Showing posts with label Reading. Show all posts
Showing posts with label Reading. Show all posts

Friday, February 21, 2020

Authentic PD: 7 Benefits of a Book Tasting Event for Your Teachers


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We recently had a full PD Day for teachers in our building and wanted to do something special to start off the day. I'd heard of book tastings from my Twitter PLN and wanted to give it a try.

A book tasting is an event where people sample different books in a relatively short period of time. I was lucky to have some fantastic help with decorations, planning for food, and setting up our "book store" area.

At our book tasting, we selected about 75 books we felt added value to teaching and learning. Some of them were not necessarily education books. We also included books from psychology, personal growth, leadership, and more.



There were approximately 55 teachers included in our event, so we had plenty of extra books on hand. For each round, participants would select a book to review. We set a timer for 5 minutes for participants to quickly scan the book, look at the table of contents, pick out some interesting quotes, and take a few notes.

Each participant had a "menu" to help guide their book tasting experience. It included some general instructions and some questions to guide thinking.



Menu adapted from: http://traceyraimondo.com/2018/04/17/host-a-book-tasting-for-teachers-professional-learning-never-tasted-so-good/

Friday, March 29, 2019

Should All Educators Be Lifelong Learners?


The answer to the question seems obvious, don't you think? Of course, educators should be lifelong learners. 

But I recently heard an education leader give a presentation where he made a claim that expecting educators to be lifelong learners, at least in the sense of attending PD or reading on their own time, was unrealistic. 

Basically, he suggested that nobody has time for that. There are too many demands on teachers as it is. I found it interesting that in spite of his claim, he also shared he is currently writing a book for educators.

He suggested the best way for professional educators to learn was through experience and by reflecting on experience with others. And I agree, that is one way to learn.

He added that when he interviewed for open positions and candidates shared about being lifelong learners, that he didn't believe it for a minute. The universities are simply coaching their pre-service teachers on keywords they need to use in interviews.

My thinking is quite different on this issue. A big problem I see in schools is that too few are making time for their own professional reading and growth. Most people become satisfied with a certain level of effectiveness in their life, work, relationships, etc. and then hit cruise control. They don't continue to push the limits of their own possibilities.

But that's not the way strive for your potential, and it's not the way to become the most effective, fulfilled educator you can be.

So here are some of my thoughts about continuous learning for educators...

1. The quickest way to improve a school is for the people inside the school to work on improving themselves. When you individually learn more as an educator, your students win, and your whole school wins too. You make your school stronger by your growth.

2. People who don't make time for reading and growing will never break through their current capacity. They may get a little better, but they won't experience new levels of capacity. They won't have breakthroughs

Why? Because they are limited to their own perspective. As John Maxwell said, "Some of my best thinking is done by others." I learn so much from what some of the leading thinkers are writing and sharing.

3. I suggest the 5-hour-rule as a great way to learn and grow. Spend at least 5 hours per week reading to build your capacity. Many of the world's busiest and most successful people are consistent readers. 

4. The most common excuse for not reading is not having enough time. But we make time for what's important. We all have the same number of hours in the day. And I'm wondering if most of the same people complaining about not having enough time are finding plenty of time for Netflix, YouTube, and Facebook?

5. Seth Godin suggests the more professional your field, the more important it is to stay current. If we seek to raise the standing of education as a top profession, we need to strive to learn like other top professions.

6. You wouldn't want a surgeon operating on you who hasn't read the latest journals about the procedures he's performing. You want the best techniques. And your students deserve the best techniques too.

7. One of the best ways to carve our time for reading is to make it part of your morning routine. When you start the day focused on your own growth, you'll be better able to help your students with their growth.

Are you making time for your reading and growth? How do you find the time? Do you believe educators should be lifelong learners? I want to hear from you. Leave a comment below or respond on Facebook or Twitter.

Sunday, November 26, 2017

Information Without Emotion Is Rarely Retained



In 1993, famed college basketball coach Jim Valvano gave an inspiring and hopeful message at the ESPY awards. Valvano was fighting terminal cancer that would soon cut short his remarkable life. I occasionally watch the speech over again. It reminds me of what's most important.

During his passionate speech, Valvano helped put everything in perspective:
"If you laugh, you think, and you cry, that's a full day. That's a heck of a day. And if you do that seven days a week, you're going to have something special."
I invite you to take a few seconds to listen to Jimmy V speak these words in the video below.



So how can this apply to what we do as educators? Well, I think a great day at school includes the same things. We should laugh, we should certainly think, and we should also cry. 

