Why Don't Kids Read?

One of my favorite letters in WICOR is the R, which stands for Reading.  Reading is an essential skill for success in school.  It’s an essential skill in life.  I hope that the surgeon giving me a transplanted heart has read her medical textbook as well as current medical research.  I hope the CPA preparing my tax returns has read the current tax laws.  I hope that my students read the chapter I assigned for homework last week. 

Unfortunately, a cry of distress heard from teachers around the world (translated into English for the purposes of this e-mail) is “Kids today can’t read!”  Alongside that is its not-too-distant cousin, “Kids today don’t read!” 

This week’s Wednesday WICOR blog is a top-ten list devoted to answering that question:  Why Don’t Kids Read?  

Why Don’t Kids Read?

1.  They’ve never had to.  School has provided them with fill-in-the-blank worksheets, study guides, and study questions that allow the students to scan a text for boldface words or important phrases rather than trying to make meaning of the text.  The person who made the worksheet did all the comprehending for the students instead of making them do it on their own.

2.  They’re out of practice.  Like any skill, reading requires practice, and the less they read, the more their reading muscles atrophy and they become comprehension weaklings. 

3.  It’s not fun.  Believe it or not, most teenagers do not find reading about the of development of ancient civilizations in Mesopotamia to be as thrilling as updating their Instagram, meeting their virtual friends online for a game of World of Warcraft, kicking a soccer ball, or IMing their BFFs. Some teens have discovered the joys of pleasure reading—hopefully an ever-increasing number in Plano due to self-selected reading being done in  English classes--, but that’s generally a well-kept secret in the adolescent world.

4.  It’s hard work.  Reading, especially the kind we expect in rigorous high school and college courses, does require some effort.  Struggling to follow a complex argument, grappling with a challenging sentence construction, and wading through some dense academic verbiage are all aspects of the reading adventure, and some people are not up for the challenge.

5.  They’re easily discouraged.  (See 4 above). When the going gets rough, some teenagers find it’s easier not to try.  

6. They don’t expect the text to make sense and aren’t willing to struggle when necessary to figure out what it means.  If I had a dollar for every time I head a student say, “I read it, but I didn’t understand it,” I could retire now.  Another favorite response:  “This chapter doesn’t make sense.”  Really?  It’s amazing that the professional textbook writers wrote something completely nonsensical and got it past the professional editors to have it published.  Really?   

7.  They don’t have reading role models.  Recent literacy studies indicate that pleasure reading is at an all-time low; in fact, a 2007 NEA report indicated that nearly 50% of all Americans ages 18 to 24 read no books—fiction or nonfiction--for pleasure, and overall adult readership is declining across the age spectrum. If students don’t see people they admire reading and talking about their reading, they have little incentive to try it on their own. 

8.  Some of them actually have legitimate reading impairments or difficulties.  Reading problems are widespread and diagnosed with increasing frequency. Unfortunately for these students, texts probably aren’t going to vanish from academia immediately, so they have to find modifications and adaptations to help them succeed on reading-related tasks. 

9.  They do read—just not books and articles.  Leisure reading today involves reading text messages, websites, blogs, status updates, and the captions scrolling across the bottom of the screen during the Academy Awards pre-show telecast—text which is short, to-the-point, quippy, and probably not laden with SAT-worthy vocabulary or challenging sentence structures.  In the world of academia (for which we are allegedly preparing our students), sometimes one has to read something longer than 140 characters, something that won’t fit on the screen of a smart phone.      

10.  Reading requires sustained concentration, and students have so many distractions these days.  In a world full of sound bites, white noise, music video-paced editing, and 3D high-tech spectacle, reading is decidedly less glamorous and flashy than what students do in their leisure time.  Reading requires the reader to provide his or her own special effects.  Doing that requires the undivided attention of the entire brain. Ouch.        

 

Stay tuned:  Next week’s blog will give you some AVID-approved strategies to help you begin solving the problem of why your kids can’t or don’t read.

