Comments on: The Perils of Teaching the Books We Love http://www.huffenglish.com/?p=1226 Issues, ideas, and discussion in English Education and Technology Tue, 07 Sep 2010 14:34:37 +0000 hourly 1 http://wordpress.org/?v=3.0.1 By: Joe Scotese http://www.huffenglish.com/?p=1226&cpage=1#comment-20646 Joe Scotese Sat, 06 Mar 2010 11:57:53 +0000 http://www.huffenglish.com/?p=1226#comment-20646 Deb, I'm not too sure about kids in the 21st century not liking Island of the Blue Dolphins - my daughter (10) completely loves the books - and we listened to it (on audio) together. I wonder if her love of the book - and my admiration for it are related to the way you felt disconnected from it - when your students didn't like it. Maybe there is an Island of Blue Dolphins out there that you can still love and hold dear... Deb,

I’m not too sure about kids in the 21st century not liking Island of the Blue Dolphins – my daughter (10) completely loves the books – and we listened to it (on audio) together. I wonder if her love of the book – and my admiration for it are related to the way you felt disconnected from it – when your students didn’t like it. Maybe there is an Island of Blue Dolphins out there that you can still love and hold dear…

]]> By: Debb http://www.huffenglish.com/?p=1226&cpage=1#comment-20641 Debb Thu, 04 Mar 2010 02:12:27 +0000 http://www.huffenglish.com/?p=1226#comment-20641 I, too, can relate. Being a 7th grade teacher, it is almost even more perilous for me. We do not have standard novels to teach (in my district, anyway). Rather, the door is open. Our South Carolina state standards are such that we can teach them to the students using the novel (or story or poem or article, etc.) that we think fits. So I read YA literature voraciously. I always tiptoe around my favorites. I don't know if I'm that brave. I do love the letter that you, channelling some of Hayden's words, used with for teaching Wuthering Heights. Your post also reminded me of my first year teaching. It was 7th grade. I found a class set of Island of the Blue Dolphins by Scott O'Dell. I was teaching a group of struggling readers, and I remember reading this book in 5th grade (I didn't tell them that) and absolutely falling in love with it. Two weeks into the novel study, I hated it. The students hated it. I listened to them attentively how they backed up their dislike with evidence from the text. I went back and re-read parts. I came to the realization that the kids were right. Whatever connection I felt to the novel in 5th grade was severed, and saw how students in the 21st century could not fall in love with the book the way I did. (By the way, we stopped reading the book. One lesson I teach young readers is that good readers know when the book is not working them and that it is ok to put a book aside.) Debb I, too, can relate. Being a 7th grade teacher, it is almost even more perilous for me. We do not have standard novels to teach (in my district, anyway). Rather, the door is open. Our South Carolina state standards are such that we can teach them to the students using the novel (or story or poem or article, etc.) that we think fits. So I read YA literature voraciously. I always tiptoe around my favorites. I don’t know if I’m that brave. I do love the letter that you, channelling some of Hayden’s words, used with for teaching Wuthering Heights.

Your post also reminded me of my first year teaching. It was 7th grade. I found a class set of Island of the Blue Dolphins by Scott O’Dell. I was teaching a group of struggling readers, and I remember reading this book in 5th grade (I didn’t tell them that) and absolutely falling in love with it. Two weeks into the novel study, I hated it. The students hated it. I listened to them attentively how they backed up their dislike with evidence from the text. I went back and re-read parts. I came to the realization that the kids were right. Whatever connection I felt to the novel in 5th grade was severed, and saw how students in the 21st century could not fall in love with the book the way I did. (By the way, we stopped reading the book. One lesson I teach young readers is that good readers know when the book is not working them and that it is ok to put a book aside.)

Debb

]]> By: Dana Huff http://www.huffenglish.com/?p=1226&cpage=1#comment-20600 Dana Huff Sun, 14 Feb 2010 14:45:46 +0000 http://www.huffenglish.com/?p=1226#comment-20600 Stella! How wonderful to "hear" from you. I have a note from Sarah on my whiteboard I can't bear to erase. She visited recently, and I missed her. I totally understand how you feel about this book. Stella! How wonderful to “hear” from you. I have a note from Sarah on my whiteboard I can’t bear to erase. She visited recently, and I missed her. I totally understand how you feel about this book.

