… I recommended this book to that student?”

9. To be able to book talk – an art in itself.

Magic happens when students trust your judgment. Because students quickly learn that I read YA books regularly, students are willing to try books that I recommend. I am able to reach multiple students at once through book talks. When I book talk, I choose one, two, or three titles to present to students. I love exposing students to different genres, topics, and authors, and I try to let the books speak for themselves by reading short passages aloud. Book talking is just one way to celebrate reading publicly and routinely. Sometimes, I have to create waiting lists for titles or scrounge up extra copies of books because the demand for the titles is so high after book talking them.

10. To build a classroom library for your students.

Notice the emphasis on your. Nobody knows what books your students need better than you and your students. Every year, I ask students what books should be added to our classroom library. It is important to me that students know our classroom is truly a community where their voices matter. Also, students want to read books that I wouldn’t have chosen for our classroom myself. Personally, I don’t enjoy sci-fi/fantasy much, but my students do, so I need their help in selecting titles to add to this genre. This year, I plan on asking my students to help me identify gaps that need to be filled in library. By using Goodreads.com and a few other sites and blogs, I am able to keep up with the newest, hottest YA releases and popular authors, which excites me and my students.

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11. To get to know your students’ academic abilities better.

Now that I’m reading what students are reading, I have a better grasp on students’ current reading abilities, what reading skills I need to teach, who just needs a confidence boost, who doesn’t read at all, who reads avidly, who has access to books at home, who is good at faking it (playing the “game” of school), who has reading stamina and who needs to build it, and I don’t have to test or survey students for this information. I can gather it simply by observing what students are choosing to read.

12. To be a role model for colleagues and to build a reading culture/community in your school.

If you’re genuinely enthusiastic about reading YA for your students’ sake and for your personal pleasure, your excitement will spread! Just a few years ago, I was inspired to make independent reading a priority in my classroom, and now I’m reading 50-75 books a year when I used to read just a handful. In the last 3 years, a student book club has formed (lead by a history teacher!), two different staff book clubs have formed, non-ELA classrooms have added libraries to their rooms, and relationships between students and colleagues have been strengthened. We (Dublin Coffman High School) legitimately have a reading community to be proud of now.

I feel a calling to model and spread enthusiasm for reading YA books to my colleagues because every single year there are students that I fail to reach in English class, that I fail to recommend the perfect books to in order to turn non-readers into readers and occasional readers into avid readers. I truly believe that the right book(s) can have this impact, which drives me to read as many books as I do. It also makes me acutely aware of the fact that I won’t ever be able to reach all of my students, BUT I have high hopes that my students’ sophomore, junior, and senior year teachers will be able to reach them with their book recommendations! As the saying goes, ‘it takes a village,’ and an entire school community of readers will obviously have a much bigger impact than a few teachers, so I am begging you; if you work with adolescents, please read young adult books.

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13. To #bewhatyouteach

“Children learn more from what you are than what you teach.” – W.E.B. Du Bois