 

I hope you carve out some time for pleasure reading this week!

Craig

Secrets, Secrets Are No Fun...

I don't like Starbucks. There! I said it.

It's just not my kind of store. First off, I'm not a coffee drinker, so my menu choices are somewhat limited. I'm fairly adept at brewing my own tea at home or on the go and, if given a choice, prefer water. Tap is fine. So the idea of paying a big chunk of change for someone to make a beverage for me isn't my cup of tea, literally.

But those are not the real reasons I don't like Starbucks. In truth, I'm uncomfortable going there because I don't know how to "do" the Starbucks thing. In some stores, I don't even know where I'm supposed to stand to place an order. Then, when it comes to making a decision, I have to choose from sizes that don't make sense to me (Why is "tall" only slightly larger than a Dixie Cup?) and employ a whole vocabulary of terms that somehow everyone else seems to know but me. I have to decide what sort of milk I want, how frothy I want it, how many shots of caffeine I need, whether I prefer room left at the top to add goodies of my own, and whether I want flavorings, sweeteners, or toppings. There's an entire article on WikiHow explaining the ins and outs of this process, with baffling insider tips like this one:  "A tall typically comes with a single shot of espresso, a grande comes with a double shot, and a venti also comes with a double shot, unless it is a venti iced drink, in which [case] it comes with a triple shot of espresso." When I order at Starbucks, I feel like a stranger who doesn't know the language or the local customs.

You know what else? I don't see what's the big deal about In-N-Out Burger. I realize them's fightin' words to some of my West Coast friends, but, really, this fast food joint doesn't dazzle a guy raised with Whataburger and Braum's nearby.  On a trip to Sacramento years ago, some locals said, "You must try an In-N-Out Burger while you're here." I did. Fortunately for me, I didn't have to ask, "Which burger should I order?" The In-N-Out menu only offers three options:  a hamburger, a cheeseburger, and a "Double-Double," which is apparently a registered trademark term. The sole side order option is fries (not much of an option, is it?), and the adventurous may select from three flavors of milkshakes. During my taste test, burgers and fries were fresh and tasty but nothing special. Due to the simplicity of the menu (Their website even says, "Ordering is as easy as 1."), In-N-Out avoids the mind-boggling complexity of Starbucks.  Or so I thought....

Imagine my surprise when I learned that for years In-N-Out Burger has had a "Secret Menu" that only those in-the-know order from. You can get your burger "Animal Style" (which includes a mustard-cooked patty and grilled onions), enjoy your meat nestled in a lettuce wrap instead of a carb-filled bun, or appreciate the simple beauty of a grilled cheese sandwich if you know about this hidden menu. It might have been helpful to have this info while I was in line.

Once again, like Starbucks, In-N-Out has become a place that only people with a knowledge of unwritten or hard-to-find secrets can navigate successfully.

I wonder how many similar secrets we keep from our students in the daily operation of our classrooms.

Do we make our expectations specific and clear? Are we transparent about why we are doing a particular activity? Are policies and procedures spelled out and easy to follow, even for the uninitiated? Could a person walking into our classrooms off the street (after passing the interrogation and identity check at the reception desk) tell what our students are supposed to be doing and why? Do our students feel that sense of panic that I feel as I inch to the front of the line in Starbucks or the jealousy and sense of helplessness I feel when I watch the guy at the next table at In-N-Out devour a sandwich I couldn't find on the menu?

Recently, I discovered that some of our cherished educational practices may inadvertently be "members only" experiences for our students. An article in the New York Times last week revealed that the traditional college practice of lecture-only instruction was biased toward white male students from wealthy, educated families. Every student benefited more from active learning strategies than from lectures, and the students who saw the most positive effects from active learning (and were the least successful at learning during our lectures) were women, minorities, low-income students, and first-generation college goers. This is a powerful reminder that the sit-and-get methods of "instruction" are largely unsuccessful for the majority of the kids we teach.

