I’ve been thinking about the hurry. The rush to get into habits. To get kids reading. To get kids writing. To not waste a moment of instructional time so that we can get to the real work. I see it surround us, this pressure to get moving, to get going as quickly as we can so we don’t lose time. So we don’t miss our chance for cramming as much as we can into a year. After all, we only get them for so long and the tests will tell us whether we did enough.
It plays out a lot when we meet kids who don’t like reading. Who either proclaim it loudly, or whose behaviors clue us in. The aimless browsing, the grab-and-go when it comes to book selection. The kids who go with the motions at times but you can tell that the book they are currently reading is not one that is going to make it home. Who look at us wide-eyed or with a grin when we tell they we hope they will read over the weekend.
We rush them with book recommendations. Have you tried this one or this one? We tell them they just haven’t found the right book yet and then we hand them a stack hoping that in that stack will be that right book. You won’t know until you start reading, so read.
And I get it, I do it too, after all, the year looms and we have so much work to do. Yet, to quote Taylor Swift, I feel we need to calm down. To take these moments, these aimless wanderings, these negative reading relationships, and ask more questions. Sit in silence and let kids think. If a child can’t answer why they hate reading beyond that they just do, then they haven’t been given an opportunity to fully think about their relationship with reading. They haven’t been given a moment to recognize that their path with reading has been filled with choices, both their own and others, that have now brought them to this point in time where they feel that they are not readers. That reading has no value. That reading is not something they need. Nor something they feel they can do.
So when we hand them another book without conversation beyond “What types of books do you like?” Without seeing the child and giving them a chance to reflect, we are not changing habits long-term. We are not changing lives long-term. Sure, they may love that book – hooray – but what happens when the book is done? Have they really changed their relationship with reading or was it just a fluke?
So before we rush to our piles of recommended books, we slow down. Yes, we surround them with incredible books, people who love to read, we give them time to read, we give them the space to read, the air to read, and then we talk. (This should be a right not a privilege of all kids). We reflect. We give kids the opportunity, the expectations, to know themselves as readers so that we, the adults that surround them, can invest in long-term change.
I am not teaching kids to just like reading this year. I am trying to teach kids to find value, inherent value, in the act of reading itself. While books and texts are the tools, the real work starts with the recongition of one’s own journey and subsequent relationship to reading and how it impacts the child that stands before us.
It takes time. It takes patience. It takes careful planning. And it takes us realizing that being a reader is not just something we want kids to experience in the brief time they are with us, but instead be a part of their being that exists without us after the year is over. That doesn’t just start with a book. That book needs to be wrapped up in reflection, in time, and in conversation. Then changes may happen.
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.