Reluctantly Letting Go of Reluctant

I am a reluctant reader.  I mean I was a reluctant reader.  I am a reformed reluctant reader? 

Call it whatever you want, I am finally starting to identify myself as a reader and while I may be having a difficult time shedding my reluctant title, I know I am not alone.  

A few weeks ago I received an email from a parent of a student I taught stating how excited she was her child was embracing a reading lifestyle and described all the wonderful books her child had read over the summer.  She ended the email by saying "I have a few other book recommendations for reluctant readers like [my child]." 

Hmm.  There it was again. 

We joked that if she kept it up, she wouldn't be able to call herself reluctant anymore, but it got me thinking-

If a reader is someone who reads, and we are reading, why do so many of us still identify as reluctant? 

Part of the problem may be that while many of us believe in a growth mindset, that our reading abilities depend on our efforts and hard work, we don't have a plan for actually putting in the work.  Believing and doing are two different things.  

Personally, I wanted to be a reader, but believed that reading should be saved for the "perfect" moments: reading on the beach, reading before bed, and reading when I had the urge to read.  The problem with this was I rarely go to the beach, I would fall asleep before finishing the first page, and I never had the urge to read.  

If your plan to do something involves the words "when I feel like it", there is a good chance it is not getting done.       

So rather than go another summer waiting to be inspired to read, I decided to make reading a priority, and in turn, a habit, and I challenged my students to do the same. 

  

Since starting in June, I have finished 11 books (That's more than the total number of books I read in all of 2016).  I purposefully made room for reading in my daily life and once I started looking for places to fit it in, the floodgates simply burst open.  

I read when I was on the train, when I was getting my hair cut, and when I needed a break from cleaning up my classroom.  I read when I was early for appointments, when I was bored, and when I was waiting for dinner.  I read when books were recommended, when I needed a break from sightseeing, and when there was nothing good on TV.  

And yes, I read at the beach. 

The other problem is that we view readers as people who love to read.  And if you don't naturally love reading, then you are a different type of reader- You are reluctant.  

But it doesn't have to be that way. 

I am a reader because I've work hard to make reading a part of my daily life.  And while I hope all of my students love to read, I hope that they value the importance of working hard to make reading a priority more.  

How do you make reading a priority?  

HAPPY READING!

       

     

Reclaiming Joy: Learning to Define Success as Personal Growth

When Gerard Dawson challenges you to write a blog post exploring the topic of teachers as writers, you write a blog post exploring the topic of teachers as writers!  But, when Gerard Dawson - high school English teacher, published author, and literacy rock star challenged me to write a blog post, I started to doubt my ability to write.

See, when you teach 3rd grade, you tend to write like a 3rd grader.  I’m a product of the world that I live in.  The professional development I attend, the books that I read, the lessons that I teach are all focused on improving the skill sets of 3rd graders.  And, while this typically serves me well, since my regular audience is 3rd graders, when it comes to blogging with the big boys (and girls), it left me feeling...well...inferior.   

Don’t get me wrong, I love the work that I do.  I adore the books that I read and the discussions that I have with my students, and I am incredibly proud of the stories that we write together.  But, while high school teachers are discussing how to use writing to show thinking, drawing from several resources to synthesize and/or process their understanding of a topic, I am teaching my students to use the writing process to develop a piece of writing by planning, drafting, revising, editing, and publishing.  We work on the basics.

Theodore Roosevelt said it best, “Comparison is the thief of joy.”  Ain’t that the truth.

But, working on the basics also means challenging students to be brave.  We teach them that writing is an act of courage.  We empower our students to take risks head on.  We teach our young writers that everyone’s story is worth telling.  We insist that all writing is valued.  We celebrate the writing process and honor the work.  We focus on growth!

I really need to start practicing what I preach.  

This is why student-centered writing practices are so important.  Not all writers are the same and feedback should specifically address the writer- where a he/she is and where they are ready to go. Criticizing or comparing students’ writing does not improve their ability to write, it discourages them from writing at all.   

This is also why teachers as writers is such an important topic.  Writing is personal.  Writing instruction should be personal as well.   Teachers who write are able to offer lessons and feedback that are real and relatable for students.  Empathy comes from experience and writing requires a whole lot of empathy.  Writing allows teachers to embody what it means to be a writer.  The struggle is real, but so is the reward.

So, while my writing may be flawed and technically weak, I am not.  I will continue to work on improving my craft and will embrace learning from others, rather than comparing myself to them.  But, most importantly, I will continue to reflect on my progress and celebrate my growth.  

I will continue to be a writer.

6 Books to Read in September to Forster a Love of Writing

My dear friend and colleague Danielle Mastrogiovanni challenged me to select my top 6 read aloud books for September.  After spending days staring at the hundreds of books that each hold a piece of my heart, I decided I needed to add another layer to this task.   