So what can we do to divulge those secrets and let all our students in on the workings of our classrooms so all can benefit? Here's a list of a few ideas:

• Post daily objectives (learning targets, essential questions, or whatever you want to call them) in kid-friendly language and point them out to our students before the learning begins.
• Engage our students in experiences that enable them to immerse themselves in the learning, struggle with the concepts, and figure out things for themselves. 
• Utilize word walls for academic and content vocabulary that may be unfamiliar to some. 
• Establish clear procedures for what students should do when they enter and exit the classroom, how they should keep track of their learning, what they ought to do when they miss class, and what you expect of them.
• Provide rubrics for assignments ahead of time, and help students make sense of them before and during the time they're working. 
• Conference with students (even for tiny amounts of time) to make sure they understand what's going on. 
• Let students in on the "why" of the lesson by establishing a practical reason for what you're teaching them or asking them to do. 
• Explain specifically what you mean when you say "study for the test." Give students concrete activities or processes so they'll know what "studying" means. 
• Communicate with students and parents (via e-mail blasts, a class blog--Blogger is extremely easy to figure out and links with your Google login at school--, or whatever method you prefer) to let them know what's going on, what's coming up, and how they can seek extra help if they need it. 

Here's a quick example:

Earlier this week I visited several middle school language arts classrooms that did an especially effective job of taking the mystery out of expectations and procedures. In one, a clear objective was posted prominently for all to see, a word wall let me know what vocabulary words and roots they had studied so far this semester, a display informed me of what the teacher was reading and what she had finished reading, and the teacher gave crystal-clear instructions and then followed up with students individually as they worked to make sure they knew what they were supposed to be doing. In the other, the teacher opened class with a slide on the screen that contained an objective, a list of activities on the day's agenda, a photograph of the items the students would need to have on their desk to begin class (writer's notebook, a pen, and a highlighter), and--this made my AVID heart happy--the letters WICOR with the elements of the acronym highlighted to show the students that during class they would be using inquiry, collaboration, organization, and reading. In both classrooms, I had no doubt that the students felt equipped for success.

None of the items on the above list are difficult to implement. And why not do all you can to make your students comfortable and confident when they enter your classroom?

After all, grabbing a cup of coffee, ordering a burger, and participating in school shouldn't be stress-filled activities shrouded in mystery.

Thank you for all you do to help your students find their way. 

Craig

   

But What Are the Kids Doing?

“I have the best idea for a lesson.  I found this new article on a website that I thought I could read to the students and then we could talk about it and how it relates to what we have been studying.”

“But what are the kids doing?”

“…and then I thought I would tell the students a story about that time I…”

“But what are the kids doing?”

“…using the PowerPoint to explain the concept of…”

“But what are the kids doing?”

“…with a video from YouTube that provides a great way to get the students interested in the topic of…”

“But what are the kids doing?”

“…and I could show them a model  and some really gross pictures of….”

“But what are the kids doing?”

In and out of the classroom, teachers spend a lot of time thinking about how they’re going to teach their students. Ideas come to us when we are reading, browsing online, sweating on the treadmill, driving, or even taking a shower. But not every idea that comes to us is classroom-worthy. Sometimes, something that sounds fun, intriguing, or creative still fails to pass the one-question test: “But what are the kids doing?”

Several weeks ago, I sat in a group planning for a one-hour presentation we would be giving at a meeting of the district’s principals. We spent quite a time brainstorming the components of the presentation before we began sketching out a lesson plan.  As we added to our list, one voice of reason in the room asked us contemplative questions about the lesson, most often the question, “But what are the principals going to be doing?”  If the answer was “Listening,” “Sitting,” or “Nothing,” we revamped that portion of the agenda to make the learning something other than a sit-and-get experience.

