There IS room for crying in English

The Book Thief

I took a risk in teaching The Book Thief this year to my sophomores. There has been a grand movement within the 10th grade team of English teachers to all work together and teach the same things at the same times. We agreed that we should teach a novel this spring, but we couldn’t agree on what novel to teach.

I am passionate about introducing students to literature that doesn’t SUCK. Yes, I know that language is unbecoming of a proper English literature teacher, but so many students are turned off by literature teachers teaching only the classics in boring ways. I can’t be that teacher. I won’t be the teacher that turns a kid off from reading or tunes him further out. I want to introduce my students to classics in fun and innovative ways, and literature they can connect with and love. I have 180 days to turn my students into literature lovers (I guess I will settle for appreciators). If I teach a book that I don’t even want to read myself, I am positive I will not turn any of my students into literature lovers or even appreciators.

I taught The Crucible, one of my favorite classics, in the fall, so I really wanted to do something more contemporary in the spring. My kids enjoyed the story, and I worked hard to make the classic relevant and fun for 2015.  After looking through my bookshelf and the text exemplar list for 10th grade, I decided to stick with what I believed was right for my students. We read The Book Thief. What a powerful novel! My students have recently written blog posts with their review of The Book Thief. You can check them out by exploring our class blogs listed below to see their personal reactions to the novel. Add your comment and let them know what you thought of their words!

By taking a risk and going against my team, I was nervous at the results I would see. If my kids didn’t connect with the literature like I had hoped, I would have failed. As we made it though the 552 page novel, there were certainly high points and low points. There were points that we were tired of reading and just had to push on. The story was always good, but snow days and breaks sometimes made it hard to stay focused. I thought I was keeping them interested and engaged, but sometimes I wasn’t sure. On the last day of reading, I told my kids that I had a feeling I knew how the book would end. I warned them that I would likely cry, and to not judge me. I joked and encouraged them that all the coolest kids cried while reading. I even went so far as to pass out tissues to each of my students, just incase they were more like me than they cared to admit. I wanted them to feel comfortable and at ease. I wanted them to know that they didn’t need to try to hide the emotions they would likely face, but to embrace them like I was doing. I wasn’t sure if they would actually feel as I hoped they would.

As we read, the greatest thing happened. I wasn’t the only one crying. Many of my students shed tears over the ending of the book. They cried for the characters, and I ended up crying for my students. How often have high school students sat in English class and openly cried while reading a book? I have never had that experience with any piece of literature. Actually, I have never had students even come close to connecting with literature like that. My risk was worth the gain. I turned some students into literature lovers and appreciators.

I have often heard the quote that our best work happens when we break outside our comfort zones. I broke outside mine to teach a book that no one else thought was important or relevant for my students, and I had the greatest “Teacher Moment” I have ever had. The reaction of my students was candid, real, and honest. It reminded me that although it is important to work well with your peers, it is most important to always do what is best for your students. I did what I believed was right, and I introduced my students to a piece of literature that will forever change their views and thoughts on the Holocaust and humanity. I am certain that they will carry The Book Thief with them in their hearts for years and years to come, as it has stolen a little piece of them and me.

 

3 Days Into Student Blogging

Batty for Blogging

We are three days into blogging, and I wanted to take a minute to step back and reflect on the week. I need to do a better job of blogging regularly, and I think connecting my students to my blog will be just what it takes. I have also dedicated a section of my planner to blogging ideas for students and for me.

I was nervous to incorporate blogging into my classroom, but decided the risk was worth the gain. I am so excited with the progress I have seen this week. Students were a little apprehensive as they were signing up. We did run into some problems here and there. For some reason, we had a few students who signed up and then were denied access to their accounts. Once we were all on, the students began exploring and creating.

My biggest pet peeve as a teacher is when students would rather ask me how to do something than explore and figure it out on their own. I love teaching and I know it is my job to teach them, but if they ask me something that they can figure out or look up, I won’t answer it for them. Students get frustrated at first, but then they have a sense of pride and accomplishment when they figure out how to fix the problem on their own. Many students asking questions were answered with one word from me: Explore. Once they realized I wasn’t going to give them step by step instructions, the learning and fun began. Students were picking themes, creating tag lines, helping one another and learning. I had fun mingling around the room to see what my students were doing and how they were customizing their pages. Faces lit up when I praised their layout or tag line. Students worked hard to perfect their blogs when I made suggestions or critiques. There were lots of happy teacher moments when students began checking out their peers’ blogs and asking one another for help achieving the look they wanted.

When we started on our first assignment, the real magic happened. Students were given a “To Do” list to be accomplished by the end of class Thursday. Sign up, link with my blog, come up with a unique title that includes their first name, write a fun tag line that reflects their personality, customize the look and theme, read and comment the blog guidelines and comment guidelines on my page, and create their own about me page. I believe I connect well with all of my students. Some I have stronger relationships than others, but I pride myself of my rapport with all. As students were creating, I was reading and watching. Once most students had published their about me pages, I started commenting. I was blown away at the connection I could make with my shy students. These kids were sharing things that were appropriate, but meaningful; things that I didn’t know about but wanted to know more. One student shared a link to their photography website and I got a glimpse into the real them. I saw my in person relationships grow with these students who weren’t always comfortable speaking out and taking risks in class.

In just three short days, I have already felt the connection to my students grow because of blogging. Next week we will begin our blogging boot camp and do some intensive writing and blogging how-to. We will then move into learning about the powers of persuasion and we will center blog posts around our persuasive writing (instead of doing a traditional persuasive essay). I am so excited to connect on a deeper level with my students through blogging, and I am beaming to see the pride on their faces after they figure out a tough formatting problem. I can’t wait to hear the voice my students develop through their blogs.

For now, click around the bottom of my page under “Class Blogs” to see what they have created! Comment their work and join our learning community!