I'm guessing that crying is harder for most of us to think about. We tend to think of some emotions as good or bad. We tend to hide those emotions that are sad or might be considered weak.

But emotions are an important way for us to connect. It's how we better understand ourselves and others. Emotions help us to reach the heart and not just the mind.

We know that stories are powerful for learning. I think that's because of how stories connect to emotions. You can talk about ideas all day, and I might be interested and even learn something. But if you connect those ideas with a story, and you touch my emotions, I may never forget what I've learned.

I remember one day years ago I was teaching freshmen English. It was one of those days when for whatever reason, I had a class period that was ahead of the others, and I needed to fill some time.

I decided to read a short story, The Scarlet Ibis, to the class. It was the first time I'd ever read the story myself, so I didn't know exactly what to expect.

But as I read, I was drawn into the story in a powerful way. No doubt the class could sense my quivering voice, my efforts to fight back tears, and my unsettled body language. As they saw how the story was connecting with my heart, they too were drawn in. You could've heard a pin drop.

The story is about two brothers. The younger brother is born with health problems, and he was never able to keep up with his athletic older brother. At times, the older brother is cruel and ashamed of his handicapped sibling. At one point, he even thinks of smothering the little brother with a pillow.

But he also demonstrates his love for him. He nicknames the younger brother Doodle and decides to teach him the things he will need to be ready for school, how to run, swim, climb trees, and fight. You know, the important stuff.

But the Saturday before school starts, the older brother pushes Doodle to physical exhaustion while rowing a boat. And then a storm blows in suddenly. The older brother runs ahead angry with Doodle for not keeping up so they can get out of the rain.

But when the older brother's anger calms, he notices Doodle is missing. He goes looking for him and finds him curled up under a bush with his head on his knees. He is bleeding from his mouth. He is dead.

It's a tragic ending.

I remember talking with the class about how the two boys reminded me of my own sons. Both of my boys are perfectly healthy. But there was something about the way the brothers interacted that reminded me of my own sons.

I also remember talking to them about empathy and cruelty. How most of us have it in us to be cruel. How we can fail to understand what someone else is going through. How selfish we can be.

I know without a doubt, even many years later, during that class period, there was laughter, there was thinking, and there were definitely tears. I think every student in the class felt something special that day.

So what does a perfect day in the classroom look like? 100% mastery of the objective for the day?

For me, I think a great day is when students are learning the objective, and the learning is also connecting with the heart. I'm not sure who said it, but I believe it's true, "Information without emotion is rarely retained." The lessons that stay with us the longest connect to our emotions.

Are you teaching with heart? Let me know what you think. Leave a comment below or respond on Twitter or Facebook

Thursday, November 16, 2017

Don't Let What's Urgent Keep You From What's Important



I bet you are a fantastic problem solver. Most educators have developed this ability because problems come at you all day long. And you make hundreds of decisions from dawn till dusk.

Our time is a precious resource that can be extremely scarce because of all the demands we face. If we're not careful, the tyranny of the urgent will consume us and may crowd out time for what's most important.

Can we agree that the things that are most urgent are often not the most important? Reflect on your day. There were things you felt had to be done. But at what cost?

When you spend all your time dealing with urgent matters, not considering what things would have the highest leverage for success, you are simply spinning your wheels. Lots of activity not going anywhere.

Benjamin Franklin dedicated 5 hours of his week to learning. His personal growth and learning was a priority. Bill Gates, Warren Buffet, and Oprah Winfrey also share this personal commitment to learn at least one hour a day and probably more.

You will never reach your growth potential if you are captive to the urgent.

We did a strengths finder with our staff about a year ago. It was a survey instrument that gave us feedback on our strength areas. We shared these out in a meeting and enjoyed reflecting on how our differences make us collectively strong.

But we all got a chuckle when I asked for teachers to raise their hands if love of learning (one of the characteristics) made their top five strengths. Surprisingly, in this sizable group of educators, only 2-3 teachers had it in their top five.

Of course, I think our teachers love learning. But I also wonder how much of a priority we are giving to our own growth and learning. I challenge you to spend at least 5 hours a week learning and see how it impacts your effectiveness.

For me, my learning each week involves reading, blogging, connecting with other educators on Twitter, and thinking and reflecting. 

Make time to support your own growth and learning and watch how it influences the learning and growth of your students.

The most successful people in the world are extremely busy and they are still finding time to read and learn consistently. Don't let the urgent things rule over you. Take back what's important and invest in your own growth.

