Be the change, books, Literacy

On Blind Spots and Doing Better When We Know Better

Three years ago, I wrote a blog post detailing my journey with the book When We Was Fierce and in particular the journey with realizing that a book I had marveled at and called a must read was being critically reviewed by others. While at first I was embarrassed by my enthusiasm and not knowing better, in the blog post I wrote about the growth I had when I put away my own embarrassment and instead approached the moment as a learning opportunity, simply put; when I knew better, I could do better. It is a journey I have tried to continue on ever since.

Since that post, I have tried to be more in tune with critical reviews. I have tried to read new or old books that come my way with a broader lens trying to step out of my own lived experience to discover how others may view a book. How others may be potentially harmed by a book. How others may have world view shaped in a an inaccurate manner because of a book. While the voice in my head has gotten better at alerting me to potentially problematic texts, it is far from perfect and it is a journey I continue to be on.

I share this because this week I published my best books of the year so far list, a list I try to carefully put together in order to help others find books that may heighten their reading experiences. It is also a list for myself to look back upon as I celebrate the incredible works put out in the world that have deepened my own children’s’ reading lives as well as my teaching experience. This morning, I woke to a tweet sent to me by a colleague highlighting a potentially problematic book on the list.

My response: Thank you, I will definitely look into it. Which I did.

Dr. Laura M. Jimenez (@BookToss) had written a great post detailing problematic aspects of the book Stonewall: A Building, An Uprising, A Revolution by Rob Sanders and Jamey Christoph. This book was on my best of the year so far list and a book I had really enjoyed, even contemplating how I could use it as part of our upcoming historical research unit where we will write from the perspective of an object. While I had read the book and the voice inside my head had noticed how there didn’t seem to be a broad acknowledgement of the trans community, I had put aside my concern rather than followed up on it, despite having also read the book The Stonewall Riots: Coming Out in the Streets by Gayle E. Pitman that had explicitly discussed the broad community anger and how this went past the mostly gay men present in the inn on the first night of the riots. Dr. Jimenez discussed those concerns and then some in her blog post, and also received a reply from the author, Rob Sanders, which I really think you should read.

After reading the blog post, the concerns with the book were crystal clear so I pondered why I had I put aside my concerns? The answer? Because I really liked the book AND also because of my lack of knowledge. While I had a minor concern, I didn’t follow up on it and instead chose to highlight the book because I thought that it would be great for others to read. End of story.

And this is what I want to write a little bit about, because those two things, dismissing our concerns and not knowing better, are exactly why I think many, especially white, educators keep problematic books in classrooms and home collections year after year. I know the emotional attachment is what makes me sometimes try to mentally finagle a way to be okay with a book in our collection that may do potential harm. Even though I know better. Even though I end up not placing it in our library because I know better. But how often do we, and especially us white educators who live within the dominant lens, simply not know better? Or how often do we dismiss the criticisms because we somehow think that having the book will surely alert students to their own concerns and then be able to navigate potential problems within it?

But here’s the thing, if I, as a 39 -year old educator who has taught for nearly 12 years and reads hundreds of books, as well as reviews of books, and critical discussions of books every year cannot figure out on my own that a book is problematic, then how can I expect my students to do so?

Because they won’t, not unless we teach it, not unless we discuss our own mistakes when it comes to reading and highlighting problematic texts. This is why I use the book The Secret Project by Jonah and Jeanette Winters in my classroom. While I had the book at first because I loved it and had already read it aloud to my classroom, after I read Dr. Deb Reese’s post on the problems with it, I re-visited the book with students and we discussed why we had not ourselves caught these problems with the text and instead taken it at face-value. It led to a larger discussion on what else we miss when we don’t know more, or the blind spots we all walk around with and how to shrink them.

This is why we must do better when it comes to vetting our own collections and also being okay with admitting it out loud. I know that there are a lot of emotions attached to books and their creators. I know I don’t want to hurt other people when I distance myself from their work. I know that many educators, me included, like to think that I know enough to carefully select books that will not present problematic, inaccurate, or full on harmful stories to my students, but that is simply not right. Even though I have grown and gotten better, I have so much to learn still. I will, probably despite my best intentions, continue to embrace books that because of my own lens, my limited perspective, I cannot see the problems in until others point it out.

