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Following this thread from earlier in the term, I'm continuing to do book talks to promote wide reading with English classes from various grades. (3 in one day on Monday! Phew!) Talking one-on-one to the kids about their reading habits (or lack thereof) is proving very revealing.
I'm really explicit with the kids about why reading for pleasure is important, but also with the Year 10s I really hammer home that if they do not start right now building up their focus and attention soan, their reading muscles, then they are going to be at a huge disadvantage.
Of course, the non-readers already are, and they have a real battle ahead to make new habits and lost ground.
Anyway, here's what the non-readers seem to be consistently suggesting to me: they have this idea that to read a book, you have to READ THE BOOK:
Anyway, here's what the non-readers seem to be consistently suggesting to me: they have this idea that to read a book, you have to READ THE BOOK:
Just had a student, who finds reading a challenge, return 90 Packets of Instant Noodles by @DebFitzpatrick2, telling me he was able to focus on it & read the whole book, and how much he loved it. Now I have to find another one just like it!
I taught this boy a couple of years ago, and the fact that he has read and loved an entire novel by himself, without "having to" for class, is a huge achievement. I'm keenly nervous to find a great book for him to follow up. I'm thinking maybe one by Nick Earls. @nickearls
He liked the realism of 90 Packets, and how the boy had to fend for himself against difficult challenges. "He was a really good character, Miss," he said. This is why we do what we do. #ilovemyjob #studentsneedschoollibraries #LoveOzYA #teachinglife #publiceducation
