What We Say when we Speak to Students

There is a gift that some teachers are born with. The ability to tame the beasts that are this generation of teenagers with a single word. Its uncanny the children that they can reach with their humor, their sarcasm, their love.

Then there are those adults that are just the opposite. They seem to antagonize students with every word that they utter, every grunt that issues from their lips. Although they wouldnever admit to hating teenagers, the disgust drips from the words as they float down the hallway.

I'm lucky. I'm of the former crowd. Students who I never thought I would be able to reach seem to be willing to meet me halfway. I can make wisecracks and joke around and be stern--I'm taken as I am.

I sat in my office this morning and listened as a colleague cajoled a student for going to class, "just ten minutes after the tardy bell." The student was told that going to class was probably a good idea, since this was still school and all. The words are not that hateful and their intentions are not to wound, but they did. They fell on ears that weren't receptive to that sort of conversation. And the student shut down just a little bit more.

When we speak to students, they remember it. We can scar them with what we say, and even what we don't say. They are children, after all. Even though their language doesn't show it and their actions don't show it, they are still children at heart and they can be bruised easily.

I'm not perfect. I cringe sometimes when I'm in a bad mood and hear myself not being so nice. But I try to think about what I'm saying to others before it comes out of my mouth.

Tips for Hosting an Author

The end of the year is near and I am looking for another author to visit Newberry High. We have hosted both Alex Flinn and Sharon Draper in the last two years and there is no better way to kick off your literacy campaign.

Before you rush out to book your author visit, here are some lessons that I've learned. Learn them here and save yourself some time and heartache.

~ Plan in advance. Popular authors are booked a year or more in advance. You may be let down early on if you aren't thinking about next spring already.

~ Know the author. Sharon Draper is probably the best author to ever visit a school. (Note that she is starting to limit her travel a little bit.) She was a school teacher in her former life and she brings that aura onto the stage with her. Some authors are not very good public speaker, and that does not make for a good visit with your students.

~ Know your students. You don't necessarily want to put all the sweat and tears into bringing in someone like Carl Hiassen when your kids are more like the Bluford Series. Realize what they like to read and find an author that will deliver--the visit is for them after all.

~ Be ready to spend some money. There are grants out there to help you with this, but be prepared. The author alone is going to cost anywhere form $1,500 to $3,000 just to darken your door. Now add in travel cost. Don't forget the hotel. And if you really want to make the visit a huge success, add in the cost of the book for every student in your school. For our Sharon Draper visit this year, each student got a copy of one of her books (determined by their grade level and curriculum). This set our students on FIRE about the visit. And it ensured that every student had the opportunity to read one of her books before she came on campus, a must for a successful visit.

~ Study the contract carefully. Most authors come with a contract for their visit and some very particular requests. The water may need to be room temperature. They may not be willing to speak to gyms. Study this contract so that both of you have a nice day with your students.

~ Bask in the glory of a literacy revolution at its heyday. An author visit can really set your school on its ear about reading and you can't replicate those benefits.

Now that I've imparted my little bit of knowledge, anyone have any recommendations? I'm strugging to find someone for next year!

Great YA Lit!

I really took my time getting around to reading Stephanie Meyer's vampire series. I actually bought a copy of Twilight last spring and it sat, unread and unopened, on my bookshelf until some student came and kept it for herself.

Why did I wait? What was I thinking? I finally experienced Twilight on audiobook earlier this month. It was a long, drawn-out experience and I savored every morsel. I've never had much success with audiobooks, but I found myself looking forward to my morning commute. The book was amazing.

If you haven't checked out this series (starting with Twilight and then followed up by New Moon and Eclipse), its about vampires. Bella Swann, an innocent little junior in high school moves up to Washington to live with her father. There she meets the Cullens, who are a family of vampires. The books chronicle their perils and their growing relationship. Now, probably the most unrealistic part (aside from the vampire thing) but also the most beautifully written part, is the love that grows between Edward Cullen and Bella. It is truly a beautiful thing, but if you know high school juniors, it isn't really realistic.

I'm through with the second in the series now and I have loved every second. Pick up a copy, if you haven't already. I've heard that high school libraries can't keep them on the shelves anymore.

A new Twist on an Old Conversation

Written conversations. Its a nice way to let students pass notes in class. They get to talk to friends, quietly, and you get to read their thoughts on what you're teaching. Written conversations are great ways to find the breakdown in communication from your lesson to their brains.

A sociology teacher in my study group has taken the written conversation to a whole new level. Her students have been watching "Kid Nation" in order to analyze group dynamics in society. (This is a unique idea in and of itself.) Last week, she took the written conversation to a whole new level. After printing out bulletin posts from the ABC website regarding the show, students passed the posts around and responded in the same fashion. Students showed insight into the show and the reactions of others. Talk about bringing authenticity to your classroom!

That had me thinking about other ways to incorporate this new conversation into other classrooms. Teachers can find bulletin posts regarding their subject, or they could make their own. If Jay Gatsby kept a blog, what would he write about? What sorts of posts would he make to Daisy's blog? What type of bulletin would be written about the Boston Massacre? The possibilities are endless. Students can respond to posts and show a higher level of thinking about the content.

And he's still reading from that d@mn book!

Teacher reflection is important. In fact, its vital if you want your students to avoid statements such as the one above. If you want to know what is working and what is not, then just ask your students. They'll tell you. And no matter how important you think the material is, listen to what they are telling you--if they don't find the authenticity in your lesson, then they aren't learning anything.

There are some easy ways to avoid the pitfalls of thinking that you know what your students will find important. First and foremost, involve them in your planning process. This is much easier said than done, but not totally impossible. Teacher assistants are the best for this--its some one on one time with a young mind and you can pick it for free. You can also poll your students or have them create their ending project. Not every part of your lesson is going to appeal to your class and not every part of your lesson is going to fall flat. You can allow students to further their education on their own by looking for something that they are interested in.

Exit slips are another great way to see what is failing and what is winning. Have students give you two stars and a wish for your lesson. You'll see very quickly if that read aloud is as interesting as you seem to think it is.

My one last soap box for the day...don't be the student that you complain about. As a coach, I get to see up-close-and-personal why our students have the habits that they do. I have really tried hard the last few years to erase those habits in myself--they aren't very attractive. Its easier said than done, but its worth it.