I recently heard an interview with author Dave Eggers. He was asked what he wants younger generations to understand. He answered with his “AI rant” which he says he shares once a week with students and teachers.

As he explains, we’re in an era where a whole generation is tempted to have a machine write for them. “You are one of one: unprecedented in the history of human evolution. There’s only one of you.” “So to give your voice to a machine, to say speak for me, I’m going to be silent and I’m going to tell a machine to express myself or to tell my narrative is such a crime against yourself.” He reiterates how important it is that we as the adults–parents and teachers–let students know that their drafts are valued, all drafts, so they know there are humans that want to hear their voices. “Let’s hear your truth even if it’s raw, even if it’s unpolished, even if it doesn’t come in the five-paragraph essay… let’s have it straight from you.” He praises teachers who have their students handwrite in class to value and preserve student voices.

Every time I sign a writing contract, there are an increasing number of clauses dealing with AI. The one I signed this week had a full page of such clauses. I am also querying agents for another project. As writers, we now have to confirm that no part of our book or query package was created by AI. “Any work created partially or fully with generative AI will be automatically rejected.” And honestly, I appreciate the publishing industry protecting our voices; I’m happy to sign these contracts and confirm that I haven’t given my voice over to a machine.

It seems we can’t go a day without hearing about the impact of AI. Individuals using AI to scam grandparents by replicating their grandchild’s voice, claiming they are in trouble and asking for money. ChatGPT goading individuals to commit suicide. Teenagers using AI to create and distribute sexually explicit photos of classmates. All terrifying stuff.

I’m sorry. Heavy content for our June brains, I know. Heavy but vital.

Today’s last word’s are Dave Eggers’, a message to both you and your students: “Your voice is essential. The human chorus is incomplete without your voice.”

On Instagram last week, a good friend posted a picture of a stack of books–her much-anticipated summer TBR (to-be-read) pile.

Before you and your students leave your classrooms for the last time this year, be sure to work in a conversation about what you’re looking forward to doing. And during that conversation, please mention reading! Whether it’s a magazine, a book, or a stack of books, it doesn’t matter. We simply want students to see reading as an option (and an enticing option) on their summer to-do list.

I cringe to think how few of them might actually pick up a book and instead stay glued to their devices. We won’t be with them this summer but we can at least drop a hint before the year ends!

Often, by this time of year, teachers and students are exhausted. Just trying to get through the days. Surviving the sometimes stifling June classrooms. Finishing what needs to be finished. Clearing out, cleaning, and sending home all that needs to be sent home. Watching the numbers dwindle on the countdown scrawled on the staffroom whiteboard–there’s always someone who starts that countdown!

Summer can’t come soon enough.

Completely understandable.

But before your students rush into the summer sun, consider what you want them to carry out your classroom door. What can you say to each of them–aloud or in writing–to convey your belief in them as individuals, to help them see their potential? How might you ensure that they each feel seen and loved in these last busy days of the year?

Your words and the feelings they invoke just might be something they carry well beyond this school year…

Recently, when I was talking to a group of consultants, I realized that my first book–How Do I Get Them to Write?–was published nine years ago and Freewriting with Purpose, seven years ago!

When one of these consultants introduced the process of freewriting to her grade one class, as expected, some students were able to write simple sentences and some were still learning their letters. She reminded them that they could write words they know and use the environmental print around them. After freewriting that first day, she noticed one student’s writing:

I Kai bus 601

This emerging writer understood one of the primary purposes of language: function. Language enables us to interact with the world around us. We have to start somewhere and “I Kai bus 601” is a pretty good place to start!

Last night we saw The Wizard of Oz at the Citadel Theatre. This production–based on the book by Frank Baum, first published in 1900–exceeded my expectations. The energy of the actors, the live music, the costumes, the set and lighting design, all combined to create a feel-good evening out. As I looked around during the standing ovation and watched the crowd leaving the theatre, I was reminded of the transforming power of art. Even in a work of fantasy such as this, we gain insight into the human spirit and discover universal truths.

Last weekend at the Academy Awards, Barbra Streisand paid tribute to her friend Robert Redford who died last September. He once said, “The glory of art is that it can not only survive change, it can lead it.” To some, art may seem superfluous. And yet, I believe art–in its many forms–has the power to change hearts, to educate, to transform, to inspire, and to connect us on a human level.

So, pick up your pen or your paintbrush … sit down at the piano or the sewing machine … step onto a stage … allow yourself to create and see where it takes you. Don’t forget to let your students do the same!

One of the easiest ways to draw more from students is with three simple words: “Tell me more.” Whether during a class discussion or conferencing with an individual student, this prompt can lead to more description, added clarity, and often deeper insights.

