Many students will be receiving summer reading assignments in the coming weeks. The ingenuity of their teachers will play a large role in determining whether this is a pleasant experience for them or not. Sadly it too often becomes a dreaded task that young people avoid until the last possible moment instead of being a source of pleasure. In our quest for accountability those of us who are teachers all too often concentrate more on how to ascertain if our pupils have actually learned certain things from the experience and less on how much they enjoyed it.
Kylene Beers is a well known reading specialist who strongly believes that children should have much more say regarding what they will read in their leisure time than most teachers are willing to grant them. She insists that our students should have many book choices and that they be the ones to ultimately decide which ones to tackle. She also cautions teachers from creating assignments and tests that erase the satisfaction that should come from digesting a truly interesting novel or nonfiction text. She notes that much of the joy of reading is extinguished each summer by well meaning teachers who lack the trust that their students will actually choose worthy volumes and then critically read them.
Dr. Beers suggests that teachers provide students with a long list of acceptable titles and then allow them to pick the ones that are most appealing. She feels that proof of reading should be checked in creative ways of the students’ own design. Otherwise, she points out, it becomes an odious task and the act of reading is associated with very negative feelings.
I find myself agreeing somewhat with Dr. Beers. I had to read several books each summer. Some of them were quite delightful and I am happy to this very day that I discovered them. I read others grudgingly and shutter even now at the thought of how uninterested in them I was. While Kon Tiki was a bestseller and a great adventure for some, for me it was a nightmare. I had a difficult time remembering what had happened from one paragraph to another. I simply had no desire to read such books back then. I eventually became enthralled with Into Thin Air and other similar titles but being exposed to such nonfiction in my youth did little to change my attitude. Thankfully there were enough titles on my teacher’s list that I mostly enjoyed my summer reading.
Today the favored tactic is to assign a single book to the entire class. Usually it is a classic with appeal to most students. I often wonder, however, how terrible it must be for someone who just can’t get into the story. We’ve all had that problem with one book or another. We aren’t the same and sometimes a story simply doesn’t speak to us. Maybe we need to be sure that students have a number of titles from which to choose rather than assuming that we have found one that will be acceptable to all.
One summer my grandson had a reading requirement for an American History class. There were four or five titles from which to choose. He enjoyed the first one that he read so much that he later tackled some of the others. When he had the freedom to decide his interest was piqued more than ever. Because I wanted to be able to discuss the books with him I bought copies of all of them. Like him when I discovered how great his first choice was I realized that his teacher had excellent taste and that I would probably like the others as well, which I did.
How to assess the students on reading assignments is another issue. Dr. Beers believes that many teachers find books that their student like, but then kill the appreciation with tests that ask questions about minute details that few of us would recall. Instead she recommends that the teacher should attempt to determine the student’s reactions to themes and characters. She suggests that asking students to discuss their feelings about the book is far more beneficial than having them tell what color a certain character was wearing at a particular juncture. She wants students to create questions that they may have and to list aspects that they had difficulty understanding. Just as members of a book club get together to critique a selection, so too should students be able to comment rather than being tied to an assessment that destroys their exuberance. The summer reading experience should never be a “gottcha” moment.
I am not naive enough to think that none of the students will take advantage of a teacher’s largesse if such changes are made, but there are ways to determine how much a student derived from reading without making it a laborious task. First, everyone should have a choice of titles. Assignments should be variable as well. Students can use their creativity to demonstrate what they learned. For some an essay will suffice. For others the creation of some type of object representing what they lessons they drew may be preferable. I suspect that allowing students to demonstrate their appreciation in various modes and then present their ideas to the rest of the class will result in far more interest.
Think of how you usually decide to read a particular book. Quite often you see someone you know engaged in it. You ask him/her about it. Something about the response intrigues you. You find a copy and become enthralled. The next time you see your acquaintance you mention the text. The two of you begin a lively discussion. You share ideas. It is a pleasurable experience. Nobody is forcing you to do this. Reading becomes something that makes you happy and so you read even more.
I love the idea of having students spend time reading during their summer vacation. I like that they are often introduced to new authors and topics that they might not have otherwise discovered, but I also believe like Kylene Beers that they should have some freedom in deciding what sounds interesting enough to pursue. When the assessment is creative enough to keep that spark of enjoyment growing the experience is pleasurable and remembered forever.
I still tell people to try Things Fall Apart, The Kite Runner, Jane Eyre, Pride and Prejudice, A Separate Peace, The Lord of the Flies and so many other titles because they touched my heart. I will talk about them with anyone willing to listen, not because I had to read them, but because I wanted to. Reading should be a joyful experience. Let’s keep that in mind when we ask our children to spend some of their summer inside the pages of a book.