It occurred to me that “What are they doing?” is probably the most important question we can ask ourselves while we plan for our classrooms.  It’s so easy for us to pontificate in the front of the classroom—to be the wise conveyor of information, the witty raconteur, the know-it-all professor. Even if students are mesmerized by our monologues and lectures, research tells us they’ll only remember a small portion of the information if they simply sit and listen. Writing down what you say only increases their retention by a small degree. Allowing students to talk about the material with one another and asking them to do something with the content boosts their learning potential dramatically.  

I can already hear some of you thinking to yourselves (or saying aloud), “My students are much better behaved when I stand in front of them and lecture. ”  Perhaps.  You know, babies cry less when they are sound asleep, too.    

Others of you are thinking fondly (and perhaps defensively) about your class discussions, the ones where you are standing in the front and asking your class provocative questions to stimulate conversation. Those may be beneficial to the handful of student who are actively engaged in answering and debating, but what are the other twenty class members doing? (For the record, most of the time I was one of the other twenty class members, and I wrote a lot of letters to friends, doodled on the margins of my notebook, outlined the great American novel I thought I’d write someday, wished I were elsewhere, and dreaded being called upon.)

How about adding a quickwrite before your discussion to allow students to organize and plan out their thoughts? Could the discussion take place in smaller groups within the class so that all students can have the opportunity to contribute?

One of my favorite aspects of AVID’s classroom strategies is the emphasis on student engagement and active learning. Stay tuned throughout the year, and I promise more techniques you can use in your classes to find better answers to the all-important planning question:  “But what are the students doing?”

I challenge you to make your classroom a place where the students do most of the talking, most of the doing, and most of the learning. We shouldn’t be the only ones doing the work in our classrooms, should we?

How to Give Instructions That Kids Will Follow

How many times have you given what you thought were clear instructions only to discover that your students completely misconstrued what you wanted them to do? Or they responded with a billion questions after the fact?

Giving clear instructions can make or break a class activity. Poorly-delivered directions can cause confusion and chaos and can impede success and increase classroom management issues. In the past few years, one of my professional goals has been to work on the oral  instructions I give when I work with students and with adult learners.  I’ve listened, observed, and pondered pitfalls to determine what works and what doesn’t. Here are a few tips teachers can apply if they want to strengthen their direction-giving:

1.  Tell the students where they’re headed.  Remember what life was like before a GPS guided us everywhere?  For a few years, many of us relied on Yahoo Maps and other online tools to provide printed lists of driving directions to get us from here to there. Oftentimes, the detailed instructions were especially confusing if you didn’t look at a map first; it might take five separate steps to explain that you were supposed to get onto the Tollway going southbound. Taking a moment to preview the route could prevent confusion along the way because the driver could use the big-picture idea to make sense of the smaller instructional steps. Previewing the map also could've helped the driver get back on track when an instructional step was missed or misunderstood.  The same idea applies in the classroom. Unless it needs to be a surprise, teachers should probably let their students know what they’re about to do before providing instructions.  It can be something as simple as, “Today we’re going to learn how to use and share a Google Doc, how to create a folder to organize your Google Drive, and how to submit an assignment on Google Classroom,” or, “We’re about to set up our Writing Notebooks.”  Expert direction-givers Gordon Ramsey, Alton Brown, Emeril Lagasse, and Rachel Ray always let their at-home viewers know what they’re concocting before they start throwing ingredients together. Students, like TV-watching wannabe chefs, love knowing what they’re doing before—bam!—the instructions start flying at them.        

2.  Avoid the fillers. Someone at some point in history taught teachers to be too polite:  “Okay, so…Now, what I’d like you to do, if you don’t mind, is to take out a piece of paper—if it’s okay with you—and a pen, preferably, or, if you don’t like pen, a pencil.  I need you to be quiet so that you can hear the next instruction, if you will.”  Some teachers spend so much time apologizing in advance, avoiding giving commands, asking "if you would" or would you please" questions, and sugarcoating their verbiage that the directions get lost in the shuffle.  How about this instead?  “Take out a piece of paper and a pen.”  I don’t think this “harsh” demand is going to damage any students irreparably, and the fewer words we say, the more important each spoken word becomes.

