being a teacher, books, choices, Reading, Reading Identity, student choice

Stop Rushing Kids out of Graphic Novels

The books have been flying off our shelves once again in room 203. So many titles that barely get to rest for a moment before another eager set of hands attached to an even more eager reader grabs the book, so happy they finally got it. This book they have been waiting for, this book that everyone seems to be clamoring for. And while many books are receiving love this year, a few stand out above the rest; an entire format of books, as it has for several years now.

Guts by Raina Telgemeier

Boy-Crazy Stacy (Babysitters Club 7) by Ann M. Martin and Gale Galligan

New Kid by Jerry Craft

Best Friends by Shannon Hale

Books that at a glance may seem easy, or not that challenging, after all, we all know to not call books easy by now, right? Books that entice kids with their colors, their visuals, as they deftly maneuver complex topics but do it in an accessible way for many. In a way that grabs even my most vulnerable readers and tells them to give them a shot. That they, too, are readers and that this is just the right book for them.

I often step back and simply marvel at the wonder of graphic novels and how they make so many kids reconnect with reading or connect with it for the very first time. I am not alone, if we look at sales numbers for graphic novels they are dominating, circulation increase around the nation, and those who for decades have been holding them up as great books are being heard more and more.

And yet, I see so many adults, so many of us teachers, lament the fact that kids continue to reach for graphic novels, for comics, for books that for whatever reason seem to be too easy, whatever that may mean. I have seen it most often discussed when a book has pictures of any form. I hear it when we tell kids that it is time for them to graduate into chapter books. That they should read chapter books rather than picture books. When we tell kids that is time to try something harder and we stare at the graphic novel in their hand. When we pull out comics for fun but not for real reading. When we tell kids that we will take graphic novels away from them if we see them reading them (true story). When we tell them that, sure, they can read graphic novels, but just a few, because then they need to read something a bit more substantial. We say it with the best of intentions, after all, how will these kids grow in to “real” readers? Grow as readers if they only read “those” books? And we share the worry so that those at home start to worry too and they rush in with their questions and their eagerness to make sure their child is becoming the reader they always envisioned, a child who reads serious books that show off their prowess and skill. We do all this so casually that we don’t even see what it is we are all really telling kids.

“These books won’t teach you…”

“These books will not challenge you…”

“These books will not help you grow the way I hoped…”

“You will never be a reader…”

“You will never know how…”

“This will never be enough…”

And so we hand them other books. Anything but books with images. We search for recommendations in order to steer them away, to guide them on a new path instead of embracing the medium. Instead of letting them choose and celebrate their choices. Instead of immersing ourselves as fully as we can as their partners. Instead of embracing this newfound obsession with a complex medium and helping them challenge themselves within the format.

And it hurts kids’ reading lives.

And it hurts kids, period.

Because what we forget is what the research tells us about these books. About books like 150 Years Retold by Kateri Akiwenzie-Damn, Sonny Assu and many others. About books like Last Pick by Jason Walz, Pie in the Sky by Remi Lai, and Stargazing by Jen Wang. About the books that bring kids into our libraries and keep them there. That these books are not easy. That these books do not stop kids from growing as readers. From reading difficult texts because these are difficult texts. Sure, there may be less words but every word matters. Sure, there may be pictures but that every picture tells part of the story and if you skim them, you miss out on the depth of the story. That reading these formats of books will not stop them from growing, from challenging themselves, from gaining vocabulary, or understanding difficult concepts. But indeed, as Krashen and Ujiie remind us, ““…those who read more comic books did more pleasure reading, liked to read more, and tended to read more books. These results show that comic book reading certainly does not inhibit other kinds of reading, and is consistent with the hypothesis that comic book reading facilitates heavier reading.” (1996)

And so we must embrace it. We must celebrate it much like we do when a child goes for a deep dive into a specific genre or author. Invite them to build reading ladders as inspired by Dr. Teri Lesene and challenge themselves within their chosen format. We must hold them up as the successful reading choices they are and continue to surround students with amazing choices. When they pick up another graphic novel, encourage it by discussing it, not shun it and forbid it.

