As Christmas Eve approaches, I wanted to share this Icelandic tradition: Jolabokaflod, “a Christmas Book Flood.” The idea is to gift books on Christmas Eve so the evening can be spent reading and drinking hot chocolate. Now that’s my kind of tradition! The only thing to make it better… the gifting of banned books!
Wishing you a restful break, a Merry Christmas, and perhaps an enjoyable Jolabokaflod!
This morning I was working to return the typeset version of my manuscript to my editor so the book can go to print … soon! As I was reading, one of the quotations looked incorrect but I didn’t have the book with me to check. I sent an email to the local library for our teachers’ association asking if someone was willing to call or email me about the source. 40 minutes later, I received the scanned page of the book so I could check what I needed.
As Sarah McIntyre once said, “A trained librarian is a powerful search engine with a heart.” It’s true! So true.
I love librarians!
This is an interesting time of year to use “I wish…” as a freewriting prompt. Engage your class in this freewrite based on your regular routine and without a lot of talk beforehand.
Later that day (or even the next day), read students a book such as Those Shoes by Maribeth Boelts, Last Stop on Market Street by Matt de la Pena, Each Kindness by Jacqueline Woodson, or The Big Umbrella by Amy June Bates and Juniper Bates. After reading, and again without discussion, freewrite with students using the prompt “I wish…” once more.
After writing, ask students to read the second freewrite to themselves, and then reread the first. Invite them to make observations about their two freewrites. Ask, “Was there a difference in content even though the prompt was the same? Why might this be?”
This activity is a reminder of how reading the words of others can affect us. After reading the book, we were likely thinking about its content, considering another point of view, and making connections to our own lives. After all, “Reading is an exercise in empathy; an exercise in walking in someone else’s shoes for a while.” Malorie Blackman
Kids are kids. When we want them to listen, they sometimes seem distracted. And yet, when we’re talking to others, they seem to hear every word. It’s true in our homes. It’s true in our classrooms.
But what is it they are hearing? Words of encouragement and an appreciation of effort can be motivating for students. On the other hand, an overheard comment about presumed ability can be deflating. I’ve seen it happen. When a teacher doesn’t believe that a student is capable–and voices this within earshot of the student–the results are devastating. These comments often lead to a lack of effort: “I can’t do it? Well then, why try?”
We should always assume our students are listening. So what is it that we want them to hear?
It’s certainly not about misleading comments or false praise. It’s about using words to lift students and inspire them to be their best. Your words matter!