]]> By: Stella Tarica Gordon http://www.huffenglish.com/?p=1226&cpage=1#comment-20599 Stella Tarica Gordon Sun, 14 Feb 2010 12:50:26 +0000 http://www.huffenglish.com/?p=1226#comment-20599 Hi Dana, Dana, you know how men can find something in every experience in life related to THE GODFATHER? This is me with CALL OF THE WILD. When Sarah wasn't feeling well the other day and her brothers and I were discussing what was going on I thought of Dave, the dog who wanted to die in the traces, because the couriers would discuss what was wrong with him. When I told Sarah this she was indignant! I was comparing her to Dave? (and not even Buck!) When we read the book in class, inevitably someone raises his or hand and says, "Buck is just a dog, Mrs. Gordon. Dogs pull sleds. What's the big deal?" I have to get to chapter 5 before they admit some liking of the book. And, and this is really sick, I want to read every word of every page aloud with the class because I think some of the most beautiful words ever written are in the book. I know most of the book by heart. As a matter of fact, if I was in Fahrenheit 451 I would join the book society and be that book. I would also be Fahrenheit 451....sorry to ramble, but you brought up a heartfelt issue with this article...So, like Buck, I think I will go sit before the fire and think of all the good things I have eaten....ha! Hope you are doing great, Dana! Love, Stella Hi Dana,
Dana, you know how men can find something in every experience in life related to THE GODFATHER? This is me with CALL OF THE WILD. When Sarah wasn’t feeling well the other day and her brothers and I were discussing what was going on I thought of Dave, the dog who wanted to die in the traces, because the couriers would discuss what was wrong with him. When I told Sarah this she was indignant! I was comparing her to Dave? (and not even Buck!)
When we read the book in class, inevitably someone raises his or hand and says,
“Buck is just a dog, Mrs. Gordon. Dogs pull sleds. What’s the big deal?”
I have to get to chapter 5 before they admit some liking of the book.
And, and this is really sick, I want to read every word of every page aloud with the class because I think some of the most beautiful words ever written are in the book. I know most of the book by heart.
As a matter of fact, if I was in Fahrenheit 451 I would join the book society and be that book. I would also be Fahrenheit 451….sorry to ramble, but you brought up a heartfelt issue with this article…So, like Buck, I think I will go sit before the fire and think of all the good things I have eaten….ha!
Hope you are doing great, Dana!
Love,
Stella

]]> By: Dana Huff http://www.huffenglish.com/?p=1226&cpage=1#comment-20587 Dana Huff Tue, 09 Feb 2010 23:15:17 +0000 http://www.huffenglish.com/?p=1226#comment-20587 I can't stand <em>A Separate Peace</em> and had to teach it once (I can't remember why). I think I put on a happy face and tried to do what I usually do. That said, I never teach books I don't like now. I can’t stand A Separate Peace and had to teach it once (I can’t remember why). I think I put on a happy face and tried to do what I usually do. That said, I never teach books I don’t like now.

]]> By: Liz Ditz http://www.huffenglish.com/?p=1226&cpage=1#comment-20586 Liz Ditz Tue, 09 Feb 2010 21:25:20 +0000 http://www.huffenglish.com/?p=1226#comment-20586 </i> buggered up the italic, sorry. That should fix it. Learning through listening link <a href="http://www.learningthroughlistening.org/" rel="nofollow">http://www.learningthroughlistening.org/</a> buggered up the italic, sorry. That should fix it.

Learning through listening link

http://www.learningthroughlistening.org/

]]> By: Liz Ditz http://www.huffenglish.com/?p=1226&cpage=1#comment-20585 Liz Ditz Tue, 09 Feb 2010 21:17:27 +0000 http://www.huffenglish.com/?p=1226#comment-20585 My daughter is also a slow reader, especially for texts with written dialect (think Treasure Island or Tom Sawyer). So, back before my daughter could drive, we listened to a lot of her assigned reading in the car. My post from the day we finished <a href="http://lizditz.typepad.com/i_speak_of_dreams/2004/08/does-wuthering.html" rel="nofollow">Does Wuthering Heights Deserve Its Reputation?</a> (<i>Dana, don't click the link, you won't be happy...</i). That said.... Dana (or others) have you ever taught a book you sincerely dislike? How does the experience compare? And, some reflections to listening vs. reading. I'm a fast reader and I thought I would find the process of listening to books a bit boring. Not at all! I found I enjoyed Tom Sawyer (for example) twice as much as an audio version. I've rented both the The Iliad and Odyssey and enjoyed them both tremendously. When we aren't listening in the car, my daughter reads and listens simoultaneously, which seems to deepen her comprehension. John Spencer, I wonder if you are familiar with Recording for the Blind & Dyslexic's "Learning Through Listening" program. I wonder if some of the resources might help your students to access age-appropriate materials that might be a bit too frustrating for their reading-alone level. My daughter is also a slow reader, especially for texts with written dialect (think Treasure Island or Tom Sawyer).

So, back before my daughter could drive, we listened to a lot of her assigned reading in the car.

My post from the day we finished Does Wuthering Heights Deserve Its Reputation? (Dana, don’t click the link, you won’t be happy…</i).

That said…. Dana (or others) have you ever taught a book you sincerely dislike? How does the experience compare?

