Maybe Next Year…

I was a “just fine” teacher for many years.

The kids who came to me who were successful in school did just fine.  The kids who had already figured out the way to do school were just fine.  The kids who seemed to find things to like about school ended up just fine.

And yet, every year there they were.  Their data staring back at me as fiercely as their refusals.  That little group of kids that no one seemed to be able to reach, to help, to figure out how to make them grow like we hoped they would.

And every year, at the end of the year,  I hoped for the very same thing; maybe next year it will finally click.  Maybe next year’s teacher will figure it out.  Maybe next year they will be a better teacher than me.  Maybe next year…

But what I seemed to forget for so many years.  What I still forget at times is one simple truth; for all of our kids, we are the “Next year…”

We are the teachers that are supposed to finally figure it out, to make the difference, to help them grow.

We are the teachers that are supposed to find just one more idea when we seemingly have tried everything and yet nothing has made a difference.

We are the teachers that we hoped all of “those” kids would get.  We are the maybe next year…

So we cannot sit back and wait for next year when that is exactly what we are.

We cannot hope that others will figure it out better than us when we are what these kids got.  We cannot pass the child on as an unsolved mystery without working until the very last day, the very last moment, in the hopes that something, even something minuscule, will finally help them grow.

So we keep trying, and we keep reflecting, and we keep asking questions.  And we slide those book stacks across their desks with our most enticing books, and we keep sliding them even when they dismiss us through their eye rolls or outright refusal.

We purchase the books we hope they will read.

We confer with them even if they have little new to say.

We give them as much of our time as we can so that they can see that rather than giving up we keep coming back.

And we rediscover the hope of becoming a reader that may have been extinguished either by our own actions or of actions outside of our control.

So when I am asked but what do we do when the kids still don’t read?

When they still don’t care?

When they still just don’t?

I remind myself and anyone else.

Not yet.

But they will, however small.

There will be a moment of success, perhaps not transformation yet, and we will know that instead of simply hoping that next year’s teachers would figure it out, with this one little piece we have gotten one step further.  And we cannot dismiss that.  So look for the little, for the often overlooked, pump up your patience, and find your successes.  Don’t give up on a child just because it hasn’t worked yet.  Don’t give up just because nothing seems to matter.  Don’t give up and hope that others will figure it out when you are what that child has.

Teach, work, believe and love, and know that instead of “next year” we can make it become “this year…” and then for this one child, we will make a difference.  But we can’t do that if we already are waiting for next year’s teachers to figure it out.

If you like what you read here, consider reading my newest book, Passionate Readers – The Art of Reaching and Engaging Every Child, out August 2017.  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.

 

 

 

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When Reading is Trash or Magic

A couple of years ago I asked my students to tell me why reading was amazing.  When Jack whispered to Michael that “Reading sucks…” the rest, they say, is history.  Inspired by Jack’s words of truth, I have asked students for years now to tell me their reading truths and not hold back.  I cannot be the kind of teacher I would like to be if I don’t get to know them.  The real them.  Not the school-primed, sanitized version.  Not the kid that knows how to play the game.  Not the kid that says whatever they think we want to hear so they start off on a good foot.

So on the third day of school this year, I told the story of Jack. Of how I had been doing that lesson where I talk about the magic of reading.  How he had dared to whisper those words.  Some of the students laughed, they remember the lesson I was referring to, as they have also head about how amazing reading is for years.  And then they got quiet as I asked them so when is reading not magical?  And when is it?

I wrote in big bold letters “Reading is magical” and then asked them what to write on the other side.  “Reading is trash!” they said as they chuckled, not quite sure, I am sure, of what to make of all of this.

They grabbed as many post-its as they could and then started to write their reasons.  Please tell me when reading is amazing.  Please tell me when reading is trash.  Tape your post-its to the board so they stay up.  Sign your name if you want.  And then step back, read the post-its.  What do you notice?

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Over and over their words joined together to form the same patterns I see year after year.  The same things I have done to kids through the years.  The same things many of us educators are told to do every year by well-meaning administrators who are led by an expert curriculum that someone told them to purchase to raise test scores.

No choice!

Boring books!

Too much writing!

Tests!

Forced reflections!

Sitting still!

Their words glared at us.

 

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But wait?  When is reading magical?  Again a pattern that we all know.

When I find the right book!