For me, September is a new beginning (I love beginnings).  It is a time to mold my classroom to reflect my educational goals and expectations.  I have always wanted my students to develop a love of writing, but I didn't know how.  That is until Patty McGee, author and literacy extraordinaire, came into my life.  She taught me that if we want students to develop a relationship with writing, we don't teach writing, we teach writers.  We focus on building a culture that supports student's thinking about writing as much as it does student's writing skills.  We create a classroom culture that fosters a love of writing.      

These 6 books help me teach students that writing is not something we do, but a part of who we are:



Bear Has a Story to Tell by Phillip C. Stead

  


This beautifully written book tells the simple story of a bear who has a story to tell.  The problem for Bear is that while he has many friends who would like to listen, they can't right now because they are getting ready for winter.  Although Bear tries his best to remember his story for later, he ultimately forgets.  But from the ashes of his forgotten tale, comes a new one, the story of a bear who had a story to tell.  I love this book for its wonderful story, but even more so for its reliability.  It captures the anguish of "I forgot moments" with hope and understanding.  Use this book to teach students that while life sometimes gets in the way and prevents us from telling our story, it is also constantly providing us with new ones.



The Dot by Peter H. Reynolds



The Dot tells the oh too familiar story of a student who won't draw because she thinks that she can't draw.  That is until her teacher encourages her to make a mark and see where it takes her.  The simple dot the student makes represents the start.  The encouragement the teacher offers shows what can happen when a start meets a spark.  Too often our students overlook the hard work that goes into "final products" and assume they do not have ability to get there.  This book shows students that EVERYONE can draw/write/sing/dance/play the ukulele, you just need to be brave enough to try and keep trying.  Use this book to teach students the easiest way to fix the problem of "not being able to write", is to write...anything; to start with one word and see where it takes you.



Ideas Are All Around by Philip C.Stead

 

Stead's story depicts a typical day of an author with nothing to write about.  So instead of writing, he goes for a walk around his neighborhood with his dog, Wednesday.  While not writing, he comments on what he sees, who he meets, and the stories each object and person tells.  He shares his conversation with neighbors and his internal thoughts.  He takes his reader with him on his stroll through the town and through his thoughts.  His day is ordinary, but his story is not.  Its relatable and clever writing makes it whimsical, heartwarming, and  irresistible.  Use this book to teach students to look at the world as writers and to cherish the small moment stories found in their everyday lives.     


A Child of Books by Oliver Jeffers and Sam Winston




We are all children of books.  And while many adults have forgotten the joy of letting ourselves travel to magical worlds, the young characters in this book have not.   They take us with them on their fanciful journey as they travel through the book they read.  Each story is a piece of their growing imagination.  But while the books they read are the creations of others, the imaginative world they invent is all their own.  Reading allows us to experience other worlds - writing allows us to create them.  "Reading is like breathing in, writing is like breathing out."- Pam Allyn.  Use this book to teach students the relationship between reading and writing.


Snowflake Bentley by Jacqueline Briggs Martin



This gorgeous book tells the true story of Wilson Bentley, a man who's lifelong passion for snow produced some of the first known photographs of snowflakes.  Martin takes us through Wilson's life, sharing the moments and missteps that lead to his accomplishment.  By the time Wilson achieves his goal, the reader can't help but cheer for his victory.  And while Wilson is thrilled by his discovery, few share his excitement.  But that didn't stop Wilson.  His drive to achieve was rooted in his own passion, not in praise from others.  Use this book to teach students that interests are personal, but passion is motivating and contagious.  Write about what you love and your reader will come along for the ride.    


I Am a Story by Dan Yaccarino



I Am a Story depicts the many different ways stories have been told and shared through history.  From cave drawings to papyrus writings, printing presses to theater stages, banned books to inspirational speeches, stories have endured.  How we tells stories may change, but why we tell stories has not.  Stories connect people, in the present and to the past. Stories can create change; they can even be used to create classroom culture that fosters a love of writing.  Use this book to teach students that stories, particularly their stories, matter and deserve to be told.         

What are your top 6 books for September?





  

Write Anyway

When I first started blogging, a whopping 3 months ago, I was excited.  I was motivated to write each week and eager to find time to make it happen.  It was the beginning of my journey and, as I've said before, I love beginnings!

And then for no particular reason, it no longer felt like the beginning.  It felt like work.  

That is probably because it is work.  But there are times when the work is rewarding and fulfilling, rather than tedious and draining.  Writing had gone from being a task that was nourishing my soul to something I was avoiding like the plague.

Why?

If I am allowing myself to make excuses, I would say it is because it is winter and I hate winter. Or that I've been sick and I need to give myself time to rest. Or that the new season of Sherlock is out so priorities clearly needed to be adjusted.

I also might say I need to cut myself some slack.  I work hard and I deserve to take time off. It's honorable that I just try.  And that I will write again when I have something to write about.

To be honest, this is exactly what I did. I made excuses and told myself that once those excuses were resolved, I'd go back to writing.          

