We had a problem.
My students weren’t reading. Upon reviewing their 40 Book Challenges (a project to record and celebrate the titles of the books they read independently), I discovered most of my students had only read the required book group books. Despite continual reminders of our two-hour-a-week independent reading expectation, and regular 40 Book Challenge check-ins, the reading wasn’t happening.
I flipped through their reading reflections, and got continuous confirmation of this:
- I am not able to read every day.
- I have not found a good book this year.
- I didn’t read outside of school.
- I need book recommendations.
- I read way more last year at this time than I have this year.
What was happening?
I thought over the beginning of the year. Due to the amount of curriculum we had to cover in class, my students hardly had independent reading time. They certainly didn’t have regular independent reading time. My classroom library was still not organized or easy to use, and we hadn’t even visited the school library yet.
My students and I had been doing amazing things, but cultivating our independent reading lives wasn’t one of them.
This made me think about student agency, because while most of the class wasn’t independently reading, there were several students who were reading a tremendous amount. Several students, who despite the lack of support from our classroom structures, were finding good books, going to the school library, and making time to read.
Why were they able to succeed while other students were not?
Building on my thinking about agency, my current hypothesis is that a lack of agency comes from a perceived lack of options. Moving forward with this, my job, then, was to help my students figure out what their real options are.
To do this, I decided my students and I were going to take some time to practice problem-solving strategies.
I gathered the students in our mini-lesson area, and opened the lesson by having them help me brainstorm solutions to a problem that was affecting all of us; a problem that I perceived as my fault: the complete lack of organization in our classroom library. (Our classroom library was still Under Construction)
For the lesson, I took some time to prepare my own writing in my Writer’s Notebook, a strategy I have been working on this year, after being inspired by Mary Ehrenworth’s advice.
First, I provided the context of the problem. Then, I used thought prompts, which we’ve been working on in class, to push my thinking, and explore what this was really about: a lack of time. After that, I outlined strategies I felt like I had to organize the classroom library and explained why they were unsuccessful for me.
Then, came the work of the students. I explained that a lot of times, I think a lack of agency comes from the difference between the options we feel like we have and the options we actually have. Looking at the “Strategies I felt like I had” column, the students and I realized there were many more options than only the ones I identified. I asked them to help me brainstorm ideas.
After a turn-and-talk, I recorded their thoughts. They were full of solutions and excited to volunteer ideas and help. (You can read their ideas above)
After that, we moved into the next level of problem-solving: institutional solutions.
We discussed how people have control over their behavior, but many times, there are things institutions can do to help set people up for success.
In my example, while it was absolutely my responsibility to get our classroom library organized, there were small changes the school could’ve made that would have made a big difference for me. At first, the students seemed to struggle with the idea of institutional support, but after I gave one example of this, they got it. They turned and talked, and then chimed in with lots of other ideas.
Now, it was my student’s turn. Moving into workshop, their job was to apply this problem-solving strategy to their own lives.
Here were the steps for workshop:
And here are some examples of the work they produced:
At the end, we made a plan, and students did a write-out. The write-out question was, “What’s the one thing Ms. Gould should really do to help?”
You can see their plans and write-outs reflected in the work above.
After reading through their reflections, I made a list of strategies I can use, as a teacher, to help.
Here’s the changes we’ve made:
- We take the last ten minutes of class to read. No matter what. I set a timer on my phone, and no matter what we are doing, we stop, and read. With time, I know my lessons will adjust to this, and I will be able to plan so it won’t feel like we have to stop what we are doing.
- We set up the classroom library. We took 30 minutes of class to sort and organize books. It’s almost done. We have a committee of students who are taking independent reading time now to help finish getting it set up.
- We did a class activity swapping book recommendations. Students completed a write-in on the best books they’ve read in the last year-or-so. Then, we did an inner-circle/outer-circle partner interview, where students shared their recommendations. The best round was when students were challenged to give a recommendation based on what they knew about the specific person they were talking to.
- We visited the school library. I set up a time to meet with the school librarian. She came to visit our classroom, facilitated the book recommendation activity described above, and then took us to the library. She pulled out books that were new and displayed recommendations for students.
It’s not perfect. Not every student has the right book yet. Heck, the classroom library still isn’t all-the-way put together.
But we’re acknowledging and addressing the problem, and slowly but surely, we’re making gains.
So now, the next steps are on my mind.
Now, we are ready to:
- Spend time addressing expectations for independent reading time in class. I notice some students get settled and focused right away, and others aren’t using the time (which they advocated for!) wisely. We will be having a discussion about what independent reading should look like this week.
- Negotiate how frequently we visit the school library. I wonder if my students want to set up a bi-weekly or monthly time to visit, or if they would prefer to go individually or in small groups when they need books, or if there’s another way they would like to approach the library. I am going to ask them for their preferences this week, and we’ll make a plan together.
- Set up classroom structures for swapping book recommendations. I am playing around with the idea of creating a google doc where students can share their 40 Book Challenges, ideas, and recommendations. I need to think more about this, but creating structures for students to share ideas with each other is something I want to do.
Overall, we are taking this as a learning experience. I agreed with the students that institutionally, I can be doing more to help their independent reading lives.
However, we also discussed that moving forward, into high school and beyond, teachers or other adults are most likely not going to be creating space for independent reading. Therefore, our goal is to get strategies and structures in place for students to support themselves and each other in their independent reading lives.
This is a project we will be working on all year, and a learning an adventure in independence that I am looking forward to.