How are you growing and making time for the 5-hour rule? What are you reading? Leave a comment below or share your thoughts on Facebook or Twitter.

Tuesday, August 29, 2017

Future Driven: Looking Forward, Giving Back



I'm happy to announce the release of Future Driven: Will Your Students Thrive In An Unpredictable World! Back at the start of summer I made a public commitment that I would have this passion project finished before the start of the new school year (See: Do Something Today to Move In the Direction of Your Dreams).

Well, we've been in school for a couple of weeks now. So I didn't exactly meet my own deadline. But hey, there are still many schools who haven't returned from summer break yet, so technically maybe I did!

The book is now available on Amazon. And for a very limited time, the Kindle version of Future Driven will only be $2.99. I encourage you to download it now. 

Plus, through the end of September, I'm donating all of the proceeds from Future Driven to Care to Learn, an organization in our community that provides for the health, hunger, and hygiene needs of disadvantaged school-age children. It is important to me to give back to our students. It's always about students first. I want to be part of creating a better future through better schools. It starts with us.

Care to Learn was started in Springfield, MO by philanthropist Doug Pitt. You might have heard of his brother, Brad. Yes, the same Hollywood Brad Pitt you see regularly in the grocery checkout line. The organization now has many chapters in our area, including here in Bolivar. 

Image may contain: one or more people, text and closeup

About half of our students are from low income households and qualify for free/reduced lunches. With Care to Learn, we are able to instantly meet the emergent health, hunger, and hygiene needs of our students. 

If a kid needs shoes, clothes, eyeglasses, groceries, etc., our counselors take him or her shopping and meet the need right away. We know it's impossible for students to learn their best if they have unmet needs. We are so thankful for Care to Learn.

I certainly hope you find Future Driven inspiring and helpful. Your work matters. You are needed as a change maker. Just know that if you get your copy now, you'll also be helping kids have what they need to learn. Your support of Care to Learn will make an impact too.

Let me know if you have any questions about Future Driven or my process of being an independent author. It has been an unbelievable adventure and so many have helped me along the way. Leave a comment below or respond on Facebook or Twitter.

Be sure to the use the hashtag #FutureDriven as you share your passion for being a future-driven educator.

Future Driven: Will Your Students Thrive In An Unpredictable World?

In Future Driven, David Geurin describes how to conquer the status quo, create authentic learning, and help your students thrive in an unpredictable world. He shares how to simultaneously be more committed to your mission while being more flexible with your methods. You'll discover strategies to ...

Tuesday, June 13, 2017

Do Something Today to Move in the Direction of Your Dreams



Walt Disney was fired by his newspaper editor because "he lacked imagination and had no good ideas." 

Reportedly, Albert Einstein was told as a child, "You will never amount to anything!"

Beethoven's music was not initially accepted by critics and one music teacher said, "as a composer, he is hopeless."

You've heard stories like these of famous failures. We see the incredible achievements of their lives, but we often forget the struggles they most definitely faced. We all face struggles. Most every person can relate to withstanding a biting critique or unfair assessment. 

And when we hear these voices expressing doubts about us, our abilities, and even our intentions, it can cause us to doubt ourselves, our worth, and our purpose in this world.

But often the voice that is most damaging to our future is the voice within us. It's our own shadow. We are often our own worst critics. Our internal voice says play it safe, don't take any chances, just stay comfortable.

Our shadow makes us hesitate. It generates fear in us that is paralyzing. We retreat to the familiar, the routine, the mundane.

But don't let your shadow steal your dream!

If you have a dream, don't put it off. If you feel a push to do something, make it happen. As Henry David Thoreau urged, "advance confidently in the direction of your dreams." Don't wait.

The shadow's push-back against your dreams will not relent unless you push-through and just go for it. Make something happen.

Over a year ago, I took the first step toward a dream I have of writing a book for educators. I wanted to write a book that would make a difference for classrooms and schools. I started. But then my own voice of discouragement slowed my progress. I was too busy (so I thought). My ideas were lacking (so I thought). I hesitated.

But I am determined to push through. I am determined to see this dream realized. Before I return to school in August, my new book will be published. My hope is that it will challenge and inspire educators to crush the status-quo so we can better prepare students for an unpredictable world. 


Cheesy photo to keep me focused!


I want to use my effort, enthusiasm, and experiences to strengthen our profession. I want to see stronger schools. I want to see more excitement for learning than ever before. I want to see students and teachers engaged and empowered by their school experience. That is my dream.