Students can also be taught to use this prompt during their turn-and-talk opportunities with each other. I have witnessed this strategy improve the quality of the conversation in two ways: the speaker expands on their thoughts and the listener does not jump in with their own reactions as quickly.

Once students become accustomed to this practice during discussions, it can also be used effectively for student writing.

“Tell me more.”

Sometimes when I’m reading, I stop and reread–not because I haven’t understood what I’ve read but because I want to savour the sentence.

I teach students to do the same: to find a phrase or sentence they like or that stands out to them in some way. I provide small Post-it Notes if they want to flag the passage, or larger Post-it Notes if they want to copy it down. (They usually want to copy it down–which can also help them understand what they like about it!) We share our sentences with each other and talk about the craft of the writer. What do they like about the sentence? Is it the word choice or alliteration, the rhythm or the structure? Did the writer use sensory language or an image that captured their attention?

Consider the conversations that might occur when discussing these sentences:

“Down, down in the depths of the sunless sea, deep, deep in the cold, cold dark, creatures, strange and fearsome lurk.” Candace Fleming, Giant Squid

“I have hated the words and I have loved them, and I hope I have made them right.” Markus Zusak, The Book Thief

“Our lives will twist and twist, intermingling the old and the new until it doesn’t matter which is which.” Thanhha Lai, Inside Out and Back Again

“Sometimes Morris would become lost in a book and scarcely emerge for days.” William Joyce, The Fantastic Flying Books of Mr. Morris Lessmore

When students learn to savour sentences when they are reading, it can inspire them to be more intentional when writing. When students say, “Listen to this…” we know they are thinking about their craft as a writer, considering how the sentence sounds.

I was delighted to present at Reading for the Love of It in Toronto recently. During a session on the importance of independent reading in our classrooms, I spoke about the pleasure of reading, of losing ourselves in a book. I quoted Thomas Newkirk who said, “I would argue that unless you have entered this state, the whole point, the whole gratification of extended reading, is baffling.” So true. And yet how many of our students have not experienced this gratification?

On the plane on the way home from the conference, I was reading My Friends by Fredrik Backman. My four-hour flight flew–pun intended! The gentleman beside me seemed oblivious to my gasps, my stifled laughter, and my tears. I even stopped to take pictures of a few pages so I could easily return to the words that stopped me short.

The men’s Olympic gold medal hockey game was earlier that day. Besides Canada WINNING silver, I’m sure you’ve heard about the U.S. men’s team being heavily criticized for some post-game reactions. How is this related to reading, you ask?

As Malorie Blackman has said, “Reading is an exercise in empathy; an exercise in walking in someone else’s shoes for a while.” I truly believe that the more we read, the more we understand one another, and hopefully the more we think about how our words and actions might affect others.

As teachers, we have the opportunity to expose our students to powerful, thought-provoking literature. Read alouds are a way to ensure that all students can lose themselves in a book and learn from the experiences of others. We can create the conditions for this to occur during independent reading, but often it happens first during shared reading. A few of my favourites for this purpose:

• Picture books: The Other Side by Jacqueline Woodson, Clara and the Man with Books in His Window by Maria Teresa Andruetto, Navigating Night by Julie Leung (coming soon!)
• Novels: The Giver by Lois Lowry, A Monster Calls by Patrick Ness, Hello, Universe by Erin Entrada Kelly
• Novels in verse: Ebb and Flow by Heather Smith, Louder Than Hunger by John Schu, Brown Girl Dreaming by Jacqueline Woodson

Reading matters: in more ways than one!

Last fall, during a monthly session with a group of literacy leads, they were sharing the reality of inconsistent student attendance and late arrivals. We discussed ways of enticing and encouraging students to come to school every day and on time. Making connections, adjusting our schedules, doing something that students perceive as ‘fun’ and ‘engaging’ first thing in the morning… whatever it takes!

After our most recent session, one of these teachers shared her success story. She had noticed lower attendance in her class on Mondays. Her solution: Maskihkiwâpoy Mondays. Maskihkiwâpoy is the Cree word for tea. Her students now look forward to Mondays as they know they will begin the day sharing tea with their teacher and classmates.

By chance, the teacher discovered this book a few weeks ago at teachers’ convention: Tea Is Love. The students in her class could have written this book since, for months now, their teacher has demonstrated: tea is love.

When our students attend school consistently, they are much more likely to find success in learning. This teacher did what it takes. What lucky students!

In Arthur Miller’s play, Death of a Salesman, Linda Loman reminds her sons–and all of us–“Attention must be paid.” Do you have people in your life who see you–who know you for who you are and accept you all the same?

The most effective teachers I know are those who truly see their students. Those who notice the sadness behind the smile. Those who are present for students as they share a story or a concern. Those who do not judge but listen. Those who embrace mistakes and human frailty.

Relationships between teachers and students are not incidental or an extra, they are essential. “Attention must be paid.”