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.

The Reading Identity Challenge

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At the beginning of the year, I asked my students to tell me how they felt about reading.  I do this every year as it offers me a baseline, a glimpse into their reading truths.  I was not surprised at the results, 25% told me they loved it, 50% told me they didn’t mind it, and the final 25%?  They told me they hated it.  Perhaps slightly higher than normal, but nevertheless, teaching 7th graders, I was not worried.  After all, every year it seems this happens and every year, children change their minds.

This year, though, some have proven to be stubborn.  Those kids that hate reading, they still were fighting me every step of the way.  Abandoning books, which we do embrace, every single day.  Refusing to book shop even.  Flipping pages aimlessly day in and day out.  Not having any desire to change their hatred, content with being part of the statistics of kids that don’t read.

So I created the Student Reading Identity Challenge.  Not just for the kids who still hated reading, but for those that needed a spark, those that needed to stretch their reading legs a little.  For myself to challenge my own reading life, nervously glancing at Hatchet and Roll of Thunder, Hear My Cry as two books I had no desire to read but knew I should.

A reading challenge for us all, so we all could get better, whatever better meant to us.  The concept is simple; over the course of three weeks or so students would select one aspect of their personal reading life and challenge themselves to make it better or change it.  Much like a personal goal; there was no right challenge, instead, it was based on the individual’s needs, the hopes for the future.   There was no limit to what they could work on and they would be given around twenty minutes every day to read, rather than our usual ten.

We started with this five-page survey; yes, five pages.  I needed students in all their stages of reading relationship to uncover new truths about themselves.  It needed to go beyond whether they liked to read or not and into their actual reading habits.  Where are they reading, what are they reading, why are they not reading more?  Where are their book gaps?  Where do they get book recommendations from?  All those little things that play into who they are as a reader.  It took the kids almost two days to fill it out because I asked them to please slow down, please really think about it, and then show your goal to me.

The goals varied; I want to enjoy reading again, I want to try a new genre, I want to read every day.  Some couldn’t think of one until we looked through all of their answers and something jumped out at us.  Whatever the goal was there was a reason, a personal one, that this was the one thing they felt would help them become a better reader.  Some kids even chose a read aloud with another teacher so they could have a shared experience around a book, trying to help them actually like reading more.  For every goal there was a story; a story of reading blossomed or reading gone wrong.  For every goal there was either excitement or reprehension; how would this actually change anything?  Once all the goals were in place, I asked the kids to somehow keep track – how will you know you are working on your goal?  Some chose a calendar to write down minutes or rank their reading of the day, some chose a peer to speak about their reading.  This is the one component I am still working on, I did not want it to be a writing experience, one where the students would have to jot down their thoughts every day, but instead, an organic process for them that helped them have a great experience, not one more thing to do.

So we began; some kids book shopped the first few days, having to find a great book as part of their goal as well,  others dove right in.  I taught a mini-lesson every day and then the rest of the time was for them to read.  I pulled small groups, conferred with students, and otherwise watched.  Were they actually reading?  Was this actually working…

One child told me she was so confused in her fantasy book and this was exactly why she never read fantasy because “It doesn’t make any sense!” and yet because of the challenge she read on, declaring at the end of the book that she couldn’t wait for the sequel. Another told me she was stuck in the boring part and this was always when she abandoned a book, but now because of the challenge, she read on.  A child who has yet to read a single book this year, no matter my support, is on page 60 of Hatchet, telling me yesterday that he read 20 pages in one day.

Whatever their goal, I saw it gradually start to happen; kids finding a way to make reading better for themselves.  Kids realizing more deeply who they are as readers, where they are on their reading journey.  For some, it has proven to be a huge revelation, for others just a small one.  But for most, it has changed something in them as a reader.  For most, there is a deeper urge to make reading enjoyable, no matter what they are reading.

So yesterday, I taught my first two classes, followed my lesson plan to the tee.  But in my 5th hour, the students asked if they could please read for ten minutes today, knowing I had only allocated ten.  Of course, I said.  When the fifteen were up, they asked for five more minutes.  Of course, I said.  When the five were up they asked if they could please just read the rest of the class.  As twenty-five students stared at me, seemingly holding their breath, I said, “Of course.”  And then watched the thickest of silences fall over the room as they each retreated into their books.  Even the ones who tell me they hate reading.  Even the ones who used to flip pages.  I did the same for the rest of my classes, and it didn’t change; silence, except for the pages being turned, and one child telling me triumphantly that they had read fifteen pages today – more than they read all of last week.