And then, while working with a student last week, who wasn't doing his writing, I stopped making excuses. I asked the student why he wasn't writing and he listed off his excuses, most of which were the same as mine.  He was tired and uninspired and he just didn't feel like doing the work. 

I would typically launch into my standard teacher speech. "You don't feel like it?"...But who was I to talk?  I hadn't been doing the work either.  

So instead we talked about the dangers of "waiting until we feel like it."  We joked about the things we would never do if we waited until we felt like it.  I would never clean my apartment. And he would never practice his math facts.  We both agreed that once we did it though, we felt better.  I like having a clean apartment and he likes not having to draw arrays to solve multiplication problems, but did we feel like putting in the work?  Not really. We did it anyway.

But when it comes to writing, it seemed like a pretty legitimate excuse. How can I write if I have nothing to write about.  Writer's block is a thing, right?  Wrong.  According to Kevin Ashton, author of my favorite book How to Fly a Horse, "the only thing a writer suffering from writer's block cannot do is write something they think is good."  The solution: write something bad.  Or in other words: write anyway.

So that is what I decided to do.  I'm writing anyway.  To prove to myself and my students that good writing does not come from strikes of genius, but from an accumulation of hard work.

Sometimes you just need to stop making excuses.  Be Nike.  And Just Do It!      




 

Today I am Listening...

Over winter break, I decided to dedicate some time to rediscovering my joy of reading in order to gather new knowledge and gain a better understanding of the world (I was also trying to counter-balance the amount of time I dedicated to watching T.V.). 

This decision led me to reread Dr. Tim Elmore's book series Habitudes: Images That Form Leadership Habits & Attitudes. The series explores leadership principles through memorable images and short stories. The principles are astutely simple and relatable. You are suppose to read one story a day and reflect on its value and role in your life. I decided to read them all in one day and told myself that, at some point, I would reflect on their values and roles in my life. That is until I got to the lesson of The Indian Talking Stick.

Elmore uses the image and story of The Indian Talking Stick to teach that, before you can lead, you must listen. I needed to stop to think about that one. 

I wholeheartedly believe in getting to know each child that I teach, empowering them to find their voice, valuing my students impute, and all those wonderful components of teaching. But when I reflect on my practices, I talk first and then listen. So am I really hearing their voice or am I just hearing their answer to my question? 

At the end of the The Indian Talking Stick, Elmore challenges his readers to go a day without talking and record what they learn in the process. So I gave in to Elmore's advice and I took the time to reflect on this principle and accepted his challenge. 

I knew I couldn't do a day without talking. That was too big of a step for me and my students. So instead this is what my students saw on the board when they came in that morning:

Today I will talk less and listen more. I will still teach what you need for your lessons and speak up if it is a matter of safety. I will still be able to offer assistance and guide you when needed. Today you will work with your classmates and find confidence in your voice.  

Here is what I learned:

• I learned that I have unintentionally trained my students to turn to me first. Regardless if an activity needs clarification, my student will wait for me to explain it because that is what I do -- every time. I give an assignment, explain the assignment, and get frustrated when my students start the assignment before I'm done explaining it. I even implied it in my message -- "I will still teach what you need for your lessons". I need to work on this. 

• I learned that I interrupt my students to tell them what I think rather than waiting to hear what they think. I need to work on this too.

• I learned who got what for Christmas or Hanukkah. Not because I asked, but because they wanted to shared and were looking for someone to listen. I'm glad I got to hear their stories.

• I learned that multiplication facts are hard. And that even through they practice their flash cards and know which strategies to use, my students who are struggling are also hurting. I learned I need to find a balance between motivating them to improve and encouraging and supporting them as they work through the process. 

• I learned that a few of my students who fell behind during math spent 5 minutes complaining about 4 problems and 2 minutes actually completing them. I learned just how important it is to look at all factors when deciding how to best support my students. (I had planned on doing a skills based mini-lesson. Instead I will be focusing on time management.)

• I learned that my students are really good at helping each other and give compliments often. I learned that this made me the proudest. 

• I learned that my students know when they are getting too loud. I also learned that they yell to tell everyone they are getting to loud.

• I learned I need to stop yelling to tell my students they are getting too loud. 

• I learned that Fitbits were the hot gift this winter. I learned how many steps my students got, how many steps they would like to get, and how they plan on getting them. I also learned how I will be teaching goal setting this year. 

• Most importantly, I learned that my students are pretty outstanding. I always knew this, but when I stopped focusing on what I needed to tell/show them and actually listened/looked at what they are already doing, it made me smile.  

These were just a few things I learned on that day -- the ones that I was able to write down. But the lessons I learned aren't limited to that day. I learned reflecting has value and is required to transition from knowing to doing. I learned that change is difficult and that although, as teachers, we strive to create a learning environment that offers students choices and exploration, old habits are hard to break. This is why we must keep an honest inventory of our practices and make adjustments directed towards our vision. 

And I learned that if we truly want to put students at the heart of learning, we need to learn to listen first.