So what can we do when we realize either through our own investigation that a book is problematic or when someone else points out harmful representation or stories?

Say thank you when someone points it out. We cannot grow if we don’t know what we need to do better on. That is why recognizing when someone offers you an opportunity to grow and acknowledging it as an opportunity to grow rather than getting defensive is always the best way.

Get over our own feelings. Is it embarrassing to screw up? Absolutely. Would I rather do well? Sure. Do I learn from these interactions? Every time. However, when our response is one of incredulity or dismissal we are not really growing, we are certainly not focusing our energy on what we should be focusing on, which is the conversation surrounding the text or illustrations rather than our own feelings. (I am listening to White Fragility by Robin DiAngelo and this is part of what she discusses).

Read the criticism, seek to understand it, and ask questions. I always read or listen to what is being said and then try to find other voices who are discussing it as well. If I am not sure why something is being discussed the way it is, then I ask questions. That is why I love being connected to others because social media gives me a quick way to reach out.

Take action outwardly. Whether it is publicly acknowledging your screw up if you have recommended it, or spreading the word by amplifying the discussion happening, do your part. It is often isolating to be someone pointing out critical aspects so knowing that there are others who will back up your words and calls to action is powerful.

Transfer the knowledge. Teach this critical skill to students by also connecting them with book reviews blogs so that they can be adults who have access to information, so that they can notice their blind spots, and also try to see whether a book may be harmful or not. Make it a part of your already embedded curriculum units so that it is not a stand-alone lesson but instead one that is addressed in many different ways. After all, isn’t teaching critical analysis one of our main teaching goals?

Take actions personally. Remove the book altogether or use it to discuss blind spots like I have done with a few books, but do something, rather than just push it aside because “no one will know that you still have the book.” While that may be true, this is also an incredibly twisted way of looking at the process. While it feels very strange to throw books in the garbage, almost sacrilegious, yet sometimes, that is where certain books belong. Don’t just say you will do something, actually do it.

Try to do better in the future. While I definitely catch more problematic books before I recommend them than I have in the past; as evidenced by this post I still have a lot to learn. All of us do. But the good news is that through social media we can easily learn from others as long as we are willing.

Finally; say thank you and support those doing the work. Thank you to those who tirelessly advocate for better representation within the book industry. Who repeatedly point out when texts or illustrations are problematic. Who take the heat that comes their way over and over again when others accuse them of being in a “mob” or even sends them death threats. Because of people like Dr. Reese, Dr. Jimenez, Edi Campbell, Ebony Elizabeth Thomas, Valeria Brown, Chad Everett and the fearless educators, authors, and activists involved in #WeNeedDiverseBooks #OwnVoices, #DisruptTexts, Reading While White, LatinX in Kid Lit, and #DiversityJedi I have grown as a reader of books and that matters because the books I share are used within my own classroom, as well as recommended to others on a global scale.

So what did I end up doing with Stonewall the book that started this whole blog post? I removed it from my best books of the year so far list and with the encouragement of Dr. Jimenez wrote this blog post to make my thinking visible. While I love the missing parts of history that the book represents, I cannot use it as an actual representation of what happened that night, there is too much missing.

And that is where I start my summer vacation. Knowing that I have so much to still learn about others and from others. Not a bad way to start my summer as I try to grow as a person and as an educator. I now know better, so hopefully I can do better. Can’t we all?

books, global read aloud, Literacy, picture books, technology

The Global Read Aloud and Literacy Curriculum

One of the most common questions, I receive in regard to the Global Read Aloud is how, and whether, it integrates into a pre-existing literacy curriculum. Is this project merely a fun add-on or is there actual academic value in it that can be defended in case it needs to be?

While there would be little wrong with the program if it was “just” a fun add-on, the answer is that; yes, the Global Read Aloud has academic value, and not just for the students, but for the teachers themselves as well. So let’s break it down a bit.

Because the program centers around a read aloud, that means you have a mentor text. Many participants use the text as their central text while they work through lessons on story development and analysis. However, that is not all it is. The driving idea behind the project is to connect with others and the way that is accomplished is often through writing or speaking. This then adds another layer of meaning to the project because it allows us to center our teaching on not just text exploration and discussion, but idea creation and sharing with others. For the sake of ease, let’s dive into the Common Core Reading standards for a moment as most are covered through the GRA.

“Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.” Because the text is not only read aloud but also discussed with a worldwide audience, students are not only expected to understand the text but also be able to infer and formulate their opinions about the text in a way to effectively communicate with others.


“Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.” The whole notion of the read aloud is to understand the story, to predict what will happen, to discuss and share with others, and be able to hold the whole text in your mind while you continue to listen to the read aloud.


“Analyze how and why individuals, events, or ideas develop and interact over the course of a text.” Tracking the characters along with the story allows us to work on stamina, to work on long-term predictions, and to get to know the characters and story on a deeper level.


“Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.” In order to convey nuance, the read aloud often lends itself well to studying the craft of writing as seen through word choice and figurative meaning.


“Assess how point of view or purpose shapes the content and style of a text.” One of the main points of the GRA is to dive into perspective, this does not only include the perspective of the narrators but also how our own perspective and lens impacts our understanding and experience with the text.

“Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.” Because there are additional tools layered in with the Global Read Aloud, such as author videos, student presentations, and other content created by students around the world, this is a natural extension of the learning.


“Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.” I love having my students discuss with others what they believe will happen in the story, as well as what the characters should do in order to stay within character. Diving deep into a character and then being able to articulate and argue one’s opinion is a vital skill.


“Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.” I always add in other sources and use the Global Read Aloud as a springboard into inquiry. Because the books chosen are often set in unfamiliar places or center around unfamiliar events, students naturally have a lot of questions. This is why the resource sharing is an incredibly powerful tool of the GRA.

This is just discussing the reading component, but the beauty of the GRA is that it is so much more than “just” reading. Coupling it with the collaborative global aspect offers us the opportunity for students to work on writing, on speaking and listening, on the act of collaboration itself, as well as meaningful technology integration. It allows us to focus on building an understanding of others, of developing empathy and activism. This is at the center of what great 21st century learning looks like; providing authentic and meaningful ways to engage in a world wide dialogue around relevant topics.

And for the teachers involved, it allows for new tools to be introduced, new connections to be forged that will bolster their teaching, as well as a meaningful way to dive into literacy that will model what literacy experiences should look like.

But don’t just take my word on it. I asked educators who have done the GRA to share how they integrated the project into their curriculum and here is what they said.

My district encourages the SAMR model for technology integration. Using technology to share ideas and collaborate with students from other parts of the country/world is a task that falls under the highest level of the SAMR model.

I use FlipGrid as a way to respond to the text while assessing speaking and listening standards, come to discussions prepared and adding to the discussion. I also assess postcards for adding media to support text. In addition to literacy, GRA really fits into our S.S. theme of world regions and cultures.

GRA works across all levels, promotes excellent collaboration, learning styles, communication, technology integration and global connections. The teacher has the flexibility to incorporate using standards/skills that he/she sees fit. I’ve shared about it only positively.

Refugee was a huge addition to my 7/8 curriculum last fall, and I’d wager that it was an experience that would be at the top of the list for what kids will remember from my class. We use a workshop model, largely, and so the chapters would be built in as model texts for minilessons in reading and writing workshop. We’d do quickwrites about character development, inferences, vocabulary in context, to name a few . . . Most important to me, however, was just the chance to share a terrific story and know it was also happening in classrooms around the world – so powerful!

We were asked this year to use a read aloud to model fluency and what a reader is thinking while they read. Our 6th graders seem to think letting the words pass through the eyeballs without going to the brain is sufficient, and we are trying to change that perception. Two of us could attest to its effectiveness due to GRA. We did Refugee this year and it opened up all sorts of thinking and discussion.

At the end of Refugee, I had them create one pagers, and I met individually to discuss questions related to the book and standards. For instance, what was the theme, how do you know, how did it develop through the story. What was your favorite scene and why was it important to the whole story. Really just took a look at State standards and created questions. Then, we followed up with self-selected research topics related to the story. Also, brought in non-fiction pairings to add to depth of topics.

