Students Get New Assignment: Pick Books You Like
For years Lorrie McNeill loved teaching “To Kill a Mockingbird,” the Harper Lee classic that many Americans regard as a literary rite of passage.
But last fall, for the first time in 15 years, Ms. McNeill, 42, did not assign “Mockingbird” — or any novel. Instead she turned over all the decisions about which books to read to the students in her seventh- and eighth-grade English classes at Jonesboro Middle School in this south Atlanta suburb.
Among their choices: James Patterson‘s adrenaline-fueled “Maximum Ride” books, plenty of young-adult chick-lit novels and even the “Captain Underpants” series of comic-book-style novels.
But then there were students like Jennae Arnold, a soft-spoken eighth grader who picked challenging titles like “A Lesson Before Dying” by Ernest J. Gaines and “The Bluest Eye” by Toni Morrison, of which she wrote, partly in text-message speak: “I would have N3V3R thought of or about something like that on my own.”
The approach Ms. McNeill uses, in which students choose their own books, discuss them individually with their teacher and one another, and keep detailed journals about their reading, is part of a movement to revolutionize the way literature is taught in America’s schools. While there is no clear consensus among English teachers, variations on the approach, known as reading workshop, are catching on.
In New York City many public and private elementary schools and some middle schools already employ versions of reading workshop. Starting this fall, the school district in Chappaqua, N.Y., is setting aside 40 minutes every other day for all sixth, seventh and eighth graders to read books of their own choosing.
In September students in Seattle’s public middle schools will also begin choosing most of their own books. And in Chicago the public school district has had a pilot program in place since 2006 in 31 of its 483 elementary schools to give students in grades 6, 7 and 8 more control over what they read. Chicago officials will consider whether to expand the program once they review its results.
None of those places, however, are going as far as Ms. McNeill.
In the method familiar to generations of students, an entire class reads a novel — often a classic — together to draw out the themes and study literary craft. That tradition, proponents say, builds a shared literary culture among students, exposes all readers to works of quality and complexity and is the best way to prepare students for standardized tests.
But fans of the reading workshop say that assigning books leaves many children bored or unable to understand the texts. Letting students choose their own books, they say, can help to build a lifelong love of reading.
“I feel like almost every kid in my classroom is engaged in a novel that they’re actually interacting with,” Ms. McNeill said, several months into her experiment. “Whereas when I do ‘To Kill a Mockingbird,” I know that I have some kids that just don’t get into it.”
Critics of the approach say that reading as a group generally leads to more meaningful insights, and they question whether teachers can really keep up with a roomful of children reading different books. Even more important, they say, is the loss of a common body of knowledge based on the literary classics — often difficult books that children are unlikely to choose for themselves.
“What child is going to pick up ‘Moby-Dick’?” said Diane Ravitch, a professor of education at New York University who was assistant education secretary under President George H. W. Bush. “Kids will pick things that are trendy and popular. But that’s what you should do in your free time.”
Indeed, some school districts are moving in the opposite direction. Boston is developing a core curriculum that will designate specific books for sixth grade and is considering assigned texts for each grade through the 12th.
Joan Dabrowski, director of literacy for Boston’s public schools, said teachers would still be urged to give students some choices. Many schools in fact take that combination approach, dictating some titles while letting students select others.
Even some previously staunch advocates of a rigid core curriculum have moderated their views. “I actually used to be a real hard-line, great-books, high-culture kind of person who would want to stick to Dickens,” said Mark Bauerlein, professor of English at Emory University and the author of “The Dumbest Generation: How the Digital Age Stupefies Young Americans and Jeopardizes Our Future.” But now, in the age of Game Boys and Facebook, “I think if they read a lot of Conan novels or Hardy Boys or Harry Potter or whatever, that’s good,” he said. “We just need to preserve book habits among the kids as much as we possibly can.”
In Search of a Better Way
As a teenager growing up just a few miles from Jonesboro, Ms. McNeill loved the novels of Judy Blume and Danielle Steel. But in school she was forced to read the classics. She remembers vividly disliking “The Adventures of Huckleberry Finn.” Still, she went on to teach it to her own students.
source: nytimes
For years Lorrie McNeill loved teaching “To Kill a Mockingbird,” the Harper Lee classic that many Americans regard as a literary rite of passage.