3.  Make sure students are ready to receive instructions before you give instructions.  Don’t tell students how to fill out the top of the scantron while you’re in the middle of handing out the scantrons unless you want half the class to turn in a scantron with no name and no information on it.  Don’t start explaining where to find a Google Form when ten students are still turning on their computers.  Don’t begin instructions when a gaggle of girls is huddled in the corner of the classroom discussing the homecoming dance proposal that occurred during the passing period.  Establish your class routine for getting students’ attention, get their attention, make sure all students have what they need, and then begin your instructions. If you don’t make sure they’re ready, be prepared to repeat yourself or to watch your students invent their own interpretations of the instructions.

4.  Keep the instructions simple and direct.  This one is self-explanatory. Tricky instructions overwhelm learners. Break the procedure down into manageable steps, and state the steps clearly.  Verb + direct object.  “Take out a piece of paper.”  “Fold the paper in half, hotdog style.” “Trade papers with your elbow partner.”  

5.  Provide written instructions, too.  Simplified written steps projected on a screen or on the board can help students who are visual learners or who lag behind. Pare down your written instructions to the most essential wording, and elaborate as needed while you present them orally.

6.  Have a signal so you'll know when to proceed.  "When you've finished marking the text, put your pen down so I know you're ready to proceed." "Sit down in your seats after your entire group has shared their prewrites." Simple visual cues can help you determine when to give the next set of instructions. 

7.  Help the slowpokes catch up by providing “bridge” instructions.  You'll inevitably have a few students who lag behind the rest of the class. Some of them might be dragging their heels because they're unsure of what they are supposed to be doing. I'm fond of adding a little bridge to let everyone know how to catch up with the rest:  "After you've underlined the sentence you think is the main point of the article, write a paraphrase of that sentence in your writer's notebook."  The students who are confused or delayed then know to speed up the previous step and rejoin the class.                         

               

8.  Keep them from jumping the gun.  When you begin giving instructions, some students start before you've finished what you have to say. Starting off with, "Stand up and find a group of three people who don't sit at your table," will cause several students--or the entire class--to leap from their seats to locate their group before you tell them what to do. I recommend giving a cue at the beginning of your instructions to let them know when to begin.  "In about a minute, when I turn on the music..."  "After I finish these instructions, on the count of three...." Providing a clear signal prompting them to begin the activity will keep them in their seats and attentive while you tell them what they need to hear. 

9.  Don’t overload.  We're all guilty from time to time of giving too much information at the beginning, which leads to us having to repeat ourselves later. We begin by saying something innocent like, "Stand up, find a partner, discuss the question on the board, and then draft a summary of your response in your notebook. Then, you're going to list pros and cons for the statement you wrote down." A better approach might begin like this: "When I say 'Go,' stand up and find a solemate--someone who is wearing shoes similar to yours. When you find your partner, stand side-by-side, face me, and quietly wait for the next instruction. Go!"  Once you've ensured that everyone has found a partner, you're ready to continue. 

10. Ask for questions in a way that will get the questions you want.  I've found that "What questions do you have?" works better than "Are there any questions?" This doesn't give the students an easy "no" answer and doesn't presuppose that there will be no questions about your instructions. Even the best instruction givers sometimes leave the students with legitimate unanswered questions. 

The art of giving clear instructions is not easy to master. All of us can continually improve. But if you are mindful of the pointers above, you'll soon find that your students become more compliant and that your classroom runs much more smoothly. 

Now, when I say 'Forward this blog post,' send this to three of your teacher friends who might need help with instruction-giving so they can learn what you just learned.  They will thank you later. 

Thanks for all you do to make your classroom a successful learning environment for all your students. Forward this blog post!

Craig