When I am given time to read!

When I find a great series or author!

When it is quiet!

When I am allowed to just read!

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Their words have carried us into our beginning reading conversations, into our analysis, into our very community.  They have guided us as we start to figure out where reading fits into our lives and whether we can protect or promote a strong and personal relationship with reading.  They have guided us as they have mentioned the amazing experiences they have had with their previous teachers, and the ones they wish that had not had.

We fret so much over what curriculum we should use, how we should teach, and how we should grade, yet sometimes the biggest impact we can have with kids is simply when we stop and ask them for their truths.  Do you know what your students would say?

PS:  This lesson and the others that surround it are all discussed in my new book, Passionate Readers.  Passionate Readers.  

If you like what you read here, consider reading my newest book, Passionate Readers – The Art of Reaching and Engaging Every Child, out August 2017.  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.

 

On Authentic Reading Goals and Conversations

The silence envelops us a few minutes into class.  I look around and see one of my favorite sights in the world; kids reading.  Quietly I walk up to the first kid, grab a chair, sit next to them and ask; what is your goal for the year? And for the next few minutes, I get to know this child a little more, not just as a reader, but also as a human being.

Last week, I wrote about our the changes to our 7th- grade reading challenge and how this year we had decided to move away from just quantity to make it more authentic for students.  I was excited to roll it out but not sure how the students would react.  Were they even up for a challenge or would it just be another thing to get done just so the teacher would stop bugging them?  Only one way to find out; ask them.

This week, as I started my quick reading check-ins, asking about their goal, has been the main topic of conversation.  With a simple question, we are off and I am starting to get a feel for these kids and who they are as readers.

So what have I noticed?

That no goal fits all.  As an elementary teacher, I often provided my students with a specific goal for them to work on and while instructionally this makes sense, after all, I can see what they need to work on, there often was very little buy-in.  When students reflect on their own needs and set a goal, they immediately see the reason for it. Those goals that I also see for them?  We will work on them together in a small group.

That when we ask kids to really think about what they need to work on the answers are very varied.  This also means that the years I have pushed for more of a quality goal or other single-minded goals, that many kids have not bought into it because the goal has not mattered to them.  Some kids immediately had something come to mind, while others needed more support.  Most kids though have created a goal that is specific to not just their reading identities, but also their reading lives.

Those individual goals encourage more honesty.  I always operate under a policy of total honesty when it comes to reading and ask my students to also do so.  By starting our reading conversations early in the year and asking for them to tell me the good and the bad as far as their reading experiences, that judgment-free reading discussion follows us into their goal setting.  When I ask students why they chose that goal, many discuss how or when they read or when they don’t and why they need to change that.  Some kids also discuss how even with this goal they don’t think they will be successful because of various obstacles.  Rather than hiding these thoughts, they are willing to share them which means I can now note it and try to do something about it.

That they do most of the talking.  While I start the conversation and also offer up follow-up conversations, I need to make sure that it is their response that guides the path.  Too often I have overtaken a conversation out of my own helpfulness, but now I try to listen and then respond to get them to elaborate.

Those relationships are built in small pieces.  One of the best benefits of these reading check-ins simply has to do with relationship building.  Every time I am able to devote a few minutes to just one child that is one child I know better.  While this might be a “Well duh” moment, I often think of how many conversations we don’t make time for especially in middle school and high school.  How often do we feel like we don’t have time for that check-in or small group because we have so much to cover?  The reading check-in is a foundation of my further instruction and I need to remember that when I feel like I am pulled in a different direction.

That quantity goals often mean that the child does not know themselves well as a reader.  While quantity goals used to be our norm, I have found in my conversations that often when a child now sets the minimum quantity goal it is often because they do not know what else to work on.  Our reading check-in then centers around what else they could focus on.  When they are not sure then that tells me a lot about their reading identity.

That reading check-ins offer me a chance to remind.  Those first few days of school are such a blur for all of us and I shudder to think of all of the information that these students have been presented within all of our classes.  So while I offer reminders in the beginning of class, I am also reminding them of reading rights as we speak.  It is important that kids know that they can book shop anytime they want, that they can abandon any book they need to, and that they need to plan for reading throughout their day.  How many times do we say things in those first few days that kids never hear?

