Ruth, over at Inspiring Readers and Writers, has posted some though-provoking questions on her blog. I’ve been mulling them over for the last few hours and decided to share some of my thinking here on The Reading Zone.
-Do teachers have time to write & read for personal reasons? If we don’t have time for it, then why would we think our students have time for it? Plus, in reality, it’s not about having time, but making time.
This question immediately hits home for me. As an avid reader, I do see my time for reading sometimes diminishing. I choose to watch TV or even nap instead of reading. Every so often, 2-3 days will go by and I will realize I haven’t been reading. When I don’t read, though, it’s almost like there is a dull ache deep down inside of me. Reading is such a huge part of my life that its absence is noted almost immediately. In all honesty, I really do make as much time as possible for reading, specifically reading for pleasure. I may not review every book I read on the blog, but I am constantly reading. This is something I am always bringing up with my students.
I try to discuss my own reading on a daily basis in my classroom. In my booktalks, while helping readers choose their next book, and when having conversations with students- I will talk about the books I have read lately. I know they keep track, because they will frequently respond with “Ms. M., you were just reading another book! You are already on a new one?” or “Wow, you read a lot!” This always makes me smile, because I know they are paying attention to my reading life. I also share my experiences with abandoning books and why I choose to read certain books over other books. It validates the choices that my students make when they see their teacher making similar decisions. By this point in the year, my students are even comfortable disagreeing with me and telling me that I should give a book “another chance”. Sometimes, when I abandon a book I think it serves as a better advertisement than my book talks! Certain students flock to my abandoned books list because they know they enjoy books I usually dislike.
In the classroom, I advertise my reading life on a bulletin board. It’s actually not a real bulletin board….it’s just the front of my desk covered in butcher paper and surrounded by a border. Every month, I tape my reading log to the front of the desk so my students can see the list of books I completed that month. By the end of the year, I will have 9-10 lists on my desk. This matches the reading logs my students keep in their reading binders, again validating the work they are doing in their reading lives.
As for writing, I admit I am guilty in letting that slide. I want to write. I want to be published. I want to be an author. But I suffer from the same confidence problems that my students do. I am not confident in my abilities and tend to put my writing to the side, choosing other hobbies instead. However, blogging has been a new outlet for my writing, forcing me to reflect on my teaching practices while also writing daily (or almost daily)! Plus, Writer’s Notebook Wednesdays force me to publish something on my blog every Wednesday. It’s great motivation!
-What about teachers who “don’t like” writing or reading? Yet, everything academic revolves around reading and writing.
This statement is all too true, and all too annoying! Everytime we have a grade-wide language arts meeting at school, I am surrounded by groans. As most of our teams are departmental, not everyone teaches language arts in our district. This means many teachers are quite vocal about their hatred of the humanities. I frequently hear how much this teacher hates reading or that one hates to write. How can you be a teacher and dislike reading? Regardless of the subject, you must read in order to teach, study the latest pedagogy, and be an informed citizen for your students. The same goes for writing!
I do think that when teachers say they hate reading and writing, they are referring to reading and writing for pleasure. I can name on one hand the adults I know who read and write on a daily basis (not related to work). It is an unfortunate effect of living in the digital age. I do my part though, constantly making book recommendations and passing on books I have enjoyed. Sometimes, I think my books are the only books some adults around me read all year! Yet, as I said above, I can’t imagine not reading 100-150 books each year, personally.
-Is it a realistic expectation for teachers to read and write for their own personal reasons, outside of teaching?
This question forced me to really sit down and think. Is it unrealistic to expect our teachers to read and write for pleasure? The language arts teacher, writer, and reader in me says “No!” Reading and writing should be a part of daily life for all adults. But another part of me says that’s wrong. I would be highly offended if someone told me that I needed to study history and math for my own personal reasons, outside of school. I don’t teach those subjects and they very rarely come up in my own classes. I can understand a math teacher saying that they never have an opportunity or reason to share their reading/writing (or lack thereof) with students, thus rendering it useless as a model for them. In that same vein, I can’t recall ever discussing math with my students, other than the occasional reminder of how to figure out their averages. While I surely use math in my own life, it’s just not something that would come up in my lessons at school. If I don’t enjoy doing math problems in my spare time, and it wouldn’t be useful in my classroom, why should I force myself to do it?
Wow, what great questions, Ruth! As I was answering them, I came up with even more questions of my own. Is departmentalizing the right thing to do for our students? When we compartmentalize each subject into its own sepatate niche, are we doing our students a disservice? Should they be immersed in reading and writing in all subjects? Obviously, I have a lot more thinking to do. In the meantime, check out this post from the The Book Whisperer. She has some similar thoughts.