The reading identity challenge is not the end all be all, but it is another step in helping students uncover another aspect of who they are as readers.  It is another tool to help them become empowered in their own reading journey.  It is another step to tell all of my students that reading matters and that they control so much of their relationship with reading.  That new genres await, that it is possible for reading to be fun, that they can make it through the boring parts, that they can go deeper in their text.  That reading should be a part of who they are and therefore also should be something they mold and shape as they develop further.

As for me?  It turns out that Hatchet and Roll of Thunder, Hear My Cry were amazing books.  That I have realized that perhaps I should be looking at other classic children’s book gaps to make sure I am able to recommend them to kids.  That even though I love reading, I still have things to work on.  Just like my students, just like we all do.

PS:  Here is the reflection sheet I had them fill out at the end.  The standard referenced is one that measures providing evidence for their thoughts.

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 infuse global collaboration into their curriculum, was just released.  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.  I am currently working on a new literacy book, called Passionate Readers and it will be published in the summer of 2017 by Routledge.  I also have a new book coming out December, 2017 .   Also, if you are wondering where I will be in the coming year or would like to have me speak, please see this page.

 

 

Silent and Compliant

I was born to speak up or so it seems.  My mother taught us all the value of our words and of our spine.  I am sure she regretted it at times as we would battle fiercely as children when we felt wronged by our siblings.  She taught us to speak up, but do so kindly.  To stand our ground but not lose sight.  To question but not in a spiteful way.  To not settle, but to fight when needed, and not just fight for ourselves, but for others who needed our help.

Yet, when I became a teacher, it seems I forgot all of those lessons.  I did not teach my students to question.  I did not ask them to speak up.  I did not ask them what they stood for because that was not in my lesson plan.  We had science, math, reading, and writing to do.  Figuring out who they were and what they needed was not in my standards.  Thus it it was not my job to teach kids to be empowered.  To empower others.  To fight for change.

Instead my job, it seemed, was to make them silent and compliant.  Silent when they do their work.  Silent when the teacher speaks.  Silent in the hallways, thanks PBIS, whisper voices in the lunch room.  Don’t raise your voice unless you are outside.  Don’t raise your voice even when wronged.  Don’t raise your voice…

Do as I say and do it now.  Do as I say and do not ask why.  Do as I say and not as I do, because I am the adult in the room, and my rules only apply to you.  The better you were at being silent and compliant, the nicer of a kid we thought you were.  There goes someone who knows what it means to go to school.  There goes someone who we can be proud of.

I once had a child ask me straight up why they should do something.  The first time it happened, I was shocked at the audacity.  How dare they question my directions?  The second time it happened I brushed it off, and yet, as kids will be kids, there were always those kids who questioned.  Why is this important?  Why do we do it this way?  Why do I have to do this?  It wasn’t until I realized just what silent and compliant would do to my own ferocious daughter, a two year old at the time who never sat still it seemed, that I realized the damage I was doing.  That I realized that I had forgotten the lessons my mother had taught me.  That I was complicit in creating a populace that would be afraid to question authority.  That I would help create a polucae that does not seek answers on their own.  That we would look at all of the fake news and wonder why we are all falling for it?

So now I ask for silence so they can think.  I ask for silence when they read, or whisper voices if they need to share during that time.  But when we learn, I ask for them to question, I ask for them to discuss, to share their thoughts, to not just listen but to think.  To seek out knowledge beyond what I present.  To find an opinion, to fight for an opinion.  To find out what matters and stand up for it.  To create a cacophony of noise as they learn so they can process the information better.  There is still silence in our classroom when needed, but it is a privilege afforded to all who request it, it is used with purpose and not for control.

I ask them to follow directions yes, we all do, but I also tell them why.  I ask them to tell me how they can learn better so we can create a better classroom experience.  I earn their respect rather than demand it and for some that takes a long time.

Yes, we need kids that will follow directions, that know when to be quiet in our schools.  But we must not forget that that was never the point of an education.  That creating robots, afraid to speak up, who follow every direction blindly is one of the last things we should be striving for.  Because those robots grow up and their silence grows with them.   We can look to our history books to see what happens when adults stop speaking up and speaking out.

So do not lose your vision for what the future should look like for the kids you teach.  I wish I hadn’t.  I wish I would have embraced the questions rather than silenced them.  I wish I would have had the courage to have them question me so that i could realize why I did the things I did, rather than just follow the program.

I teach my own children to speak up, to stand up, to do so with kindness, but to stand firm when they believe in their own convictions.  They fight my husband and I, of course, but we also smile on the inside because we know that when they are older, when they must stand by themselves, they will continue to question, to advocate, and to not be afraid to demand action. So I teach my students to speak up as well.  To do so with kindness, but to stand tall.  Our schools should be filled with voices, and not just those of teachers, is yours?