That I write very little down.  Too often we get caught up in our conferring notes, rather than in the conversation itself.  I am intentionally limiting my notes just so I can focus on the child, so I can look them in the eye, react to what they are saying and then jot a few things down that can spark the next conversation.  (To see the form I use, go to our Facebook group).

As I think ahead to the coming week, I am excited.  Excited to have more conversations.  Excited to move further in our instruction.  Excited to learn more about these kids that have been entrusted to me every day.  All through one little goal and a few minutes of conversation.

PS:  If you would like to have more reading conversations or you have questions, come join our Passionate Readers Facebook group, 

If you like what you read here, consider reading my newest book, Passionate Readers – The Art of Reaching and Engaging Every Child, out August 2017.  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.

Ten Tools for Changing the Grading Conversation

While I have tried to move away from giving grades over the last seven years, I have been a failure at it.  Those pesky numbers or letters keep popping up in our classroom, whether I want them to or not.  That seems to be what happens when you work within a public school system that has made the grading decision for you.  For the past seven years, I have written about how to move away from grades, but what if that is not an option?  What if grades are a part of your duties and you have to give them no matter what?  And let’s face it; assessing students through grades is easy; put a number/letter on it and it tells the whole story for you, or so we think.  Put a number/letter on it and surely a child, or a parent, will know exactly what we are communicating and how they are doing.  And yet, that is not what happens within most traditional grading; kids don’t know why they get what they get, they feel they have no control, and parents aren’t aware of the full story.

I have to come realize that while I can pine for a gradeless system, where we do not place children into such boxes, in the meantime I can work within the confinement currently presented and change the conversation itself.  So rather than focus on trying to remove grades completely, I can make sure that the ones I am in charge of giving are actually meaningful, as well as controlled by the students, providing us with another tool for giving the learning back to the students.

We start by breaking down our learning targets whenever possible, and while this sounds incredibly formal, it is more of a pointed conversation.  What are we learning and why are we learning it are questions that students should be able to answer, even if the answer to why is to be better human beings.  Students have a hard time taking ownership over their learning process if they have no clue where they are headed.

We then discuss ways to get there.  As often as possible, students need have to different pathways to reach their learning goals.  While full personalization of product would be lovely, I am not able to provide that for my students at all times.  We then look to the five tenets of choice as ways to incorporate more personalization.

Students must know themselves.  We have two central questions we pursue as an English class all year; who am I as a reader and who am I as a writer?  Both of these lead to the self-reflection and discovery that students undertake.  After all, I need each child to know themselves well enough to know how they actually need to grow and also to find the motivation to become better.  That will not happen if I make the same goal for each child. It is also telling that many of my most resistant learners do not know who they are as learners.  How can we expect them to grow if they don’t even know who they are?

We know what the end assessment will be.  We have to discuss with students and help them understand what our grade level work reads like or presents itself as, otherwise we are asking students to shoot their learning into the dark and hope it sticks somewhere.  So actual student examples, modeling, and shared conversations have to be present during our learning as guides to the students.  Make it accessible without your direction so they can access it at any time.

We change our language.  Two years ago I adopted the “Best draft” terminology from Kelly Gallagher and have not looked back.  Often students will hand in their “best draft” rather than their final product.  Final product means exactly that; final, no need to revise, revisit, or rethink.  But “best draft” means that it is unfinished, that there is still work to be done, that even if the assessment is attached to it, it is preliminary at best and can be molded by their own efforts to change their learning product.

Students assess themselves first.  For big projects, (and I need to do it more) I will not assess it unless a child has first.  Otherwise, my voice is what they will conform to rather than their own reflection on where they are on the learning journey.  I need them to do the hard thinking work of breaking down their own skills and then seeing what their strengths are and how they need to grow further.  They, therefore, need to understand the rubric, the terminology used, as well as how they CAN grow.

They come up with a next step.  While I focus my feedback on the one next step, they also need to focus on what they are working on next and how else they will grow.  It is not enough for them to place themselves into an assessment category and then do nothing about it.  Every child needs to set the next step goal for themselves and then come up with a tangible plan to pursue it.  This will be a major focus for me next year as I am still trying to figure out how to do this best with teaching 130+ students.

They direct their learning.  Part of our learning journey is figuring out how they learn best within the confinements of our time, our environment, and the curriculum we do need to explore.  So who do they work best and where in the room do they work best are parts of their self-assessments, not just a number or a letter grade.

