This is my 7th year teaching in Michigan State University’s Teacher Education Program. I have taught students at almost every phase of the program. Because Michigan State’s program is so large, I often don’t see or hear from my students after I’ve taught them. I think of many of them and wonder how they are doing, what literature they are sharing with their students, and how they are managing their first years of teaching. Today – I got to visit one of those students. It was so amazing for both of us. I looked at her and said, “Do you still have days when you can’t believe you are doing what you love?” She smiled widely and I said, “me too”.
Then, Ms. C lead me to the back of her classroom. “This is the first thing I want to show you.” I walked around a corner to see her classroom library. She told me about how she has built it up so far (books, shelves, book boxes, beanbags) that she has implemented student librarians (“we’re still working out some of those kinks”), and that she can’t wait to meet Donalyn Miller at MRA this year. She has used donors choose to fund numerous projects in her room and is always trying to add more books for her students.
I stayed in her classroom for almost an hour during their “read to self” time. I watched third grade children, some of whom are still learning English, select their own books and read. They read deeply and widely. They read non-fiction books about Penguins and tornados. They read Skippyjon Jones, Clifford, Little Critter, Junie B. Jones, and Froggie. They read picture books, chapter books, and graphic novels. They abandoned books when they needed to, and selected other ones instead. As their teacher walked around the room and conferred with students, I joined in asking them to share with me. Some read outloud to me, some showed me a favorite illustration, and another boy showed me a cookie recipe he copied from Clifford. They were so ENGAGED in reading. And this was after lunch and after recess on a warm day.
Then they each wrote a short “review” of one of the books they had read. Each card included the title, author, star rating, if the book was fiction or non-fiction, and 1-2 sentences about what they liked or what it was about. THEN they booktalked in pairs. Did I mention how engaged they were? How they were asking each other questions and asking to share with me?
It made me think about Donalyn’s newest book Reading in the Wild and her premise that we don’t just want students to read in our classes, we want them to keep reading afterwards. It doesn’t matter their age. This is what I hope for my own teacher education students; that they will be engaged readers in our classes together and then want to help their own students develop as not just competent readers, but also as engaged readers As I looked around the room, I saw that Ms. C had taken time to find a book of her own, sit down next to a student and read. She not only set up the environment, procedures, and instruction for her students – she herself was an engaged reader.
As Junie B would say, “It was a thing of beauty I tell you.”