More Book Traps...

One of Mary Leonhardt’s strategies is to “sell” books by putting them in places where a bored child might glance: on the breakfast table, beside their beds, on the seat of the car. This might have worked better in pre-cellphone days, but I still like the method of book promotion, and I use it in my classroom.

I display books marker trays under the white boards to show off new books. I stand books up on the middle of the group tables my students sit at. A few years ago I built a book clock wall and switch out the titles as often as I can remember to do it.

But few traps are as powerful as handing a specific student a specific book and saying “I thought of you when I saw this book. Would you like to read it and let me know what you think?” Of course this only works if the book you had off is, indeed, a great one.

Book Clock in Room #408

Here is where teachers must cultivate their reputations as great book-pickers. We only have a few misses before our students will not trust us. So how to build a reputation as a trustworthy book picker?

Read. You were hoping for a shortcut? I have those as well. You can read reviews and invite students to recommend books to each other. But the first step must be to be an avid reader yourself.

Are you reading at least 30 books a year? I’ll write soon about the difference between proactive and reactive reading--and how it can change your life!

Reading Trap #4: Ethos, Building Credibility in the Classroom

I once handed one of my sure-fire favorites, "Winger" by Andrew Smith, to Gwen, whom I didn't know well. She brought it back the next day and softly said she'd like to try something else. I hit much closer to the bullseye with the 1958 classic "Witch of Blackbird Pond" by Elizabeth George Speare.

Sheesh. How could two books be more different? In my defense, it was the beginning of the year, when most of my 25 new students are asking for suggestions. I was short on time and my matchmaking skills were taxed.

But in recommending books to kids, I have a reputation to uphold. If I hand them a book I say they'll love, and they don't love it, I am less trustworthy the next time I suggest a book. So when I shoot wide--as I did with Gwen--I must double-down to regain my credibility. Here are ways I can do that:

1) THREE BOOKS: Instead of recommending one book, hand the student three. I can't refrain from delivering a blurb for each, and then ask her to read a few pages from each and choose one. Not only does this increase the chances of a good match, it uses the magic of choice to strengthen the reader's investment in the book.

2) ADMIT UNCERTAINTY: I can say things such as "I liked this a lot and Rachel said it was the best book she read all year. But it's definitely not a book for everyone." Or "I'm not sure if you'll like this one. Be sure to put it down if it's not your thing. One of the pleasures of being a reader is deciding what you like and don't like."

3) READ WIDELY: I am pained when I hear teachers--even English teachers--say they don't have time to read. I swear on the Oxford: If you set a timer and read for 20 minutes a day, you will be a reader again. I cannot sell reading if I'm not a reader myself. I display the books I'm reading outside of my classroom. Here are the 36 I posted last school year.

4) LEAN ON YOUR READERS: "Ava,  you read this last semester. Do you think Zane will like it?"  Part of building a classroom reading culture is increasing the number of experts in the room. My goal is for students to become the book matchmakers for each other.

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I mentioned "Winger" as one of the books almost every student loves. A few of my other sure-fires are "Blankets," a graphic novel by Craig Thompson; "Out of Order" by A.M. Jenkins; and "Me Before You" by Jojo Moyes. Please share with me a title or two of your sure-fires with me!