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Viewing: Blog Posts Tagged with: teacher involvement, Most Recent at Top [Help]
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1. THE BOOK WHISPERER: An Interview with Donalyn Miller, Part I


I had the privilege of interviewing author/teacher Donalyn Miller last month for the Spellbinders Newsletter. I had so much to ask her, the interview became an unwieldy eighteen questions long. Donalyn answered every one. I've broken the interview into four parts that will first run at Spellbinders and then over here. 

Many of you know I was a teacher before becoming an author. Of all the things I did in the classroom, the most satisfying (and, I believe, farthest reaching,) was getting kids excited about reading. If you are a teacher, parent, author, homeschooler, or book lover with young people in your life, I highly recommend this book.

I'd describe your beautiful book, THE BOOK WHISPERER, as a reading teacher's manifesto for free-choice reading. You state "students in free-reading programs perform better than or equal to students in any other type of reading program" and that students' "motivation and interest in reading is higher when they get the opportunity to read in school." Could you briefly walk us through the changes you experienced as a teacher that led you to embracing this mindset?

When I first began teaching, I followed the other teachers in my department. I passed
out reading logs, taught whole class novel units, and assigned book reports. I didn't know any other way. I knew that there was a disconnect between what readers do away from school and what I asked my students to do, but I wasn't sure what I could do about it. School reading and the reading I did on my own never overlapped when I was a kid. When I began questioning why this was still true for my students, I began to read and study reading workshop and look for ways to make school reading mirror what readers do "in the wild" as I call it.

I gut check everything we do against these questions: 
Does this help my students become more independent readers? 
Do readers actually do this (or something similar)? 
If I can say, "No," then what's the point? 

Students in your class are expected to read forty books from a variety of genres in their year with you. How do your students first respond when hearing this? How does this compare to what they feel about their reading at the end of the year?

I am known as the teacher who expects students to read a lot, so I think my reputation precedes me now. In the past, my students (and their parents) were shocked and worried about my reading expectations. I urge my students to try reading more at school and home. In turn, I promise them that I will do everything I can to teach them how to read and enjoy it more. We start with these mutual commitments. After a few months, students are amazed at how much they have read and feel more confident. By the end of the year, most of them have read substantially more than 40 books. For the past four years, our class average is 56. 

My students also discover that I don't really care about the number of books they read. I just want them to find books that mean something to them. I want them to enjoy reading and find personal value in it. The children who read 20 books matter just as much to our class reading community as those who read 100.

One of the things I love about your classroom is the way you read alongside your students. In giving your students choice, you have shifted the power from the all-knowing teacher to a place where readers meet and learn together. While your young "apprentices hone a craft under the tutelage of a master, " you feel strongly that "meaning from a text should not flow from my perceptions... [but] from my students' own understandings, under my guidance."

This is a huge shift for children. How do you teach them to take the reins and trust their ideas? 

It takes time to build a classroom community where everyone feels valued. The children don't trust me at first because they think I don't mean it when I say they can choose their own books, writing topics, and methods for responding. I work hard to encourage every student. I try to listen to them as a person before I respond as a teacher. When a student tells me he cried reading LOVE THAT DOG, he deserves to get an authentic reaction to his emotions before I ask him to evaluate how Sharon Creech crafted the story. I cannot tell you how many students tell me that they think adults don't really listen to them or see them. 

Through feedback during conferences and one-on-one conversations, I encourage students to set their own learning goals and evaluate their work against standards and class-developed rubrics. Teaching students to critically look at their own work before turning it in for my evaluation is hard for many of them who seek my approval as indication that they are successful. 

I love how you play book matchmaker for your kids throughout the year. Can you explain how you learn of their interests and pair books with readers?

I learn about my students because I talk to them constantly-about their life experiences as well as school assignments. I know who plays sports and who likes origami. I know who has a new baby brother and who is an only child. I also keep an endless database of books and authors in my head (and use Goodreads), and I read several books a week. If I see that a book is popular with my students and I haven't read it, I get a copy and read it immediately. When I can't find a book that matches to a student's specific interests, I fall back on titles that have wide appeal to most kids like HOLES or NUMBER THE STARS. I also ask students about the other books they have read and enjoyed. 

I read a lot of book reviews, reading blogs, and book lists, too. Remaining current on the newer books helps me provide titles that are relevant to my students. I also talk to a lot of teachers and librarians on Twitter who recommend books to my students and me. 

Knowing my students and knowing books-there's no shortcut. I often joke that I spend my life introducing my shelf children to my classroom children and facilitating friendships between them.

Learn more about Donalyn and her book at www.thebookwhisperer.com. Stay turned for the second part of the interview, coming soon.

4 Comments on THE BOOK WHISPERER: An Interview with Donalyn Miller, Part I, last added: 3/6/2013
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2. Fifth-Grade Wisdom

My former classmate, Beth Little, is now a spectacular fifth-grade teacher here in Albuquerque. She invited me to speak to her kids last May. Beth sent me a little package over the summer, a collection of thank you letters from her students. This one spoke so directly to me, it's now framed on my desk:
Like my Navigating a Debut Year poster, I look at this every day and am encouraged. Emboldened. Ready to start again.

1 Comments on Fifth-Grade Wisdom, last added: 2/22/2013
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3. Book Clubs for Kids: What Works

Classroom Involvement

In an ideal world, you could post information about your meetings in classrooms and school libraries. Teachers would mention your group, provide titles, remind kids of meeting times, and possibly offer incentive / create some sort of tie-in to curriculum. Or better yet, you as the organizer could approach teachers to learn what books or topics they’d love to see their students read about. You could enhance what goes on in the classroom by selecting authors and titles that compliment school work.

Guiding Discussion

Some kids will come prepared to talk. And talk a lot! Others won’t really be sure how to begin. Even if you’ve given them idea starters, know not everyone will remember or even know how to get a book conversation going. Part of your role is to model how this works by coming with your own observations and questions. When kids hear you sharing a quote you think is key to the story or the obstacles a character had to overcome, they learn how to do this for themselves. Discussions naturally start to grow. Kids begin to read with ideas toward what they might share later. It’s an amazing process to watch.

Sometimes talks get so animated, everyone wants to talk at once. I found it helpful to have a way to visually show whose turn it was to speak. We passed around pencils, stuffed animals, and even a Kleenex box to show who currently was in charge. The kids loved this and were (usually!) willing to wait their turn.

Regular Attendance

To make regular attendance happen, you’ll need a combination of the following: committed kids, involved parents, a regular meeting time and place, consistent communication, a planned-out book schedule, and an easy way for children to get their hands on books. Be willing to be flexible, too. If something isn’t working, evaluate and determine how things could improve. Ask kids and parents for input. Be willing to cancel titles hard to find or add a new book everyone is anxious to read. Plan ahead but be willing to change, if necessary.

And don't forget: Cookies are always a great draw!

Ultimately, we want kids reading and responding to literature. There’s no perfect way to have this happen, but I can tell you this: when an adult is excited about books and shares this regularly with kids, it’s almost impossible for them not to get enthusiastic themselves.

There is nothing like loving children. There is nothing like loving books. To experience the two together is a gift indeed.

2 Comments on Book Clubs for Kids: What Works, last added: 6/29/2011
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