And I want the same for you. I want to see your talents and passions used to reach for your dreams. There will never be a perfect time. Your shadow always wants you to hesitate. Don't listen to your internal critic. Do something today to move in the direction of your dreams.

A body in motion tends to stay in motion. And a body at rest tends to stay at rest. If you are going to fulfill your purpose in life, you have to step forward in faith. You have to take risks. You can't play it safe. You have to take that first step now. 

As I make progress on finishing the book, I'll share some updates here on my blog. I'll give you a preview of the book and detailed plans for release. And I'll also ask for your help in sharing the news in your circles. 

Press on toward your dreams! 

Question: What are you going to do this summer to move in the direction of your dreams? I want to hear from you. Share your story of overcoming your shadow. Let's unleash our purpose and potential together. Leave a comment below or respond on Facebook or Twitter.

Saturday, March 12, 2016

Guest Post: 5 Ways to Create the Next Generation Library


Guest Post by Bobbie Wooderson

People don't have to visit a library anymore to access information. As a result, successful libraries are adapting to the needs of today's students. The overarching purpose of the school library is still to support literacy and learning, but the modern approach to these goals can look very different than the libraries of yesteryear. I've described five ways we've evolved our space into a next generation library.

1. Enlist brilliance

Every new idea for the library begins with input from students. Everything from the decor, to our Bolivar HS Makerspace, to reorganizing our fiction collection by genre. My students are brilliant, and when I empower them, they come up with ideas I would've never considered. They also share responsibility to carry through the ideas they develop. It has helped create an ownership of the space and has resulted in students promoting the library to their peers. Students feel this is THEIR space! Students are fostering a library community built out of their imaginations. They have helped transform a once traditional library into a high traffic collaboration space filled with creativity. See our Genius Hour group play this out!

(oh and we play music and let them eat in here too..shhh)



2. Repurpose, Reuse, Rebudget

I repurpose everything I can! And I beg for donations. Updating our library to a more current look started with just two cans of paint, two cans of spray paint, and a handful of artsy students and parents. We looked at every white space, blank window, etc. and asked, “How can we use it to promote reading?” Even though we set out to “design on a dime,” I think we did it for pennies.

When we needed a little more money for updated furniture, I surveyed teachers and students to see what online resources they were actually using. As a result, we didn’t renew a couple of our online subscriptions, and this provided the budget to buy eight new couches and funky Ikea lights. It is now a welcome “sanctuary” as the students like to call the space. We stretched our budget by redirecting library funds based on patron feedback. 



3. Focus on the customer

I encourage my students to “treat our visitors like customers.” We want them to walk in happy, and walk out happy with their “purchases.” Whether it’s helping with Chromebooks or finding the perfect book, I expect our student workers to smile, be friendly, and always be available to help. We also work diligently to promote our “products.” We are using Instagram and Twitter for book talks, shout-outs, peer-to-peer suggestions, and staff picks. We market the library and our books to our patrons enthusiastically. And it’s working. We’ve enjoyed circulation increases the last two years and our reading culture is growing stronger. We are creating an inviting atmosphere and teaching students “soft skills” for their future interpersonal interactions. 





4. Bring in the SWAT team

This year our school went 1:1 with Chromebooks. You might think our library would be less busy now with the removal of desktop computers and whole class reserves. Think again! The hub for Chromebooks has become our library. Our newly established SWAT (students working to advance technology) team is helping with any Chromebook/Google needs for students and staff. They will also be learning how to do basic repairs soon. Next year, our giant over-sized circulation desk will become the “help desk." Our library is now the go-to place for learning and technology support.




5. Collaborate like a crazy person!

I love my colleagues. Every day they amaze me with their creativity and passion for making learning purposeful. Along with our students, these like minded educators are the reason our library flourishes. When we heard phrases like “I hate to read,” I collaborated with other teachers to find new ways to put the fire back into reading. Check out my literary partner in crime Amber Dlugosh to find out more about it. Through this collaboration a fun new class launched, Reading Cafe. Check it out on my very bearded buddy, Andy Love's podcast.



Last but not least….my biggest fan is my principal! He believes in our library, supports our innovations, promotes our program, understands setbacks, and guides us by example as a reader and leader.

Collaboration and feedback guides every decision, every purchase, every change in our library. Bolivar High School Library is committed to making our library outstanding for the next generation patron!