It’s the epitome of 21st century skills – the kids have to communicate and collaborate with others around the world; they think critically about meaningful issues that impact their peers; they come up with creative projects and responses. They’re also highly engaged with a great text.all great things!! 

It lends itself SO well to standards and curriculum!! I teach 1-2 on a loop and did A Boy Called Bat and before that the BFG! Asks and answers questions for sure, technology (connecting with other classes), social studies and map skills (finding new friends on the map)….not to mention that they LOVE reading and get interested in authors and their other books!!!

I teach in South Africa and participated in GRA for the first time last year. It was the highlight of the year. Our school year starts in Jan and my present class have a countdown going for when they can start GRA. I integrated Refugee into all subjects I teach. The book became real and even more so with the global connections and sharing we made. 21st Century teaching is all about communication, collaboration and creative thinking. This is exactly what GRA does.

It is so important that students learn of different cultures in our ever changing world. We use the Lucy Calkin’s UOS for our literacy block. We read the book aloud as the read aloud time for the day and it reinforced the skills being taught in the workshop that dealt with social issues. We also hit so many listening and speaking goals by connecting through Flip Grid and Google Hangouts with a global audience for both. We learned about author’s trade through our weekly videos we watched made by the author. We wrote authentically with sharing our thoughts on Padlet and posting on social media under the guidance of our teachers and me the librarian. We gained knowledge and empathy for what people in other cultures across the world might experience through hyperdocs created by educators to be used to help us learn vocabulary and history about the culture of the people in the books we shared.

I’ve been able to integrate the picture books into the standards we’re teaching during that time. Since it’s so close to the beginning of the year, it’s your basic story elements.

And so, much like I have said before; why take the time to do the GRA? Global collaboration is necessary to show students that they are part of something bigger than them. That the world needs to be protected and that we need to care for all people. You can show them pictures of kids in other countries but why not have them speak to each other? Then the caring can begin.

To sign up for this year’s incredible project, go here. It kicks off September 30th!

books, picture books

Best Books of 2019 So Far

Today marks my last school day with students and as we gathered many asked me what my favorite book of the year was. As you can see, I cannot just pick one. So here it is; all the books I have loved since January 1st. While most of these are out, some of these are only available for pre-orders. These books moved me, changed me, delighted me, and impacted the reading journey I am. Thank you to all of the creators.

Picture Books

Image result for brittany luby book
Image result for saturday oge mora
The Bell Rang by [Ransome, James E.]


Early Readers

Middle Grade

My Jasper June by Laurel Snyder
Image result for redwood and ponytail book
Redwood and Ponytail by KA Holt

Young Adult


Non-Fiction

being a teacher, books, Literacy, parents

Not Too Easy – Embracing Graphic Novels at Home

One of the biggest changes within children’s publishing since I became a teacher and a parent has been the explosion of graphic novels onto the market. While comics have long been mainstream in the home, and many of us grew up devouring comics, the power of the graphic novel to excite readers and keep them reading is tangible. So much so that if you looked at my own classroom collection, you wouldn’t just see a bin or two but instead 16 of them and growing. It is a format that is growing significantly not just in my classroom, but also my home, with my kids crowding around every book delivery asking whether there is a graphic novel in there and fighting over it if there is. In fact, graphic novels are the biggest reason our oldest daughter believes she can actually read and be a reader.

Graphic novels are nothing new, the first one was published in 1842, but the way they have captured the imagination of readers everywhere is nothing less than amazing. And why not? Combining powerful illustrations with, at times, the sparse text is sure to keep many readers reading. And yet, one of the biggest push backs in reading also happens to surround graphic novels with many parents and educators lamenting their “easiness.” Within these missives lies a movement to then steer kids away from these “dessert” books and into “harder” reading, or outright banning the reading of graphic novels, telling kids that these books are just for fun, don’t count toward whatever set goal or points, or even confiscating them from kids seen reading them.

No wonder, our kids are confused when we tell them to read more but then tell them not that!

As parents, it is important that we do not become part of the groups of adults who dismiss the value of graphic novels, who effectively stop our own children from these meaningful reading experiences, all in the name of “harder” reading. We must also become advocates for these incredible books that are giving many children a way back into reading that wasn’t there before. And while fantastic organizations like the CBLDF – Comic Book Legal Defense Fund – have been heading the charge for many years, we know that knowledge is power and so I think it helps to also break down some of the ideas surrounding graphic novels and the stigma that is often attached to them.