This doesn’t seem hard and yet for so many kids this is not their reality.

So the next time a child grabs yet another graphic novel, perhaps we should read it too. Perhaps we should help all of our students see the nuances within these masterful stories, help them read them correctly, to slow down and see all of the details. Honor this format by teaching them rather than thinking of them as frivolous, as desert books, as books we read when we need a little break. Help students create them.

We forget that the kids we teach are on a lifelong journey of reading; why do we feel the need to rush them into different books? Why rush them away from images? From pictures? From anything that embodies visual literacy despite it being the world we live in more and more? Why not embrace the books they read and help them find more books like it instead? Why not let the kids read and be there to hand them another book rather than tell them that it is time to read something different? Why not let kids choose their own books, graphic novels and all, because in the end what we seem to have forgotten the most is that they are books. End of story. Magical, mesmerizing, enticing, books.

It’s not that hard, is it?

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.

new year, student choice, Student Engagement, talking, writing, Writing Identity

Setting Up Writing Circles in Middle School

This summer, I read the amazing book, Comprehension and Collaboration, 2nd Edition by Stephanie Harvey and Smokey Daniels as I knew I wanted to focus more on building true inquiry into our classroom.

One of the ideas mentioned in the book briefly was the idea of using writing circles, think lit circles but for writing, with students in order for them to gain a more long-term writing community, as well as a more developed relationship to their own role as writers. I loved the idea immediately and wanted to make it work for our kids., as having my own writing circle of trusted peers has helped me tremendously whenever I write books.

To start us off for the year, we discussed positive and negative aspects of writing by brainstorming. The question was based off of the work we have done with reading and followed the same format, rather than post-its, though, they did it in their writer’s notebook on a t-chart and then created a group response at their table. We then discussed as a class and created our writing rights together. These now hang in our room as a reminder of the type of writing experiences we would like to have.

Image result for pernille ripp writing rights
This year’s writing rights, the yellow post-its are my notes from their group discussion.

Then I wanted to introduce the concept of writing circles to students using something I knew they were familiar with; lit cirlces. How are writing circles like literature circles? I showed my students this side-by-side comparison to help them get thinking about the potential process and benefits waiting for them.

So first, what are the components of our writing circles?

  • Students choose peers to be in their writing circle – 3 to 4 people through an interview.
  • They write together, physically, as well as at times, actually in the same project.
  • They can write on the same topic but in different formats.
  • They share their work, discuss and encourage each other.
  • They serve as editors for each other providing critical and constructive feedback.
  • They serve as long-term writing partners and will, hopefully, develop further skills from each other, as well as develop a more natural writing relationship.
  • They build accountability toward the group and the group is an immediate circle to turn to for help.

The first step toward establishing their writing circles was to reflect on their own writing identity once more – see the screenshot below. This was a continuation of the discussions we have had where they have reflected on how writing intersect with them as human beings, that started with their writing survey for the year.

After they had reflected, they then interviewed seven other people in order to hear more about their writing identity. This was on the same sheet and looked like this – very similar on purpose. To see the full survey, go here.

Why seven? I wanted them go beyond their friend zone and knew that for some that would take a few people. Once they had interviewed seven people, I then asked them to reflect on the following questions.

  • Looking at other people’s habits, who may strengthen your skills as a writer? Note, these are people who have DIFFERENT strengths than you.
  • Looking at other people’s habits, who may not be a good fit for you because you share the same areas of growth or skills.
  • Looking at other people’s habits, who may you help grow as a writer? Compare your marked areas of strength to theirs.
  • Choose only three peers who you think may be a good fit and who will help you grow as a writer. Go outside of your comfort zone if it will help you grow.
  • If you want, you can add peers who you do not think will be a good fit, this is only for strong reasons, not to list all of the people you don’t want to be with.