They take ownership over their assessment.  While the number (we are standards based) is not the description of them as a learner, it becomes part of our conversation.  We must go beyond handing out numbers or letters so that students can understand what it means to create work that is at a “2” or a “3” and then move beyond that even.  Making the number or letter something that is in control of the students changes their own classification.  No child is a “2” in our classroom, the specific work may be at a “2” level; there is a big difference there.

They want more.  My students know that their score, which is often selected by themselves, is just a part of their assessment because they are consistently provided with feedback either through a rubric, written out, or a conversation.  Very rarely, except for on our spelling packets, are they just given a score with no further explanation.  That means that they know that the number is merely a symbol of something larger and not the only designator.  They know that there is more to the story.  In fact, they get so used to this that if feedback or reflection opportunity is not provided that they ask for further clarification.  This is an indicator, in my eyes, that they see how little the actual number/letter symbolizes and need more information.

The thing is with grades, they are a tool like any other.  It is when we let them dominate our conversation when they become the only thing we discuss that we lose kids in the process.  Grades were not meant to be easy, they are meant to be a conversation starter and so it is up to us to start having those conversations if we want students to truly have ownership over their own learning journey.

If you like what you read here, consider reading any of my books; the newest called Reimagining Literacy Through Global Collaboration, a how-to guide for those who would like to infuse global collaboration into their curriculum, was just released.  I am currently working on a new literacy book, called Passionate Readers and it will be published in the summer of 2017 by Routledge.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.

8 Ideas to Make the End of the Year Race Better

Have your students told you yet how many days that are left?  While it has been awhile for me, I can still feel it creeping up, sneaking up, whether we are ready or not; for many of us in the Northern hemisphere, the end of the year is near.  And if your students are anything like ours, then there may be excitement in the air mixed with a special kind of exhaustion that is threatening to derail even the best-laid plans.  So what can you, along with your awesome students, do to make these last few days or weeks better?  Here are a few ideas.

Make it matter.  And by this I mean; make it meaningful, make it count.  Now is the time to dig deep, to go personal, to make it something they will remember for a long time.  we end with out This I believe project, a student and teacher favorite every year and we work all the way up until the very last day.  I love how we end with something that ties us even closer together as a community, rather than just have us fade out in small to-do’s.

Teach with urgency.  This is not the time to slow down, instead, make every minute worth your time.  We start with reading, as always, and then we teach until the bell.  I want the days to go by fast, not drag on for everyone involved.

Increase student movement and talk time.  I love seeing the various projects our students are engaged in throughout our building, with many of them involving more movement and also more student agency.  Now is a perfect time to have students take the lead on projects if you haven’t before and also to incorporate as much choice as possible.  I was lucky enough to watch a PE class where students had to sit and write about their summer fitness goals, the kicker?  Every time they did a section they had to run and do other physical activities.  I loved seeing how even in writing, movement was incorporated.

Make memories.  Even if the students are ready to leave make sure you take the time to reminisce a little.  How has this year been?  What will they remember?  I try to have students write letters to the incoming 7th grade to offer them tips and ideas, these letters not only give me a way to welcome the new students but also to see what made a difference to my current ones.

Take them outside.  I used to shun the outside for teaching, after all, it was just so distracting.  Now we look for the days where we can get outside.  So far it has only been with my homeroom class for a quick walk, but the outside is calling all of my classes and I am thinking of a way to teach out there.

Survey them.  This is ripe reflection time for us as we start to look forward to next year so make sure you ask all of the questions you have.  While I have not finalized my end of year survey yet, last year’s told me a lot about which projects they loved, the ones they hated, and also how I could become a better teacher.  These kids know us so make sure you ask for their advice, after all, we have the best professional development sitting right in our classrooms.

Make plans for the summer.  I don’t think we should pretend that summer is not right around the corner, instead, we need to have some frank conversations about what their plans are and more specifically, what their reading plans are.  Many of my students told me today that they did not plan on reading at all, this is the reality many of us face, and yet I still have four weeks to showcase the most incredible books I can find.  Book talk with urgency and help them create long can’t-wait-to-read lists.  Partner with the next year’s teachers, partner with your school librarian, partner with those at home and help them remember to read.