So what do we know about graphic novels and their readability? Their enticing nature? And their place in not just our schools but also in our homes?

It is easy to see why many people, adults especially, would like to dismiss all graphic novels as being too easy to read, thus not challenging a reader enough. Many adults seem to be very stuck on what a challenging reading experience looks like; it must have this many pages, it must have dense wording, it must center around a deep topic, and the institutionally ingrained notion that it would be best if it were a “classic” book, so that the reader will not only have an exciting reading experience but an enriching one as well. And while there is the need for a balance within what we read, this idea of what is easy to a reader is something worth discussing.

While there are many nuances to what makes a book easy for someone, common traits are that the reader can easily access all of the information on the page, read and understand all of the words, visualize all of the story in order to fill in the gaps between story and reader, as well as follow the story and complete it within whatever timely manner would be sensible for that reader. An easy book, therefore, seems to be used interchangeably with what we expect a good fit book to be for all of our readers. So why is it that graphic novels as a whole are seen as easier than most chapter books?

The pictures or illustrations, of course, seem to be the most common answer.

Yet, in my own experience with my children and students, it is the pictures that actually add to the sophistication and difficulty of graphic novels because of the skills required to read the images. Think of it this way, when a reader is translating symbols into meaning such as what we do when we read, they are being asked to not only read the symbols but also decode it and create meaning behind the words, or translating those words into images. As a reader, they are then tasked with inferring and visualizing what is happening in the story in their own mind leading to a full understanding. In a graphic novel, readers are still expected to decode and understand all of the words, but at the same time as this complex process is happening, they are also asked to decode and interpret the images that go along with the words. And then they have to combine that through synthesis in their brain otherwise the book will make no sense. That is not an easy process. The visual complexity of many graphic novels convey a story that would take ages to convey, yet are being presented within one panel or page. It takes time to dive into a graphic novel, much as it does with a text-only book. To read more about what process the brain must go through when reading a graphic novel, read this blog post by Leslie Morrison

In fact, I have noticed throughout my years as a teacher that it is most often my readers who read very quickly who find graphic novels hard to read. They simply do not slow down enough to fully decode the images, mostly focusing on the words, and thus missing outright the subtleties that the images themselves provide, thus losing out on a deeper meaning. So while the illustrations may be what is enticing to the reader in the first place, the illustrations also add a layer of complexity onto the text that the words themselves would not have provided.

One can argue that the illustrations mean that the reader no longer has to visualize the story on their own, yet when asking my readers of graphic novels to describe scenes it is clear that many of them go beyond the page in their understanding of what a scene looks like and once again are “filling in the gaps” between the page and themselves, inferring beyond the story and adding the nuances we would expect any reader to add.

And sure, some of my kids rush through graphic novels so quickly that I know as their mom that they did not engage in close reading of the pages and illustrations, similar to what happens when a reader skims through the pages of a non-illustrated book just to find out what happens next. However, here there is one distinction in the habit of many readers of graphic novels; while they may read the graphic novel quickly on the first try, what often happens then is the re-reads of the same graphic novel as they pore over the pages more closely once they have navigated the story once. This process is one that only adds value as their understanding deepens with each re-read.

Yet the words “It’s too easy” continue to haunt our graphic novel committed readers. And as a parent, I do understand the hesitation and perhaps even fear that because your child is not doing the hard work of visualizing a story independently, and not practicing these skills without images attached to them, that they are somehow developing less than a child that doesn’t get to read graphic novels or stays clear of them. But here is the thing; those skills are being practiced, it just might not be within their independent reading choice. If you look at a broad swath of a child’s reading day in school, most of the text they are given is image-free. They are asked to navigate complex texts within literacy classes, science classes, and social studies. They are asked to pull out the meaning from texts that are often above their comprehension and background level and working on the skills to sustain attention. What schools have started to add more of is actual visual literacy as dictated by the Common Core and other education reform initiatives. The same skills being honed within visual literacy, or the reading of everything that surrounds the words (color, layout, texture et al) can and should be transferred to reading regular text. With the onslaught of images within our day, being able to critically analyze them is a vital component of comprehension of our world.