Once they had reflected, they handed the surveys in to me and the puzzle began. I told them I would try my best to have at least one “wished for” peer in their group but also knew that some kids may benefit from other peers than the ones they selected.

The following day, their writing circles were revealed. We told them it would be a test run to see how they did with each other and that we would reassess as needed. While almost all groups worked out beautifully right away, a few needed minor tweaks which we handled within a day or two.

After the reveal, we asked them to find a designated spot that would always be their meeting spot. While many chose great spots, a few didn’t, and after a few days we did create new spots for some groups that allowed them to work better together. The main culprit was having space to speak to one another and space to have their materials and with 29 sudents it can get a bit tricky. Then inspired by Tricia Ebarvia’s Jenga games to start off the year, we had them play Jenga with each other in order to get to know each other. Here are her original questions, here are the questions we ended up using, some new, many of them hers. I had bought 5 Jenga games and split them into 9 games with 30 tiles each and it worked out perfectly. not only did it allow us to see how the circles would function as a group, but they also got a chance to get to know each other more. Thank you so much, Tricia for sharing all of your work around this!

Then, it was time to actually write something. And so we have been. We have been doing small prompts that they have shared with each other, they have read personal essays and memoirs and discussed them, they have written 6 word memoir, and most importantly they have shared their beginning writing with each other. As the students just submitted their first draft of a memoir or a personal essay, upcoming usage of their writing circle will be:

  • Navigate the feedback we have left – what does it really mean? Where do they need to start?
  • Be peer editors – we will be working on specific revision skills in order to help them edit each other’s work better as this is not a skill they are ready to just take on. As I model my own revisions, they will be doing the revision work on each other’s.
  • Search for “simple” mistakes such as conventions of writing that their own eyes may miss because it is too familiar with the writing.
  • Challenge them in their writing, hold them accountable to create better writing than what they started with.
  • Assess each other’s writing using the rubric and comparing it to their own self-assessment.

On Monday, as we start a wonky week where the only academic day we have together is Monday, they will write a group story as we have been discussing components of great stories. They will then act it out. So far, having this built in writing community has benefitted us in a few way:

  • They already know who to be with when they are writing and since they are mostly peers they have chosen there is a more natural collaboration happening.
  • They have each other to ask when they are stuck, when they are fleshing out ideas, as well as when they think they are done but need someone else to look at it.
  • They don’t have to wait for the teachers to look at their writing, they can go to each other first and then when their time is for a conference with me, they can come right up rather than waste time.
  • The students really seem to like it, no groans or moans when we ask them to get with their writing circles.
  • There is a lot more talk surrounding their writing, which was the main goal. We wanted to work on the social aspect of writing and to offer the kids a way to know that they are not alone when they feel burdened by writing.

I will continue to share the work of these writing circles as they will be a year-long endeavor, but wanted to share this for now. If you have any questions, please ask, I am just learning myself.

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.

being a teacher, new year, Reading, Reading Identity, student choice, Student dreams, students teach me

Planting the Seeds for Our Year of Reading Together

Today, we managed to pull off the unimaginable; every child walking out of room 203 with a book in their hands that they are willing to try tomorrow, which will be our first day of independent reading.

How did we do it? Well, a few things had to happen.

We gave it some time. While our students have certainly been surrounded by books these past few days, we have worked our way slowly toward book shopping. Some kids have checked out books because they asked but many looked more warily at the books surrounding them. Taking it slow, for us, has worked because we can offer up an opportunity to establish some trust and community before we dive into book shopping.

We read aloud. Read alouds tie us together as a community which is why I love to use picture books often with our students. It also allows us to dive into conversations about consent (Don’t Touch My Hair), how we feel about reading (I hate Picture Books!) and the expectations we want to function under in our room (We Don’t Eat Our Classmates). Read alouds ease us into the important work we are doing while exposing us to others’ stories.

