Common Questions and Approaches Question and Approach is used as opposed to questions and answers as are multiple ways to address each query. Depending on the teacher, instructional context, and stakeholders the response likely will differ. Question: Does the teacher have to read all the books that the students are reading? Approach: No, teachers can ask a series of probing questions to get students talking about the books. Indeed if sustained silent reading is being used as a component of the class, an effective best practice is to circulate and quietly talk with students about the books they are reading. Question: What concerns do you have to parents objecting to a book their student is reading? Approach: Respect and trust between home and school is important. A middle school teacher using student choice offered this approach saying that she tells students that they know what is acceptable in their homes. If the student sees a book on the bookshelf that would concern their parents, she expects the student to put it back on the bookshelf. She does not make students read particular texts. A high school teacher shared that communication with students’ families is key to build an understanding that students are selecting their books. Question: How useful is a classroom library? Approach: Teachers need a variety of books in the classroom library to keep the momentum of reading going. Students who are not recreational readers will start and stop books several times before hitting their stride. Having books in the classroom is vital to a teacher being able to provide students options without having to take a trip to the school library. Question: How many do you need? Approach: Having 40 high interest young adult books representing different genres and themes is a solid basis. Several teachers reported that their classroom libraries grew as students read a book in the library and then purchased a book on the same them, and then donated that book to the class library when they were finished. Many teachers also indicated that they used the school library to supplement their classroom library. Question: What about the “canon”? Approach: The Senior English Seminar is an elective course with the freedom to teach students through individual research endeavors as opposed to Julius Caesar in 11 days as one participant shared. The focus in grade 12 should be preparing students to leave the K-12 environment with the tools they need for the next few years whether that is more schooling (e.g., college, trade school) or career. The curriculum or is one way to prepare “canon”
Common Questions and Approaches Question and Approach is used as opposed to questions and answers as are multiple ways to address each query. Depending on the teacher, instructional context, and stakeholders the response likely will differ. Question: Does the teacher have to read all the books that the students are reading? Approach: No, teachers can ask a series of probing questions to get students talking about the books. Indeed if sustained silent reading is being used as a component of the class, an effective best practice is to circulate and quietly talk with students about the books they are reading. Question: What concerns do you have to parents objecting to a book their student is reading? Approach: Respect and trust between home and school is important. A middle school teacher using student choice offered this approach saying that she tells students that they know what is acceptable in their homes. If the student sees a book on the bookshelf that would concern their parents, she expects the student to put it back on the bookshelf. She does not make students read particular texts. A high school teacher shared that communication with students’ families is key to build an understanding that students are selecting their books. Question: How useful is a classroom library? Approach: Teachers need a variety of books in the classroom library to keep the momentum of reading going. Students who are not recreational readers will start and stop books several times before hitting their stride. Having books in the classroom is vital to a teacher being able to provide students options without having to take a trip to the school library. Question: How many do you need? Approach: Having 40 high interest young adult books representing different genres and themes is a solid basis. Several teachers reported that their classroom libraries grew as students read a book in the library and then purchased a book on the same them, and then donated that book to the class library when they were finished. Many teachers also indicated that they used the school library to supplement their classroom library. Question: What about the “canon”? Approach: The Senior English Seminar is an elective course with the freedom to teach students through individual research endeavors as opposed to Julius Caesar in 11 days as one participant shared. The focus in grade 12 should be preparing students to leave the K-12 environment with the tools they need for the next few years whether that is more schooling (e.g., college, trade school) or career. The curriculum or “canon” is one way to prepare
toolbox_replicating_pd_to_support_senior_eng_seminar_elec.docx