Against the Whole Class Novel

Another interesting article from Education Week. This one, by Pam Allyn (June 15, 2011) is about how the whole-class novel is alienating students--especially boys--and they shouldn't be done.

Against the Whole Class Novel

Wow, I'm seeing more and more research pointing in this direction. Yet another article telling us what we've done in the past may have worked in the past, but it needs to change as times--and students--change. I try to do this in my classroom already, but probably not to the extent that I should. For example, I allow students to choose their reading materials, but I've specified that they need to be novels. I allow them to read on nooks, Kindles, and iPods (as long as they can show me they're really reading!), but I hadn't thought of letting them read informational blogs. I like the idea, but would the administration see this as valuable? I guess it's up to me to educate them if they question it. And it's up to me to make sure the students are really engaging with "good" blogs...or at least ensuring they are questioning the value of questionable blogs? Lots of gray areas here, but tons of potential too so I think the risk is worth it.

Surprise, Surprise....

It seems the heavy emphasis on testing the life out of students is not producing the desired effects. Had policymakers asked educators before they shoved the all testing, all the time diet down the throats of American schools, they could have known this years ago.

Check out this Education Week article by Sarah D. Sparks (June 15, 2011).

Panel Finds Few Learning Gains from Testing

A 10-year study by a blue-ribbon panel of scientists concluded that high-stakes testing and other accountability measures have largely failed to translate to real improvements in student achievement. No way, really?

What quick, inexpensive punitive measure will they think of to squelch the effectiveness of schools next? As always, expediency trumps virtue. I am so proud of our teachers who find ways to be innovative and creative each day to educate their students in spite of these fetters.

Books in Their Hands

Just a quick thought for today, but it occurred to me that the materials that get the most attention and positive reaction from my remedial reading students are--drumroll.......NEW NOVELS! Whenever I go to Barnes and Noble, I pick up an extra book or two for my classroom. I try to get the coolest, newest YA novels (and those with the most buzz) when possible, and this really pays off.

The only problem is that I have a wait list for the new books a mile long and my students tend to take a longer-than-average time (several weeks to a month) to finish a longer-length book. Sometimes, by the time the student with the book is finished, students on the list have lost interest. You really have to have the book to back up the hype it generates. Not sure what to do about this dilemma as I have a limited book budget (and most of the "new" books I get throughout the year come out of my own pocket money).

But the bottom-line lesson that can be learned here is, the best way to get kids to read is to get good books into their hands. It's all about access. It would be great if they'd seek out good books on their own, but struggling readers often do not have reading for pleasure at the top of their list. When given good books to read and a stretch of time in which to do it, though, it happens!

Motivation and Comprehension

"Motivating Low Performing Adolescent Readers" (Decker-Collins, 1996) is an oldie but goodie about the link between low comprehension and low motivation. It sort of states the obvious, that low performing readers need to have a valid reason (or well established purpose) to read something.

It points to the idea that reading skills are also thinking skills, and how instilling student choice, making texts more accessible, and most importantly, how the best way to improve reading skill is to read more--something that will not happen if we are not able to motivate students to read and to think deeply about what they read.

I like to re-read this article over the summer to remind myself of these important ideas.

The full text of the article can be found here:

http://www.eric.ed.gov/PDFS/ED396265.pdf