Reflect on their growth.  I don’t think all of my students know how much they have grown, how much they can do, how much more they are now than when they began.  I think the is common for most kids, after all, growing smarter is a gradual affair.  So build in time for them to actual realize their growth, their successes, and also to goal set for next year.

Stay in the present.  Ah so that makes nine, but this one is so important.  It is so easy to get caught up in thinking about next year and even planning for next year, and yet; these are the kids we still have.  We are still in the current school year, so if we don’t stay in the present, neither will our students.  Love them, keep getting to know them, praise them, laugh with them, believe in them, and keep pushing them to strive for more.  After all, next year, you will miss them, we always do.  And just perhaps, if we are lucky enough, they will pop their heads in on that first day of school, just to say hi.

If you like what you read here, consider reading any of my books; the newest called Reimagining Literacy Through Global Collaboration, a how-to guide for those who would like to infuse global collaboration into their curriculum, was just released.  I am currently working on a new literacy book, called Passionate Readers and it will be published in the summer of 2017 by Routledge.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.

Ideas For How to Do Better Book Clubs in Middle School

In 2015, I wrote a post discussing how I was doing book clubs with my 7th graders and how their ideas had shaped our process to be more powerful.  Two years later, I look at some of those ideas and see how my thinking has changed and also how much more ownership the student shave taken.  I, therefore, decided to update that post with what it looks like now.

I knew when I moved to 7th grade that book clubs would be one of the things that moved with me.  That shared reading experience where students would get to just read and discuss is something I have loved having in the classroom the past few years.  I knew it would be a  different experience in the middle school classroom, after all , heir maturity would push their thinking, what I had not accounted for was also how my whole approach to the purpose of it would need to change to cater to a more critical mindset.  So what do book clubs in the middle school classroom need to be successful?

Then:

An honest conversation.  I would not have gotten student buy in if I had not had an honest conversation with them beforehand.  They needed a chance to vent all of their frustrations with book clubs in order to see how this time around they might be different.  They needed to know that their thoughts and yes, feelings, were validated and considered.  While most would have invested themselves in the process simply because it was expected, I didn’t want that type of buy-in, I wanted a genuine desire to use this for good, to enjoy the 4 weeks or so it would last.

Now:  

This is still how we start our book club explorations.  This one-day conversation is all about figuring out what they love, what they don’t, and how to make sure that they understand the bigger idea behind book clubs; having great conversations about a fascinating text.  This is, therefore, the first thing that happens as we embark on that adventure, after this, the kids start to figure out who they would like to have a book club with.

Then:

Choice in books.  I know it is easier to have a few pre-selected books for students to choose from so we can help facilitate the conversations, but with more than 100 students to cater to I knew I needed choice and lots of it.  With the help of my amazing library team, bonus points from Scholastic, and the phenomenal Books4school, I was able to present the students with more than 50 different choices for titles.  This way no group needed to share books and all students should be able to find something to agree on.  I also told them that if they couldn’t find anything, to let me know, we would find the right book for them.

Now:

This still holds true – the students all get to select their books and I now have more than 70 titles for them to choose from.  There is no overlaying theme between all of the books, although most, if not all, have a theme of perseverance.  This year, I have also added in some nonfiction titles and am thinking of adding more.  One thing that has helped me is by reading all of the books that I have as choices.  That way I know whether they actually have great things to discuss or not.    I also have this many books because I think it is important that the students can bring their books out of class, that way they can stay on track with the pages they need to read without worrying about access to the book.  Finally, one teacher shared the idea of having kids read individual books and then grouping by theme.  I find this to be a fascinating idea and may play with this next year.

Then:

Choice in who they read with.  Working with adolescents have made it crystal clear to me just how vulnerable they feel in these developing years and how much they value when their input is used to determine groupings.  So students are grouped together using some of their data, but also who they would like to read with and why.

Now:

I am adding an interview component to the process, as some kids do not realize how different their reading preferences, abilities, or ideas are from some of their closest friends.  This year they will, therefore, fill out this inventory and then interview potential people for their book clubs.  They will then hand in their sheet to me and I will group them together as best as I can to their preferences, but also including kids who may otherwise be left out.  For the first time ever, inspired by the idea of Kelly, one of our amazing special ed teachers, a few kids will also be given the choice of whether they want to do a book club with a chapter book or picture books that have to do with perseverance.

