By Kelly Virgin
A few years back one of my real life friends asked me to be her virtual friend on yet another social media site. I was already lagging with my tweets, feeling overwhelmed by my newsfeed, and completely out of touch with current hashtags, so I was leery of signing up for anymore social media tasks. However, when she described it as “a Facebook for readers,” I knew I had to give it a shot. Since I accepted her invitation to join Goodreads.com in February of 2009, I have extended that same invitation year after year to over 300 of my students.
By Janice Ewing
Most PAWLPers don’t wait until New Year’s to engage in reflection and goal-setting; nevertheless, this time of year especially lends itself to those pursuits. For example, one PAWLPer said, “I firmly resolve to write something every day that is not just a compilation of events, but actual insights of life that I’ve noticed and contemplated.”
Here’s a sampling of some more of our Writing Resolutions, collected at our December Continuity and Leadership meetings: Read more
by Aileen Hower
Digital tools that have proven helpful in supporting students on the autism spectrum to express their thoughts better in writing are those that allow them to create comic strips and videos. Likewise, digital tools like QR codes, podcasts, and interactive sites like BookFlix and TrueFlix can support a student’s reading more efficiently and effectively. Read more
By Linda Kerschner
November brings cooler temperatures, fluttering leaves, early sunsets, Thanksgiving feasts, and parent-teacher conferences. Of course, you may have already met with parents, by their request or your invitation, but the November school calendar includes a specific day when you will spend a day (or maybe several days) meeting with parents.
English teachers are in great demand on this day. English teachers of juniors are particularly popular. My allotted 15 slots generally filled in record time, at least according to the administrative assistant who took parent calls to schedule this event. Parents don’t always realize that they can schedule an appointment with us on another day, perhaps a time that is even more convenient for them.
Obviously, parents take these days seriously, and for good reason. They want to find out, from the horse’s mouth, how their children are doing, above and beyond the numbers they can see on tests, quizzes, and papers. They want to hear that their children are wonderful and that they will be recruited by the colleges of their choice on full scholarships. More importantly, they want to hear that we, the teachers, recognize and appreciate their children’s special talents.
What can we do to make sure that the conferences live up to the parents’ expectations? More importantly, what can we do to make sure that these conferences benefit our students? Read more
By Tricia Ebarvia
Although I’d been doing some form of independent reading for several years, with each year better than the one before, I came into last school year determined to commit in a way I hadn’t before. I wanted to find a way to make students’ independent reading a core component of their learning rather than something they did “on the side” or “in addition to” what we were doing in class.
Was I successful? I think so. Certainly there’s always room for improvement, but when I look back at last year, my 9th grade students together read more than 1000 books. That’s 1000 books in addition to the whole class novels they were assigned. That’s 1000 books I’m sure that would have gone unread had I not made the time in class for students to develop independent reading habits.
by Stacey Shubitz, September’s Guest Blogger
A powerful way for teachers to embrace diversity is through the careful selection of mentor texts. All students deserve to read mirror books, in which they can see themselves, and window books, in which they can learn about others. This means teachers must have books that represent a variety of religions, races, and sexual orientations on classroom bookshelves during all months of the year, not just the ones with special designations (e.g., Black History Month, Women’s History Month).
Children need exposure to books that mirror their life experiences. Classrooms with minority students need books with minority protagonists. Children with same-sex parents need opportunities to access books with other children who are navigating the world with a family that looks different than the “mom, dad, 2.2 kids, dog, and white picket fence” scenario most books often show. When children see their lives mirrored in books, it allows them to feel safe, thereby giving them permission to write freely about their own lives in the texts they compose. Read more