We had some powerful conversations. Starting with our beginning of the year reading survey which gave me a sneak peak into how the kids see themselves as readers. While many are okay or even great with books and reading, some are decidedly not and the survey starts to let us see that. We then move to discussing the feelings and experiences tied in with reading as detailed in this post. This year the students decided to share when reading is dope and when it is trash. This then laid the groundwork for revealing the 7th grade reading challenge, as well as setting a meaningful reading goal to begin the year.

They determined their reading rights. After we have discussed their past experiences with reading, both the good and the not so good, we brainstorm which rights we would like to have for our independent reading time together. While there is not an option to not read, the students have great ideas for the type of reading experience they would like to be a part. After all three blocks of kids brainstorm, I created our chart which the students then approved today.

Reading Rights for 2019 -the yellow post-its are my notes from their conversations in order to make sure I stayed true to their hopes.

We have reading loving staff members. And not just this year. I am fortunate to work in a district that emphasizes the joy of reading in many place and I am part of a chain of people who spend a lot of time trying to match kids with books and also protect how their readers feel. While kids come in with many different experiences when it comes to reading, many also speak of the great moments they have had with reading throughout the years. And this only furthers the work we get to do in 7th grade.

We have lots and lots of books. While my district funds books, which seems to be a rarity these days, I have also spent a lot of money on books throughout the years, I wish this wasn’t the case, but it is what it is. However, our district also funds our school library and has staffed it with an amazing librarian and library aide. This provides our kids with the opportunity to not only look for books in our classroom, but also in the library and other places that have book collections. It is a powerful partnership between many of us that only continues to expand.

We took the time today to discuss how to find a book. While book shopping and book selection is not something new, centering our book shopping in what they already know and discussing the habits they have provide us with a place to start. It introduces our classroom library as well as our check out policy. It also helps us remind kids that they have a lot of strategies to try a book on, as well as to remind them that to cease reading a book is always an option at any point. We would much rather have them spend a lot of time selecting a potential great book than just rushing through the process.

So we gave them time. As much as they needed to touch the books, to browse the books, and to discuss the books with each other. I had pulled several stacks of books, one per table, to get their interest but they knew that they could browse the entire classroom. They could check out whichever book(s) they wanted and all of the other potential titles they put on their to-be-read lists. And it worked. Every child was up and moving, every child left with a book or more. To see so much book excitement was frankly a major highlight of this whole week.

What were big interest books today?

The Hate U Give by Angie Thomas

On the Come Up by Angie Thomas

Anything by Jason Reynolds

Guts by Raina Telgemeier

Until Friday Night by Abby Glines

Twilight by Stephanie Meyer

Everything Everything by Nicola Yoon

Now don’t be fooled, the work is far from over. But this is a start, a seed that will continue the work we do as we try to help some of our students go from kids who see little to no value in reading to kids who do. As we help kids continue the already positive relationship with reading that they have. But it also work that is shrouded in privilege. Our kids have access to books. Our kids have access to teachers who love reading. Our kids have time to read. Every child deserves that as an educational right.

For me the best part is; I am not alone in this. Our school and district is filled with people pursuing the same goal that I am; helping kids find books that matter, helping kids see themselves as readers. Today was a start and I cannot wait to see how it continues to evolve.

Tomorrow we read.

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.

being a student, being a teacher, building community, new year, student choice, student voice

Getting to Know Our Students Survey

Every year, I do several surveys at the beginning of the year, I don’t think I am the only one.  As we try to get to know these kids that have come into our lives, I think it is so important to gather as much information as they are willing to tell us in order for us to be better teachers for them.  But I also think about how hard it can be to answer questions those first few days of school when you don’t really know what your answers will be used for, when you are not quite sure who this person is who is asking you these questions, when you are perhaps not even sure what the questions mean.