Another aspect of the “too easy” notion is that kids will only want to read “easy” books if that is all they are allowed to read. For this argument, I encourage us, adults, to look back at our own reading journeys and visualize the books that have shaped us. If we do this we should notice not a smooth diagonal line where each book increased in complexity but rather stages and stops on a reading journey that has probably been bumpy yet still helped us grow. How many of us still read the same books we read as children because that is all we care to read – well, if you are an educator this may be you, but still, the books I gravitated toward as a child don’t hold the same value or intrigue as they did when I was younger. When I was ready, I moved on to something else, and this is exactly what research also shows us: That graphic novel reading will not lead to less challenging reading, but instead to more challenging as kids mature and naturally gravitate toward harder texts whether illustrated or not. As Krashen, Lee, and Lao say in their book Comprehensible and Compelling: The Causes and Effects of Free Voluntary Reading, “Children in a print-rich environment in which they are free to select their own reading do not stay with easy books. They not only read more as they mature, but they also select, on their own, books that are harder to read and have more complicated plots.”

So what is it we mean by easy? I think that the word we are looking for instead is enticing. That graphic novels offer readers of many skills different points to enter into a text through. That the abundance of images offers readers a way to anchor their thinking and sink deeper into a text that they might not have been able to access in a regular text-only form. That readers with or without reading difficulties can find success within graphic novels, not just in a comprehension aspect, but also in a reading identity aspect. They can be readers that love reading. They can be readers who feel at home within the pages of a book, for some this may be for the first time ever.

A shared read aloud makes the wait go faster

This is why we need to review our own adult reactions when it comes to a child who embraces graphic novels. Rather than worry that somehow the reading experience they are engaged in is somehow less-than, we should be jumping in with both feet, finding more graphic novels for them to explore and also reading some ourselves. After all, as parents and caregivers, we often have an immense sense of power when it comes to what our children deem proper reading. Why not show our children just how much these books matter? Why not change the conversation?

If you like what you read here, consider reading my newest book, Passionate Readers – The Art of Reaching and Engaging Every Child.  This book focuses on the five keys we can implement into any reading community to strengthen student reading experiences, even within the 45 minute English block.  If you are looking for solutions and ideas for how to re-engage all of your students consider reading my very first book  Passionate Learners – How to Engage and Empower Your Students.      Also, if you are wondering where I will be in the coming year or would like to have me speak, please see this page.

Be the change

To Our Daughter’s 4th Grade Teacher

To Thea’s 4th grade teacher, Mrs. Thompson,

Tonight, during bedtime, Thea looked sad. When I asked her what was wrong, she told me in that heavy way that only kids can seemingly pull off that she doesn’t want 4th grade to end. That she doesn’t want to leave her friends. That she doesn’t want to leave you.

That while summer will be fun, and 5th grade might be cool, she would be okay with simply staying in 4th grade for a long time. With you.

This is from the same child who in August begged us to not send her to school. Who asked over and over again if she could just go somewhere else. If she could be homeschooled. Who asked us what she should do when the bullying would start back up, because she knew it would. Who asked us if we thought that this would be a year where she would make more friends. Who asked us in a way that told us that she had little hope for the year ahead.

This kid. This beautiful, strong-willed, stubborn girl doesn’t want to head into summer. Doesn’t want to spend days doing nothing. Doesn’t want to go on vacation, or go to the pool. Not it if means 4th grade is over.

That’s how good you have made it for her. That’s how much of a difference you have made in the life of a girl who didn’t think school would ever be safe again.

So if you are ever in doubt about what you do, much like we as educators sometimes are. If you are ever in doubt whether you are making a difference, whether what you do matters, let me tell you this, and the rest of the world to…

You helped our daughter feel safe.

You helped our daughter feel like she belongs.

You helped our daughter find her own strength once again.

You helped our daughter come back to what she was before 3rd grade. Before those kids took so much of her away from us.

And there are simply not enough words for us to thank you. This is my feeble declaration of the deepest gratitude.

So to all the teachers who tried this year. Who gave it their best. Who worked tirelessly so that kids, all kids, could feel safe, could feel accepted, could feel loved, may you know that there are kids in the world, at my house, who are hoping that school will never end just so they can keep being with you.

