That's a middle school book in the high school library!!!

I've read some discourse over the last month on the library listserve regarding below grade level books in "upper" school libraries.  In my case as a high school librarian,  I often wonder if I should have Tim Green, Mike Lupica, Rick Riordan, Christopher Paul Curtis, Rita Williams-Garcia or Melody Carlson on the shelf to name a few.  These authors are poplular and kids have often read them by the time they have gotten to the high school, but I find that the titles are frequently requested and other students are constatntly recommending them to their friends who haven't read them yet.

In the back of my mind I have this phrase "college and career ready" that makes me think, "Jeez, these kids have already read these books or these books are written at a really low level for high school." so should I offer them to the students?  Is my library "Common Core?" Are Riordan or Williams-Garcia's books getting the students "career ready?"  I mean, they are just "kids books," right?

While that is all true (I guess), is there harm in reading something for fun that is "below level?"  Reading is reading, especially when the books are written by award winning authors and they are well written.  This is a problem I have when looking at schools that have tight Accellerated Reader reading rules for children.  I have heard numerous horror stories and have heard some from my daughter's school that students are not allowed to read anything at school that isn't in their exact reading level.  That is a shame.  I get it that students can read at home and that parents should be there to help choose books, but we all know happens in fewer households that we want to know.  I understand the basis of the AR rules but what a way to discourage a student from reading something that is exciting to them whether it is above or below level.  I do not  understand why a student can't choose something in his or her level to measure progress for the school and choose something that is of interest to them outside (above or below) their level.  If the book is out of the realm for a student, a teacher or certified librarian making suggestions if the book is way below or above with a comment like, "I see you want to read "blank" I think it will be to "hard/easy," why don't you try "blank? It is a lot like the book you chose." would be really effective.  However, if the student insists, the conversation ends with, "Okay, let me know what you think of it and keep this book in mind when you are finished."  I just don't see the benefit of taking a book a student is excited about reading out of his or her hands.

With that idea in mind, I proudly purchase a mix of reading levels (I do not label the books with reading levels by the way!) and encourage even the best and highest readers some of the "easier" books just because they are great stories.  And, who is to say an "excellent" reader might not enjoy the break of reading some "brain candy?"  Another benefit is having a collection of books kid have already read that empowers them to take ownership of the library by recommending good books to friends.  It gives them confidence in their ability to read and choose good books and strengthens their friendship bonds.  And, gasp, what if they were to actually talk about the book with their friend!  A travesty, I know.

If you have had the debate in your head of whether you should or should not put easier reads in your library, do it!  Go for it!  Your students will love you for it and be sure to shamelessly give a "simple" book to your best readers.  Also, challenge your readers with higher level reads as well.  College and career ready?  You bet!  Reading is reading, and if the kids are reading books they want to read in their free time, that is preparing them for life long learning.

Do you have any thoughts on this topic?  What are your thoughts on using AR in schools?  What do you think about offering "easy" reads to students who are capable for high-level reading?  Comment below, I look forward to a conversation.

Time to move? NOW!

So I was walking out of my office into the library when I looked over at a row of computers.  There was a girl typing a paper and a boy sitting next to her working.  What caught my eye wasn't that the boy was working on the computer, but he was sitting back in the chair with one leg crossed over the other and a tablet in his lap.  I asked him what he was up to, and he said he was doing some research.  I asked him why he wasn't using the computer.  Thinking he was in trouble, he started to put his tablet away and was sliding his chair in to log in to the computer, but I assured him it was okay that he was using the tablet, I was just wondering why he made the choice to use a tablet with a perfectly good computer in front of him.  He didn't know the answer, but I had a pretty good idea.  He was using the tool he felt most comfortable with, a tablet.
It is time for schools to move on and use the tools with which students want to and need to learn.  Students have always wanted to use the most recent gadgets and technology, so why limit them?  This is a great opportunity for education to show students that using smartphones, tablets and e-readers is okay to learn and communicate with, but we need to teach ethical and proper use of these in the educational and world setting.
I feel that I may be preaching to the choir because many schools seem to be heading the way of one-to-one and BYOD, but it also seems that caution is a hindrance and not a safe open door.  We need to protect students and school networks but we don't need an iron curtain keeping information out and students frustrated.  A moderate security policy with clear expectations as well as instruction of staff and students on proper use of technology would go a long way in creating a 21st century environment.
My vision is that technology isn't locked in a computer lab or classroom or any one room or area in a school, but rather it is a part of the school environment.  Technology could be used anywhere, so learning isn't limited to a specific place, but rather it just happens.  Students find the answer to their query in the hall on the way to class, they complete a presentation at the lunch table, they record an interview in the classroom or office, and on and on.
There are problems that will occur, there always are and there always were even before computer/wi-fi technology.  But with an honest and effective approach, the problems should be minimal.  Is it worth the risk?  I believe so.

Is our society asking too much of teachers?

The simple answer to the title of this post is: YES. I always try to remind my friends who work in the private sector that the product of education is the mind of a human being. And while there are a number of responsibilities that teachers must accept and hone, there are many responsibilities that teachers are expected to address that they have little or no control over. And these are things that include basic needs like sleep, security, nutrition, and basic resources. A student who comes to a classroom without these needs being met will not be as effective of a student as the student who comes rested, well fed, and from a secure home with resources. On the same note though, a student who is spoon fed, gets his or her way at home, lives without needs and gets what he or she wants regularly, this student often lacks the discipline or motivation to succeed. Teachers have no control over who walks into the classroom or what that student brings with him or herself.

I digress a bit from what my original intent was here. I want to direct my readers to an Washington Post/Answer Sheet Blog by Valerie Strauss titled "Teachers: Blame Only Where Blame is Due." In this post, Strauss identifies 16 variables that affect student achievement. When I look at these variables, I would identify only four that a teacher has direct influence. About three to four more of those are the responsibility of the school and the rest, nine variables, are up to the individuals raising the child.

I encourage you to read the link to Strauss's post to learn the 16 variables and see if you agree, but I believe that her 16 variable prove that education is not only on the shoulders of teachers. Education is a community effort. Teachers are not off the hook. They must be dedicated to their work, profession and students. Just as schools must be dedicated to their teachers, building, and community, and parents must take an interest and dedicate themselves to their students not just at home, but on the streets and at school.

Oh, what about the students? Everyone seems to forget about them in the discussion about "What's wrong with Eduction, these days?" More and more students seem to have a sense of entitlement. That it is their right to do what they please and if they want to fail, that is their right, too. Is this what we believe as Americans? I believe that should be addressed as well. Is the answer stricter discipline, harsher punishment, higher or lower expectations? I don't know. But I do know that the attitude a student brings to the classroom has a large impact on not only his or her achievement, but also those around him or her.

Teachers have a lot to manage and most do an excellent job of it. Does our society ask too much. Indeed, it does.