Disruptive Thinking

Disruptive Thinking 

Disruptive Thinking, chapter 14, addresses reading the same book.  After reading study after study for an action research project regarding Accelerated Reader, all confirmed that students want free choice regarding book choice.  Beers and Probst also argue this - free choice means free choice!  Free choice leads to finishing a book, which could lead to that book becoming a students favorite book.  Free choice isn't reading levels.  However, teacher guidance must occur while students are silent reading..  They give an example of a student reading a book beyond her comprehension.  They asked the student if she liked the book, and she said "No".  They advised that if the student insisted on reading the book, they would advise her to listen to the audiobook while reading the book.

    They go on to suggest to listen to an audio book as a class while students to follow along with the text..  However, they are clear that listen is not reading.  Listening des not build reading stamina,; students can not reread difficult parts; they can't mull over passages that touch them in some way; and audio books do not allow students to take responsibility for their reading.  

     Finally, they recommend not reading the same novel as a class.  Generally, reading a novel as a class takes weeks.  This intense reading does not lead to higher comprehension, and many times creates negative attitudes towards reading. Books should be completed in a week.  If need be, narrow the book selection choice.   Create literature circles where a group of students are reading the same novel, so they can discuss it., talk about their favorite parts, quotes, etc.

    I agree with their suggestions.  Many times I have found myself plowing through a novel, even if it is amazing, being bored myself.  Yet I came up in teaching  when we wet into, through, and beyond, when we read a novel - and not necessarily answering questions.  Many times it was an open mind or a sketch to stretch, or a postcard.  I found when I came back to teaching, I could no longer do projects like that because I was on a time table - had to prepare for this state exam, or that state exam.  Even though they suggest audiobooks for whole class/large class readings along with the text, they do state that it is better for the teacher to read.  I have done both.  Many times I find the audio book more engaging than I could read it to my class.  It was also for me to walk and listen, vs. walk and read around my classroom,  moderating students.