Hello,
My favorite thing as a teacher and librarian is finding books for students. It is usually pretty easy to find books for the students who love to read. It is not too difficult to find books for the students who are learning to read. But what about the students who can read, but will not read unless prodded with a cattle prod? Forced to read for the book report, but pick up a book for recreational reading? Never!
I will say it now – I love the challenge. I also will blow my own horn a little bit here – I am very good at this. I can find a book for that kid. How do I do this, you may be asking? Well, if you will keep this a secret, I will tell you what I do as the librarian.
First, I do my best to establish a relationship with the student. I need for him to feel more comfortable with me and to start to trust me. (Since this type of student is more often a boy, I will refer to said student as ‘he’.) I ask what kind of book he is looking for. The answer is usually a noncommittal, “I don’t know,” or “I need a book that is at least 100 pages.” I nod and restate the situation. “You need a book for your book report that is at least 100 pages. Do you want a story or an informational book?” Answer is usually a shrug. Next I ask, “What was the last book you read that you really liked?” All the while, I am talking to him respectfully and listening carefully to his answers. Usually by this time, the student is starting to relax a little. So now I have established a rapport and gotten some information to help me. “What do you like to read? What do you need to read? What have you read previously that you enjoyed?”
Second, we walk through the shelves together as I scan and point out books. I DO NOT just take books off the shelf and have a big pile, but instead tip the book out so he can see the cover a little bit. I also am book talking a little bit. “You might like this one. It is about a boy whose family had to go into the witness protection program. Here is one that a lot of junior high students have liked. It is about a girl who lived in Puritan times and made friends with an older woman who was later accused of being a witch.” I go through the library like this in a very noncommittal way. Please notice that I said, “YOU MIGHT LIKE this book.” I NEVER say, “Oh, you’ll really like this one”, or “You’ll love this book.” First, I don’t know what this student will like or not. Secondly, I DO know that statements like this can easily be the kiss of death to a book. She says I will like it; therefore I will NOT like it just to show her. Thirdly, if the student did not like the book and I said he would, why would he trust me on another book? I already have proven that I do not know what he wants and therefore will not be able to help him. Also, notice that I said “Other junior high students have liked this book”. I deliberately choose the grade he is in or even a grade higher. Some students like the idea of reading a book that other students in a higher grade read and that may be my selling point. I quickly run through the shelves and point out about 8 to 10 books, and then I casually ask if he saw anything that looked interesting to him. If he did, problem solved. If he didn’t, then he needs a little more encouragement and I am ready. I pull a book that I really believe he will like and hand it to him while saying, “Why don’t you take this book and read the first two chapters? If you don’t like it, bring it back and let me know because then I will have a better idea of what you like and what you don’t like.” I am giving him permission to not like a book and I have also given him an ‘out’. He does not have to read the whole book, just a part of it. I seldom have to choose a second book for a student because the first one wasn’t good.
I can hear you saying, “But I am not a librarian!” Calm down. Your job is actually a little bit easier if you are the classroom teacher. You have more time for reading and talking about books. You know the students better and can be much more helpful to them than the librarian can. Here are some strategies for the classroom teacher.
1. Choose books to read to the class. Read snippets of the book to whet their appetite or read the whole book. Students love to reread a book the teacher read.
2. Have a Silent Reading time. Call it whatever you like, but just do it. During this silent reading time, you should be reading too. Try reading a book that is funny and during the silent reading time, just laugh a little bit, or quietly giggle. Students will notice and some will come up to you and ask what you were reading. You can also share the funny part with the class after the silent time is up. I often checked out books that were age appropriate for my class and read them during the silent reading time. This is also a good time to catch up on current children’s literature. Many teachers comment to me, “Who has time to read the children’s literature and keep up with what is being printed?” Well, you may not be able to keep up with everything that is printed, but you certainly can get to know books from your school or classroom library during this time. What a wonderful model for the students in your class!
3. If a student cannot find a book that he likes, let him bring one from home. Emphasize that the book needs to be appropriate for your school and have him show the book to you for approval. This is yet another way to learn his preferences so you can help him find books at school. This is also a good lesson you can teach your students on the importance of choosing appropriate reading material.
4. Try a read around. Place a variety of books around, one at each desk. Everyone reads from the book on their own desk for one or two minutes, then they pass their book to the left (or right) and read the book handed to them. They can read at the beginning or anywhere they like, but they just read. Keep passing the books for ten or fifteen minutes. Even reluctant readers enjoy the novelty of this and you just may have placed a book near them that they might return to. Also, they know there is a short time limit and they aren’t stuck with the book for the whole time! Try variations on this theme. You may have done this with writing, why not with books?
5. Keep track of the books the class reads. Do it with some kind of goal device. Add titles to a growing list on poster board, cut out book shapes and write on each the title and student’s name and post on a wall, fill the wall with different shapes for each month (apples for September, pumpkins for October, etc.) and write book information on each. This way you can see at a glance how many books each month. Also, the new shape each month keeps the motivation going. Set a goal for the month or for the year and have a reward party when you reach the goal.
This is really my passion. I love to read and I love to get others reading, as well. I hope you have a good week and find just the right book for yourself.
Audrey
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