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 infuse global collaboration into their curriculum, was just released.  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.  I am currently working on a new literacy book, called Passionate Readers and it will be published in the summer of 2017 by Routledge.  I also have a new book coming out December, 2017 .   Also, if you are wondering where I will be in the coming year or would like to have me speak, please see this page.

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 infuse global collaboration into their curriculum, was just released.  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.  I am currently working on a new literacy book, called Passionate Readers and it will be published in the summer of 2017 by Routledge.  I also have a new book coming out December, 2017 .   Also, if you are wondering where I will be in the coming year or would like to have me speak, please see this page.

The Grading Conversation We Need to Have

 

On Monday, we discussed grades and standards scores in our classroom.  As the end of the semester is here, it is now time for my students to assess themselves and somehow turn that evaluation into not just a standard score, but also a letter grade.  I meet with them individually to discuss as well, but the initial work always starts with them.  So on Monday I asked them, “What does a “1” mean to you?”  as a way to get our conversation started.  I was surprised, to say the least, at their answers…

“It means that I have failed…”

“It means I am bad…”

“It means they didn’t try…”

Receiving a “1” on standard score did not mean they were at the beginning of their learning.  That they had not yet mastered something.  That they had some knowledge but still had a way to go.  No, it meant failure, no effort, that they were stupid.  Even in our classroom where students self-assess all of the time.  Where we have actively tried to change the conversation from a score to feedback.  Where I have tried to put students in control of their learning.  They still think that if they get a “1” they are bad kids.

So rather than move into the definition of letter grades (they did this after) we stopped for a moment and discussed what each standard score really means.  What they need to do when they give themselves a “1” or a “2.” How a “1” does not mean they didn’t try but that they do not understand yet.  That a “2” does not mean they are bad at English but that they still have teaching to be a part of.  That those scores certainly can have something to do with effort but must of the time it does not.  That those scores do not determine how smart they are but are really just an indication of what they have shown me so far.

The sigh of relief in our classroom was nearly visible as a new sense of understanding dawned on the kids. These scores were in their hands, these scores were meant as signals, these scores were meant to guide not punish.  I thought they already knew that, after all, this is not their first year with standards based scores, and yet the conversation showed me otherwise.

So have you had this conversation with your students?  Do they understand what their grades mean and not just from a project standpoint?  Do they feel in control of how they are assessed?  How they are seen by themselves and others?  I encourage you to ask, I encourage you to have students set their own grades.  I encourage you to reframe the narrative that they may have when it comes to scores and assessment.  Assuming they know what they really mean means you are probably wrong.  I know I was.

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 infuse global collaboration into their curriculum, was just released.  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.  I am currently working on a new literacy book, called Passionate Readers and it will be published in the summer of 2017 by Routledge.  I also have a new book coming out December, 2017 .   Also, if you are wondering where I will be in the coming year or would like to have me speak, please see this page.

 

5 Tenets of Choice

I have long believed in putting the “person” back in personalized learning.  In creating engaging classroom experiences with our students as we try to help them discover how they learn best and what they still need to grow in.  However working in the public school system in a state that has mandates and tests to take, means that we sometimes cannot just do whatever we want as we explore 7th grade English.  Means that I am not always able to tell my students to create whatever they want and make it work within our standards.  Means that sometimes we all do the same lesson or produce a similar outcome.  Even if I work in a district that is focused on doing what is best for each child and puts immense trust in its teachers.  Even if at my core I believe that children need to feel like they have control in their learning experience so that they will invest themselves.  And I think this is the reality for many teachers that are trying to do their best in engaging all of their learners.  So how do we truly create experiences where students feel empowered and engaged and have choice, even when it is not free rein at all times?

One of the foundations in our classroom is the five tenets of choice.  These ideas by themselves are the foundation for many successful educational experiences, these ideas have been around for a long time, and these ideas, when coupled together, mean that my students always have choice in something, even if it is not apparent at a quick glance.  While the optimal experience would be for them to have all of these choices at any time, sometimes this is not possible within the system I work.  So, instead, I strive for at least two of these, but preferably more, at any given time.

This tiny excerpt from my forthcoming book, Passionate Readers – The Art of Engaging and Reaching Every Child, details the five tenets of choice, hopefully they will be of help to others as well.

1st Tenet

Choice in engagement, meaning how they access the learning; do they need small group instruction, one-on-one conferring, are they independent or want to work with a peer?  I have students do a pre-assessment of how they would like to work through a project and then plan my classes according to their needs.  To see a sample pre-assessment survey, please see the appendix.   

2nd Tenet

Choice in product, meaning what would they like to create to show their understanding and exploration of a concept.  Sometimes this means full control of the product depending on the standards we are working with, while other times it only means minimal choice such as the format of their written work.   