So this year, I am changing my approach a little bit.  The questions have been changed to be more of a progression of trust, not because I am under any impression that from Tuesday to Friday the students will trust me, but because I want to honor the relationships we are building and the fact that they take time.  Students will be asked to answer a few questions every day, but can also choose to speak to me about these things.  They are focused more specifically on what the child needs from me potentially to be successful and not so much on academics.  Students will do a separate survey every day, while not ideal, it will allow me to see their answers as the week progresses and then create one answer froup per student at the end of the week.

Along with these questions, I will also give my reading and writing surveys during that first week.  Those will be on paper as I place them in my conferring binder alongside the notes I take during our conversations.

Before the children have shown up, we will also have asked those at home about them.  We want to reach out to parents and caregivers as experts on their children and honor the knowledge they have through a home survey.  It is sent electronically before school starts and I respond to each person that takes it with follow up questions, those who do not have access to email or choose not to take it online are handed a paper version once school starts.

While the first-week surveys are not done, I am sharing here in order to receive feedback.  What have I missed?  What have I misworded?  What would you add or remove?  You are more than welcome to make a copy and make it fit your students, just please give credit.  To see the surveys, please see here:

Tuesday – Go here

Wednesday – Go here

Thursday – Go here

Friday – Go here

Thank you to those who have already helped me make it better, here are all of the questions together.

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.

being a student, student choice, Student dreams, writing

A Few Ideas for Better Peer Editing

I became disillusioned with traditional peer editing a few years back after I had once again spent a long time coming up with a specific checklist for students to work through in order to help them strengthen their writing. I think this was my 10th version of said checklist, a list that was specific in its purpose, supposedly easy to follow, and exactly what we were working on. Almost every single student pairing blasted through the list and turned to me proudly to tell me that it all looked good, that they had now produced their very best draft, and that surely, there was nothing else they needed to fix.

And yet…when I inevitably peered over their shoulder, I saw the same mistakes. The same missed opportunities for discussion about their writing. Depsite the checklist. Despite all of my careful planning.

Move to 7th grade and I mention peer editing and all I am met with is groans. “Please not that, Mrs. Ripp…” and so as always, i would ask students to tell me more about their reaction and what they told me was the final nail in the coffin for my traditional way of doing peer editing.

We don’t trust our editors and writing is personal.

They just tell us it’s all good.

We don’t know how to help.

They don’t want my help.

I knew then that not only was I past the checklist days, but I had to change the whole writing community we had established in order to help them grow together as writers, a dream I am still working on year after year.

So in the past few years, we haven’t had a peer editing process per say, what we have done instead is focus on creating a writing community that is established early. A writing community that celebrates our writing, a writing community that (at times, because let’s be realistic here) doesn’t hate to write.

While this is still major work in progress for us, there are a few things we are proud of. These include:

  • The choice of who you work with in your writing. This way students start to see who can naturally help them with their writing rather than the constant forced pairings of years passed.
  • The choice of whether to continue revising/editing or to be done. Students know that when they see work as done, it often is, they then choose to either start a new piece or continue to work on the current one.
  • The understanding of the need for others’ eyes on your writing at times. The students we teach often ask each other naturally to look at their writing because they know that if they don’t, they will miss opportunities for growth. This is encouraged with built in time and conversation about what it means to be with fellow writers. Students are encouraged to share, read, and comment on each other’s writing when it makes sense to them. This is huge for ownership and lens of what they need.
  • The choice of whether to share or not. While students are expected to share some of their writing with the community, not all writing is for others. This has been a part of our foundation as it is important that students see their writing as theirs to own, not mine.
  • The choice to write poorly. It has been important for our students to understand that not all writing is going to be great. That sometimes what we are writing is not working, is not great, is not something we want to share. What we work on is getting past that feeling whether by abandoning a piece or working through it.