But last fall, for the first time in 15 years, Ms. McNeill, 42, did not assign “Mockingbird” — or any novel. Instead she turned over all the decisions about which books to read to the students in her seventh- and eighth-grade English classes at Jonesboro Middle School in this south Atlanta suburb.
Among their choices: James Patterson‘s adrenaline-fueled “Maximum Ride” books, plenty of young-adult chick-lit novels and even the “Captain Underpants” series of comic-book-style novels.
But then there were students like Jennae Arnold, a soft-spoken eighth grader who picked challenging titles like “A Lesson Before Dying” by Ernest J. Gaines and “The Bluest Eye” by Toni Morrison, of which she wrote, partly in text-message speak: “I would have N3V3R thought of or about something like that on my own.”
The approach Ms. McNeill uses, in which students choose their own books, discuss them individually with their teacher and one another, and keep detailed journals about their reading, is part of a movement to revolutionize the way literature is taught in America’s schools. While there is no clear consensus among English teachers, variations on the approach, known as reading workshop, are catching on.
In New York City many public and private elementary schools and some middle schools already employ versions of reading workshop. Starting this fall, the school district in Chappaqua, N.Y., is setting aside 40 minutes every other day for all sixth, seventh and eighth graders to read books of their own choosing.
In September students in Seattle’s public middle schools will also begin choosing most of their own books. And in Chicago the public school district has had a pilot program in place since 2006 in 31 of its 483 elementary schools to give students in grades 6, 7 and 8 more control over what they read. Chicago officials will consider whether to expand the program once they review its results.
None of those places, however, are going as far as Ms. McNeill.
In the method familiar to generations of students, an entire class reads a novel — often a classic — together to draw out the themes and study literary craft. That tradition, proponents say, builds a shared literary culture among students, exposes all readers to works of quality and complexity and is the best way to prepare students for standardized tests.
But fans of the reading workshop say that assigning books leaves many children bored or unable to understand the texts. Letting students choose their own books, they say, can help to build a lifelong love of reading.
“I feel like almost every kid in my classroom is engaged in a novel that they’re actually interacting with,” Ms. McNeill said, several months into her experiment. “Whereas when I do ‘To Kill a Mockingbird,” I know that I have some kids that just don’t get into it.”
Critics of the approach say that reading as a group generally leads to more meaningful insights, and they question whether teachers can really keep up with a roomful of children reading different books. Even more important, they say, is the loss of a common body of knowledge based on the literary classics — often difficult books that children are unlikely to choose for themselves.
“What child is going to pick up ‘Moby-Dick’?” said Diane Ravitch, a professor of education at New York University who was assistant education secretary under President George H. W. Bush. “Kids will pick things that are trendy and popular. But that’s what you should do in your free time.”
Indeed, some school districts are moving in the opposite direction. Boston is developing a core curriculum that will designate specific books for sixth grade and is considering assigned texts for each grade through the 12th.
Joan Dabrowski, director of literacy for Boston’s public schools, said teachers would still be urged to give students some choices. Many schools in fact take that combination approach, dictating some titles while letting students select others.
Even some previously staunch advocates of a rigid core curriculum have moderated their views. “I actually used to be a real hard-line, great-books, high-culture kind of person who would want to stick to Dickens,” said Mark Bauerlein, professor of English at Emory University and the author of “The Dumbest Generation: How the Digital Age Stupefies Young Americans and Jeopardizes Our Future.” But now, in the age of Game Boys and Facebook, “I think if they read a lot of Conan novels or Hardy Boys or Harry Potter or whatever, that’s good,” he said. “We just need to preserve book habits among the kids as much as we possibly can.”
In Search of a Better Way
As a teenager growing up just a few miles from Jonesboro, Ms. McNeill loved the novels of Judy Blume and Danielle Steel. But in school she was forced to read the classics. She remembers vividly disliking “The Adventures of Huckleberry Finn.” Still, she went on to teach it to her own students.
source: nytimes