3rd Tenet

Choice in setting, meaning how and where would they like to learn.  As discussed previously, students need to be afforded opportunities to manipulate the learning community environment to suit their needs.  This is part of their learning journey and so students can choose where they sit, how they sit, whether they work in the learning community or in other designated areas, as well as how they use the environment they are working in.   

4th Tenet

Choice in timeline, meaning when they are ready to be assessed.  While this one is harder to do at times, I do try to provide flexible timelines for students, as well as stay in tuned with what else is happening in other classes.  This may mean that for a longer project I will tell students what the final day is for them to turn something in but that they can turn it in any time they are ready before then.   

5th Tenet

Choice in assessment, meaning how and what I assess as far as their mastery of concepts.  Inspired by Kelly Gallagher I will often ask students to turn in the piece that they think showcase their depth of understanding the best and then assess and confer with them regarding this one piece of work.  This allows students more flexibility and control over how they are assessed, as well as gives them the opportunity to reflect on what mastery really means.  This tenet also means that once students have shown mastery for a quarter, they do not have to prove it to me again but can instead move on to more challenging work.  This is a way for me to ensure that students are provided with learning that matches their needs better and also allows them for more self-directed learning.  

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 infuse global collaboration into their curriculum, was just released.  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.  I am currently working on a new literacy book, called Passionate Readers and it will be published in the summer of 2017 by Routledge.  I also have a new book coming out December, 2017 .   Also, if you are wondering where I will be in the coming year or would like to have me speak, please see this page.

We Don’t Just Teach Curriculum

My first year of teaching I don’t think I ever thought about the end of the year until the end came.  Taught every day as if this was the only day that mattered.  Taught every day with short-term goals in mind but was too overwhelmed to think about the whole year.  To think about how my 4th graders would have changed by the time they were ready for 5th.  I think this is common, it is part of the first year survival strategy.  One day at a time, sometimes it seems like one lesson at a time.  We keep the whole child in mind but really just teach the skills that we set out to cover and hope we do a well enough job.

Now, nine years in and counting, with the feedback given to me by my students, I keep an eye on the end.  Not to count it down, in fact the end always comes to soon, but instead to remember the big picture, the end destination; better children, bigger minds, more knowledge, more self awareness.

So while I teach to ensure equal success with our content, I also teach with a larger goal in mind, always propelling us forward; how to become better human beings.  How to walk away from 7th grade English and feel like they know themselves better.  How to adapt any learning environment to learn better.  How to have courageous conversations.  How to figure to figure out who they are and where they want to go.

So we weave in the small, but often missed, questions throughout our curriculum, throughout our explorations.  I ask my students what is their writing process, they often have little clue, and we revisit the question as the year progresses, so that they know that this matters to who they are.

I ask them how they adapt the environment to fit their needs.  Where do they sit to learn?  How do they learn best?  How does who they sit by affect the way they feel about our class?

I ask after every major unit what they grew on and what is next, how will they get there?  They always assess themselves on anything bigger before I do, after all, they need to have a part in what they have accomplished.  I ask for feedback on the things we do to make sure they matter to the kids.

I offer choice, of course, but not just in product, but in engagement, in assessment, in process, because sometimes product choice is not an option.  I constantly ask them to self assess, even those who cannot be bothered, so that they know that how they feel they did matters to me and to them.  We stop and discuss when we need to and adjust course when we must.

I ask them who they are, how they feel, and how I can be a better teacher for them, for the class.  Do they feel respected, do they feel this matters, do they want to come to class?  And I listen, and I do something based upon what they tell me.

We were never meant to just cover curriculum, we were never meant to just prepare kids for the test, for the next year, for college and career readiness.  We were meant to be the handlers of the future.  To guide our children to stay curious.  To protect the innate love of learning they come to us with.  We were meant to help create a better populace that can accept who they are and know that within them there are things that matter, things that still need work.

So don’t just cover the curriculum, don’t just go through day to day.  Embrace the amazing opportunity that comes with being in education; the chance to shape the future with the conversations we have now.  We are not just teachers of our subject areas, we are teachers in every wonderfully convoluted term of the word.  So ask questions beyond the subject, give time to reflect, to slow down, and to find  a pathway to being better.  Keep an eye on the end not because you want the year to be over, but because in the end, you know that what you did together mattered.  That those kids you were lucky enough to teach grew in more areas than one.  That is the promise we can make every day.  That is a promise we can keep.

I am currently working on a new literacy book.  The book, which I am still writing, is tentatively Passionate Readers and will be published in the summer of 2017 by Routledge.  I also have a new book coming out December, 2017 called Reimagining Literacy Through Global Collaboration, a how-to guide for those who would like infuse global collaboration into their curriculum.    So until then if you like what you read here, consider reading my 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.