I know when I started writing books and realized what editing and writing communities really did for my writing, I know I wanted to emulate that in my classroom and yet for many of my students, they don’t see a purpose in their writing beyond the teacher telling them to get it done. This is why it has been such a long process for me because not only am I trying to get them to write better, but also to see power in their writing. This is also why I don’t write about our writing work very often because it is such a huge work in progress and I doubt my own ideas a lot, despite the growth I see.

So, the other day as we were finishing our This I Believe scripts, I turned to my learning community to see what else is out there for ideas in better writing partnerships, especially with an eye on revision, and I was not disappointed. There were so many great ideas and opportunities for growth shared that are helping me go further in my journey. So wherever you are in yours, perhaps some of these ideas will help you further develop your writing community as well. I know I have a lot of work to do with my current and incoming students as we continue to try to make our writing more meaningful.

This is yet another reason why I love social media so much, thank you so much to everyone who shared. There is a wealth of ideas here, many of them centered around the individual child’s identity as a writer and the vulnerability that is naturally involved when it comes to sharing what we have written with the world. And that for me is always the biggest piece; how will my students feel after they have shared their writing? Will they feel empowered or will they feel taken apart? Will it truly have transformed their writing or will it just be one more reason that they think they cannot write?

I know I have much to learn!

PS: In case, you missed the announcement, I am running a book study of my first book Passionate Learners this summer in the Passionate Readers Facebook group. You should join us!

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.

books, Reading, Reading Identity, student choice, student driven, Student Engagement

So You’re in a Reading Slump, Now What?

Perhaps this has happened to you..

You know those books staring at you from your to-be-read list or reading shelf sounded good at some point, but right now, they just seem like work. Yet, you know that you should be reading, especially if you are someone who teaches reading and so you grab one, read a few pages and pretty quickly lose interest. You grab another one, only to lose interest again. The story repeats until your phone pleasantly dings and you find yourself surfing mindlessly, doing everything but reading longer texts, feeling the guilt build up.

Or perhaps you finished the most incredible book and now every other book pales in comparison.

Or perhaps you started an amazing series where the first book was thrilling but now on the second, or third, or fourth, it just seems to be dragging on.

Or perhaps you see that book that is okay staring at you, but you just can’t seem to find the time to actually read it and as the days drag on so does your memory of what actually happened.

Whatever the case, if you have found yourself in one of these situations (or many of them as I have), you have found yourself in a reading slump.

Perhaps life has gotten in the way.

Perhaps your energy level is just not there.

Perhaps it just doesn’t seem like there are any great books out there.

Whatever the case may be, this slump is one that you can get out of, it just may take a few tries.

First things first; identify what is causing the slump. Is it work getting in the way? Is it lack of energy? Is it that you cannot seem to find another great book? Finding the cause can help you navigate out because it involves identifying your own habits. What is causing you to dread or want to skip out on reading? What is making it seem like a chore rather than something you enjoy? If you are not sure what caused it, fear not, you can still try any of these ideas.

Try a different genre. I often fall into reading slumps when I have been reading the same thing for too long and it all seems really formulaic. This is a great time to make sure you don’t pick up another book like the last few you have tried and try something else. So what have you not been reading?

Try a new genre. Now is also a great time to try a genre that you don’t often read. Perhaps it has been a while since you last read historical fiction, or sports books, or a book about mermaids (yup, totally me) so now would be a great time to try exactly that. Do some research for the “best” book within a certain genre of the past year so that you can see what you have been missing out on and give it an honest go.

Try a new format. Perhaps now would be a great time to pull out audio books for your commute. Go to the library, download Overdrive or Audible and stack up on new reads. I recommend stacking up on a bunch of new audio cd’s and just trying them out as you are driving. Also, graphic novels and novels in verse are a great tool to get out of a slump, when life seems a bit overwhelming, I love to pull out a stack of them because I feel accomplished in my reading when I can get through one or two. Sometimes we need to boost our own self esteem as readers too.