We go to school every day hoping that what we do matters, and sometimes we don’t know if it does.

But let me tell you this, Mrs. Thompson, and all of the other staff members who helped our daughter rise up out of the ashes; you did this, and it matters, more than you will ever know.

With our deepest gratitude,

Pernille and Brandon

Be the change, being me, failure, Student dreams

It Starts Now

White, Black,  Free Image

I have been thinking a lot about failure. About this whole notion of growth mindset and having kids take risks. About how often we ask kids to just keep trying even when it is hard yet seem to fail to do so ourselves. About how often we expect kids to give us their all, their best, their utmost, and then for them to navigate the pieces when it all falls apart, after all isn’t that what having grit teaches you to do?

About the supposed safety nets we have in place for students to fail safely.

About how we tell them that experimentation is great, that trying something new is the way to learn, about stretching themselves into unknown territory so they can discover who they truly are.

About how it doesn’t all add up.

Because the thing is, and I know I have said this before, we say a lot of things as educators without really thinking about what we are asking all kids to do. We say a lot of things without looking at the systems we already have in place, the routines and procedures that wield so much power in our schools that actively fight against this whole notion of embracing failure as another way to learn.

Take grades for example. We tell kids to take risks but then expect them to all succeed even if on shaky ground. If they don’t, then their scores or assessments reflect that. How often do we fail to recognize that it is because we attach subjective scores to something that we boil learning and curiosity into something we never intended. It becomes nothing more than an experiment in playing the grade game rather than the true learning experience it should be.

Take control and compliance. How often do our beginning of the year routines surround getting kids to be quiet, to sit still, to only ask questions when we designate the time for it. To make only the smallest of spaces for themselves in order for all of us to function because you can’t have a functioning classroom if kids are too loud, too energetic, or take up too much space.

Take how we handle behaviors. How often the preferred method is social isolation playing itself out in some form of removal from the classroom. How often we ask kids to leave in order for us to keep teaching and yet we see the behaviors continue as they rejoin us because nothing has changed in the experience, only paused.

How often we tell our loud kids to quiet down.

How often we tell our quiet kids to speak up.

How often we tell our dreamer kids to come back to Earth.

How often we tell our pragmatic kids to dream.

How often we somehow tell kids that to be a successful student all you have to do is play by the rules but then we never hand them a rule book or we change the rules altogether.

And then we wonder why kids say they don’t think school is for them.

So as we race toward the end of the year, or perhaps only the middle depending on your hemisphere, I want to take a moment to think about what my students are telling me they need. About what I am telling them not just with my words, but in my actions, my routines, and my expectations.

About how I need to continue to ask whether I not only would want to be a student in my own classroom, but also could be a successful one. About how we need to not give students a voice because they already have one, but instead need to carve out an authentic space for the things they have to say.

How it starts with asking questions – do you feel respected, does this learning matter, how can we create engaging learning opportunities together? How it continues with reflection – how is my voice and my power being used as a potential tool for inequity, does every child feel safe with me, does every child have a chance of truly belonging? How it rests with us as we realize that there is still so much to be done, and yet so that can be done if we start within the small decisions we make every day. If we take apart the small routines and structures that we put in place to make it work for everyone and ask whether it truly works for everyone, because almost everyone is not close enough. How along with our thoughts surrounding how we want to have better curriculum, we also need to think of how we want students to feel with us and then how we are going to accomplish that.

How when they tell us that they want to change the world, we start with the one they live in every day; our classrooms, our schools, our attitudes.

And it starts now.

And it continues each day.

Because much like our students, we all have so much to learn. I have so much to learn. I have so much more failing to do, only so I can keep growing.

If you like what you read here, consider reading my newest book, Passionate Readers – The Art of Reaching and Engaging Every Child.  This book focuses on the five keys we can implement into any reading community to strengthen student reading experiences, even within the 45 minute English block.  If you are looking for solutions and ideas for how to re-engage all of your students consider reading my very first book  Passionate Learners – How to Engage and Empower Your Students.      Also, if you are wondering where I will be in the coming year or would like to have me speak, please see this page.