Thing learned...and things reivistited

[MaryAnn Wedde]

Dear Donalyn.

I was late receiving your book but enjoyed the lessons learned and ideas to implement from the diverse posts of the participants.

Now that I have read your book, you have imparted new ideas and you have reaffirmed many ideas that I had wrestled over the viability of such ideas as a new teacher. To list a few of my favorites:

1. Thank you for "giving me permission" to discontinue whole class novels. I agree that the in-class investment of time is not the best return on the limited time I have in each class (47 minutes long). I prefer to use poetry, short stories, and the first chapters of novels as mentor text for teaching literary elements; however, I love your suggestion to follow up by having the students use their choice books to apply their new skills when appropriate. And utilizing first chapters of novels has proven to be great "teasers" to encourage a long waiting list for these novels. I have to admit that I have enjoyed sitting back with my 7th and 8th grade classes and listening to novels like The Outsiders on CD with follow-up discussion and activities. However, as you mentioned is often the case, many students have already the read the book and express much angst at being forced to reread the book against their wishes or there is a group of students who decide they don't like the novel. So....goodbye whole class novel, hello independent reading.

2. Thanks you for helping me realize the futility of reading logs. I used a minimum number of pages per week that required the parent to sign off on. It did not take long at all to realize these logs were fabricated at the last minute in order to fulfill the requirement. I steadfastly insisted keeping
them in the name of "accountability." and something than could be quantified for a grade, But what's the point when they are meaningless. Furthermore, I would be the first to admit that I don't want to curl up on the couch with my novel AND reading log so I could faithfully record my reading--certainly not what real readers do.

3. I love that you shared the way you set up your library--a simply system that allows for quick retrieval and shelving of novels.

4. Thank you for "permission" to give up book reports that are boring or "alternative" book reports that are time consuming with a limited return for the time invested.

5. I have always implemented a Friday independent reading period that worked well for avid readers but taxed reluctant readers to sustain reading for an extended period of time. I love the 10-15 minute 'bell warmer" independent reading that wet the readers appetite, which oftentimes motivates them to want to get back into the story as soon as possible.

One point that I am still undecided about is the "status of the class" mentioned by several teachers. Is this my continued need to invent accountability? As mentioned before, with only 47 minutes, I am not convinced this a great investment of our limited time if the weekly responses provides adequate opportunity to monitor student progress.

Loved the book...Thanks!!

[Donalyn Miller]

We only use a status of the class list for a few weeks until my students begin writing response letters. I agree that such a tool would become less effective over the long term.
Thank you for sharing your personal teaching situation and how you continue to reflect on your teaching practices.