Try a professional development book. At times, I need something that engages my brain in a different way which is why I always have a stack of professional development books ready to read or simply books that will teach me something. The change in pace and what I am getting from it is helpful as I try to restart my reading and the bonus is that it leaves me inspired.

Read outside of your field. I just read the book Keep Going by Austin Kleon which is meant for artists and yet as an educator, I loved the book’s simple message of self care and preservation of creative strengths. Even though the book was not necessarily geared toward me in my life, it was still a meaningful read. Don’t let your own interests and limits narrow your choices.

Give it 20 minutes. When I don’t feel particularly inspired to read, I set a timer. If I read for 20 minutes then I can decide whether I want to read the book some more or let it go. While this doesn’t always pull me out of my slump, it does help me stay in the habit of reading and at least my to-be-read shelf gets smaller as I pick up new books to try.

Commit to something. Joining a book club, whether virtually or live, is a great way to get excited about books again, and once again, it doesn’t have to be for serious reasons. There is something super fun in coming together with other adults who are purposefully seeking out enjoyable reads.

Ask your students what you should read. I share my book slumps proudly with students and ask them for their best recommendations to get me out of the slump. I love how some of them get invested in trying to convince me that the book they are recommending is the best book to read, they also add a layer of accountability to keep me reading, even when I would rather watch The Office reruns.

I asked educators what other tips they had for this and boy was I not disappointed. Here are some of the many tips that I received, some that I will for sure be trying out myself. Thank you to everyone who responded.

Amanda Potts wrote, “Sometimes I return to an old fave, something where I can take a dip or a deep dive; or I switch genres, read along w/a student or my kids, allow myself to start book after book until I (inevitably) get hooked. Library holds => pressure to finish before they are due, that helps.”

Alice Faye Duncan wrote, “I visit museums. During the exploration, I will encounter intriguing and unknown (to me) artists that send me off on a trail of discovery. This is how I unearthed books about Romare Bearden, Alma Thomas, and Kerry James Marshall. Museums are my gateway drug to intoxicating books.”

Scott Fillner wrote, “What has worked for me before, is to go to a library and hang out in the picture books. Finding new treasures, reading old favorites, and thinking about people who could use these stories. #SlumpBuster”

L. Suzanne Shanks wrote, “Simply fun “Junk Food” books, especially audiobooks, to get the relaxation, escape & joy back. Also, reading when I am tired is pure frustration so the rare gift of reading when refreshed works for me.”

Ariel Jankord wrote, “Carrying a book with me everywhere I go is huge! Instead of whipping out my phone to pass the time, I pull out a book!”

Trish Richardson wrote, “I set a goal of reading the short list of the Canada Reads recommendations. Also, every time I wanted to reach for my phone to check Twitter, Instagram or Facebook I would make myself read for 15 minutes before. The books took over.”

Beth Shaum wrote, “Read a book WITH someone so you have someone to talk to about it. I enacted bookclubs with my 6th graders this year because they were NOT having silent reading, so I worked with their natural curiosity and chattiness.”

Dr. Shari Daniels wrote, “I use @donalynbooks strategies – set reachable small goals, carry a book with me everywhere I go, read in the edges of time to keep my head in the story. Often, for me, it’s getting my “reading brain” back.”

Jay Nickerson wrote, “For me, it’s often a matter of a comfort book, like a Jack Reacher, or licensed property. Other times, I grab what someone else is reading. Poetry collections, comics, short stories, magazines are all nice bridges between books.”

Jaymie Dieterle, “I usually pick up an old favorite and re-read – or I let the slump be. I do other things for a couple days – Tv, movies, etc – and then try again. I try to take the pressure off the slump and be okay with not reading for a couple days.”

And the amazing Donalyn Miller wrote this great post with even more ideas.

What did we miss?

PS: In case, you missed the announcement, I am running a book study of my first book Passionate Learners this summer in the Passionate Readers Facebook group. You should join us!

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.