And, some reflections to listening vs. reading. I'm a fast reader and I thought I would find the process of listening to books a bit boring. Not at all! I found I enjoyed Tom Sawyer (for example) twice as much as an audio version.

I've rented both the The Iliad and Odyssey and enjoyed them both tremendously.

When we aren't listening in the car, my daughter reads and listens simoultaneously, which seems to deepen her comprehension.

John Spencer, I wonder if you are familiar with Recording for the Blind & Dyslexic's "Learning Through Listening" program. I wonder if some of the resources might help your students to access age-appropriate materials that might be a bit too frustrating for their reading-alone level.

]]> By: Dana Huff http://www.huffenglish.com/?p=1226&cpage=1#comment-20571 Dana Huff Sun, 07 Feb 2010 16:37:27 +0000 http://www.huffenglish.com/?p=1226#comment-20571 It is glorious to teach a book you love when students love it, too. I have had that experience as well. It is glorious to teach a book you love when students love it, too. I have had that experience as well.

]]> By: Dana Huff http://www.huffenglish.com/?p=1226&cpage=1#comment-20570 Dana Huff Sun, 07 Feb 2010 16:07:48 +0000 http://www.huffenglish.com/?p=1226#comment-20570 I think middle schoolers are more like elementary school students in having more enthusiasm for reading. That assumption is purely based on anecdotal experience. When I taught middle school, the kids seemed more into books still. Something happens in high school, though, and it's very bad. I have a time issue, too. I am a slow reader, so I empathize with students who just can't keep up with the pace of required reading even if their heart is in it, but at the same time, you have to keep moving. You're right about my students. Of course, I teach in a private school, and along with that you have students who simply have more opportunities, and they are pretty good readers. They don't have any issues with self-efficacy. Now some of them don't like reading out loud, but they can all read fairly well. However, I have taught students like you describe, and we wound up doing most or all of the reading in class. I think middle schoolers are more like elementary school students in having more enthusiasm for reading. That assumption is purely based on anecdotal experience. When I taught middle school, the kids seemed more into books still. Something happens in high school, though, and it’s very bad.

I have a time issue, too. I am a slow reader, so I empathize with students who just can’t keep up with the pace of required reading even if their heart is in it, but at the same time, you have to keep moving.

You’re right about my students. Of course, I teach in a private school, and along with that you have students who simply have more opportunities, and they are pretty good readers. They don’t have any issues with self-efficacy. Now some of them don’t like reading out loud, but they can all read fairly well. However, I have taught students like you describe, and we wound up doing most or all of the reading in class.

]]> By: John Spencer http://www.huffenglish.com/?p=1226&cpage=1#comment-20569 John Spencer Sun, 07 Feb 2010 13:14:14 +0000 http://www.huffenglish.com/?p=1226#comment-20569 I loved "Wuthering Heights" when we read it. I also loved "The Great Gatsby." I often read books that I enjoyed, but I have never read my favorite books. My students generally react positively, but they are also a bit younger (middle school). In teaching Social Studies, we read "The Jungle," "The Communist Manifesto," "Anthem," "A Brave New World," "Soul on Ice" (that one got me into a bit of trouble), "The Great Gatsby" and "Farenheit 451" as well as excerpts from "The World Is Flat" and "Aristotle's Ethics." This was over a two year period, by the way. The biggest barrier I found was not one of interest in the material, but one of time. I would plan to read a section and we'd discuss it and lose sight of our original plan. I wonder if the issue is that you teach high school. Many of my students have never read a "real chapter book" so I end up having to model reading by reading parts of it aloud. I find my students have high motivation but a low sense of self-efficacy. They want to read, but believe that they can't. I mention all of that to say that you're fortunate to have students who would complain about a work. They could be apathetic or they could be so low that they don't even trust their own ability to read. I loved “Wuthering Heights” when we read it. I also loved “The Great Gatsby.”

I often read books that I enjoyed, but I have never read my favorite books. My students generally react positively, but they are also a bit younger (middle school).

In teaching Social Studies, we read “The Jungle,” “The Communist Manifesto,” “Anthem,” “A Brave New World,” “Soul on Ice” (that one got me into a bit of trouble), “The Great Gatsby” and “Farenheit 451″ as well as excerpts from “The World Is Flat” and “Aristotle’s Ethics.”

This was over a two year period, by the way. The biggest barrier I found was not one of interest in the material, but one of time. I would plan to read a section and we’d discuss it and lose sight of our original plan.

I wonder if the issue is that you teach high school. Many of my students have never read a “real chapter book” so I end up having to model reading by reading parts of it aloud. I find my students have high motivation but a low sense of self-efficacy. They want to read, but believe that they can’t.

I mention all of that to say that you’re fortunate to have students who would complain about a work. They could be apathetic or they could be so low that they don’t even trust their own ability to read.

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