Then:

Choice of rules.  While I may have an idea for how a book club should function, I needed student ownership over the reading, as well as how their discussions would unfold.  All groups decided their own rules and posted them on the wall.  It has been powerful to see them guide their conversations, and yes, also dole out consequences to members within their groups that have not read or are not participating.

Students self-made rules hang as a reminder on our wall

Now:

I no longer have students post their rules, instead they just share them with me and I do periodical check ins.

Then:

Choice in speed.  All of my groups read at different paces, so they determine how many pages a night they need to read as well as when they would like to have the book finished by within our 4-week time frame.  One group, in fact, has already finished a book.

Now:

We now reserve three weeks for book club time, I ask them to pace it out so they finish with two or so days left of those three weeks.  They create a reading calendar and it gets glued into their reader’s notebooks.

Then:

Choice in conversation.  Book clubs should not function around the teacher, in fact, I have noticed that when I do listen in to an otherwise lively conversation the students immediately get timid in most cases.  I have learned to listen from a distance and only offer up solid small ideas to push their conversation further when they really needed it.  Too often our mere presence will hijack a group and students don’t learn to trust their own opinions and analysis.  Removing yourself from the process means students have to figure it out.  For those groups that struggle we talk about in our private mini-lesson.

Now:

While I still have students run their conversations, I do give them ideas of what to discuss in their book clubs so that they have a starting point.  They are also given an individual project to work on with their book (figuring out the theme and other literary elements) and so I tell them that they can use each other to help with finding the signposts (from Notice and Note) and what they mean.  This year, I will also be listening in to their discussion once a week and take some notes on what and how they are discussing hoping to work with them on their discussion skills.

Then:

Choice in abandonment.  I do not want students stuck with a book they hate, so some groups chose to abandon their books within a week and made a better choice.  Rather than think of it as lost reading time, I cheered over the fact that my students know themselves as readers.  All of my students are now reading a book that they at the very least like and that is an accomplishment in my eyes.

Now:

This still stands, except they now have to abandon it within three days.  I will also let students switch groups within the first week if they hate the book or the group dynamics do not work.  They, then, have to make up for lost time in the reading of their pages.

Then:

Choice in length and meeting time.  Students are allotted time every other day to meet in their book clubs and have 28 minutes to discuss and read some more.  While I have told student to try to push their conversations, I have also urged them to keep them under 10 minutes unless they are having a great discussion.  Students vary the length of their book clubs depending on what their self-chosen topic of discussion is and figure out how their group works best in the process.

Now:

Students are still given time every day to either read or discuss, they need to discuss every third day for sure and they can decide how long they want their discussions to last.  I do a quick check-in with them after their discussion to see how they did and how productive it was.

Then:

Choice in final product.  While our true purpose of having book clubs is to have a shared reading experience, I am also asking the students to do a book talk of some sort when they finish.  There are two reasons behind this; to assess the standards we are covering in the quarter but also for them to develop their critical thinking skills.  If the book they read is not suited for future book clubs then I need to know why.  I don’t want students to have a lengthy project because that is not what book clubs are about.

Now:

We no longer do the book talk, it didn’t work, it was too loose and the kids didn’t buy into it.  We now have two separate projects – an individual one and a group one.  The individual one is for the students to hand in a literary analysis of their book discussing the theme and the development of one of the main characters.  This is a typed paper, less than a page, that they hand in a week after book clubs end.  The group project is the 12-word book summary, detailed here.  They get two days in class to work on it.

While my method for integrating book clubs may seem loose at best, I have found incredible buy-in from the students.  They have been excited to read their books, they have been excited to share their thoughts, and the accountability that they feel toward one another is something I would not be able to produce through force.  Middle schoolers need a framework to grow within, they need our purposes to be authentic as much as possible, and they need to have a voice in how things function within our classroom.  Book clubs offer us a way to have these moments in reading that abound with deep reading conversations that I may not be able to have as a whole group, they allow even the quietest student to have a voice.  They allow students to feel validated in their thoughts and they allow them to share their knowledge with each other.  What have you done to create successful book clubs?

If you like what you read here, consider reading any of my books; the newest called Reimagining Literacy Through Global Collaboration, a how-to guide for those who would like to infuse global collaboration into their curriculum, was just released.  I am currently working on a new literacy book, called Passionate Readers and it will be published in the summer of 2017 by Routledge.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.