Bobbie Wooderson is Library Media Specialist at Bolivar High School. She is passionate about reading, learning, innovation, and student ownership. Although she has worked in the Bolivar district for a number of years, she is in her 2nd year at BHS. In this short time, she has made a remarkable impact. She has been a leader for Genius Hour, makerspace, and modern library design. And, of course, she has been a champion of reading and research in our building.

http://bwooderson.wix.com/bhslibrary

https://twitter.com/bwooderson




Question: How has your library changed to meet current needs? If there were no barriers, what would your school library be like? I want to hear from you. Leave a comment below, or respond on Twitter or Facebook

Monday, February 8, 2016

Guest Post: 6 Assumptions That Were Killing Reading In My Classroom


Guest Post by Amber Dlugosh


After four years of teaching novels and short stories from classroom sets, I daily stared into the eyes of students who collectively looked like they were slowly mummifying. I found myself exhausted and at the end of my rope, knowing that most students weren’t reading and those who were traversing all of the assigned content were not loving it. The learning climate of my classroom demanded a change, so I took a semester to fly south for the winter. In less poetic terms, I crafted my personal learning plan around reading instruction and led a small book study over Penny Kittle’s Book Love. After implementing many of the strategies Kittle discusses at length in her book, I was in awe at how easily the reluctance and apathy in my classroom melted away.

After much reflection, it's clear my previous classroom practices were hindered by flawed assumptions about reading. Below I trace how my assumptions have changed in recent months.

1. Students will not honestly engage in dialogue about their own reading habits.

Before making any changes in my classroom, I took an entire day of instruction to host a roundtable discussion with each of my classes. Students were very aware and very honest about their perceptions of reading and how the structure of previous schools/classrooms impacted these perceptions in both positive and negative ways. The biggest take-aways from those discussions? 1) Choice. Choice. Choice. Kids want the freedom to choose their books, 2) Testing reading comprehension kills the love of reading and promotes cheating, 3) Requiring kids to read at their Lexile level severely dampens the love of reading for all readers, especially skilled readers, 4) The love for reading typically died around middle school, with high school driving the final nail into the coffin, and finally 5) Most kids want to be readers. They voiced the desire coupled with feelings of inadequacy to call themselves such.

2. Teachers must focus on rigor, so students should not be allowed to read below their personal level.

Adults frequently read for pleasure. The majority of Barnes and Noble is stocked with books created to entertain, yet somehow, teachers started assuming that the main goal of reading was to boost reading levels, and the only way to do so was to read a tad above where you’re currently testing. When students are reading as frequently as mine are, there is no worry in allowing texts lower than grade level, because they are exercising their reading muscles and critical thinking skills that will be needed for more difficult texts. It is my job to monitor their reading habits and push them toward more complicated texts, but there is no harm in re-reading The Hunger Games and noticing new details that were missed the first time through, which causes students to hunt for those things in future, unfamiliar reads.

3. Teachers must utilize class-wide texts to monitor and assess properly.

Class-wide novels, short stories, and articles have their place. However, when they are the main source of reading in a classroom, students can easily participate without ever having read a page. Trust me. They told me. Quizzes and tests felt like necessary assessment, but I think I overlooked the power of conversation. Before, I was always wary that my kids weren’t actually reading. Now, I am certain students are reading because they can’t stop talking to me about characters, stories, authors, movie comparisons, real events, news articles relating to their reading, etc. I no longer have to waste my time with comprehension quizzes; instead, we are able to plunge deeper into other content goals that require critical thinking.

4. The majority of students will not read by choice.

I am now entirely convinced that students do not read for one main reason: they have not found the right book. Students know reading is valuable, and even those who struggle, still long to build their skills. Once they find the right book, it is hard to get them to stop. Now, I rarely have issues with technology distraction in my room; instead, students are sneaking more reading time in during my instruction. One young lady who openly admitted to reading frustration due to her low skill level asked to sit in my room after school and read. Every day, I write passes for kids who are begging to come to my academic help time, which is now 30 minutes devoted to quiet reading. Students WANT to read; we must help them gain the proper tools to do so.

5. Expecting every student to read the same assignment is perfectly reasonable. 


When I started calculating my own reading rate for each book I consumed, I noticed an alarming issue: I do not read at a consistent pace. My background knowledge, my interest with the content, the author’s style, the author’s word choice, and my own distractibility all played huge roles in my reading speed. If that is true for me, someone who is a skilled reader, how much more so does it vary for my students? It was foolish of me to think every kid could read the same novel at exactly the same speed and enjoy my class simultaneously. Now, students calculate their own weekly page goals by configuring their reading rates.

6. It doesn’t matter if students read books, as long as they’re reading.

Because the majority of my students weren’t reading, I used to feel like any amount of reading they conquered was considered a victory. I caught myself saying things like, “If I can’t get them to endure through a novel, we can read articles and short stories and still see gain.” No. I am no longer convinced of that because I now see what great trait I was neglecting: endurance. A beautiful thing happens when students complete an entire book! Their confidence flourishes, and their appetite for more increases.

I am continuing to learn from this new classroom endeavor, and my students challenge me each day with new book recommendations and interesting discussions. However, I feel the overall learning climate could be summarized by a quote I overheard a student saying to the class at the start of the day:

"I used to stay up late playing video games, and now I read. I’m like an adult or something."



Amber Dlugosh teaches 10th and 12th Grade ELA at Bolivar High School. She also serves as a member of our building leadership team. Currently, she is working on a Master's Degree in Secondary English Education at Missouri State University. She has been closely affiliated with National Writing Project as a participant and presenter.

Question: How do you bring life back into reading for your students? What practices do you need to lay to rest? I want to hear from you. Leave a comment below or respond on Twitter or Facebook

Thursday, January 14, 2016

11 Simple Ideas to Promote Reading No Matter What You Teach



You probably agree reading is one of the most important skills your students need to be successful. Since it is so important, there should be expectations for teachers across all subjects to promote and teach reading within their discipline.

But most content-area teachers don't have much background in reading instruction. They may not know where to start. While most teachers ask students to read materials for their class, they may not have strategies to support growing readers.

But even if you haven't had formal training related to reading strategies, you can still promote the love of reading in your classroom. The best thing you can do to improve reading is to to inspire more reading. When every teacher promotes reading, it makes an incredible impact on the learning culture of the school.

Here are 11 simple ideas to promote reading, no matter what you teach. This list isn't meant to be comprehensive. These ideas are just basic things anyone can do, even without training in reading instruction.
 
1. Share what you are reading with your students. It doesn't matter if you are reading professional materials, online articles, or your favorite fiction author. Talk to your students about what you are reading and let them know reading is something that you enjoy and that it is helpful to you.

2. Ask your students what they are reading. Take advantage of every opportunity to learn what your students like to read. What authors do they enjoy? What genres? When we take an interest in the reading lives of our students, it provides another way to connect and build a relationship. And, it also reinforces their identity as a reader.

3. Post a list in your classroom of books you want to read next. It's so simple to post a list of what you plan to read. And the more teachers who do this, the more variety of titles students will encounter each day. Your book interests might just be the spark a reluctant reader needs to get started.

4. Recommend a book or an author to a student. It's great to make reading suggestions to students. Again, it show the value that you place on reading. Even better, when you know your students interests well enough, you are able to make suggestions that are tailored to their individual preferences.

5. Allow students to choose what they read. When students feel they have little choice in what they read, it can kill the desire to read. Every class has material that is required reading, but allowing students to make some choices can be very helpful. Even if there is a certain topic that is important to your classroom goals, it's still possible to give students reading choices related to the topic.

6. Create a classroom library. Several teachers in our school have recently established or expanded classroom libraries. A classroom library is a selection of books readily available for students to check-out and read. It gets books closer to the life of your students and classroom. You can ask for donations to start your library, or ask your school librarian to loan books from the school collection to be used in your class. 

7. Let students see you reading. Find time in your class to read in front of your students. It could be reading something related to your class, or it could be reading for the sake of reading. When students see you reading it sends a powerful message.

8. Have your students read regularly in class. All too often subject-area teachers are presenting content using outlines, study guides, and handouts that minimize the need for students to read. Ask your students to read regularly in class. Have them read with a pencil in hand to take notes and process information.

9. Do a book talk with your students. Talk to your students about a book you have read. It's a great way to reveal a little more of your personality and promote reading at the same time. A book talk includes a synopsis of the book describing some of the key elements and explaining what you liked or didn't like about the book.

10. Celebrate reading in your classroom. We strengthen values in our culture by what we celebrate. We can celebrate reading by talking about it, modeling it, and supporting it. Tangible rewards are not helpful to build independent readers. But class goals and celebrations can support a culture of reading. 

11. Share your reading goals with your students. What are your reading goals? Do you have a specific number of books you would like to read this year? It's great to set a goal and share it with your students. Maybe they will set a goal too. As they follow your progress and cheer you along, they will be more likely to choose reading for themselves.

Question: What other ways do you promote reading to your students? Share a comment below or on Twitter or Facebook.