Reading in class

March 25, 2016

It’s coming up to five years since I said farewell to the classroom, and I find myself thinking quite a lot about what I used to do, and how and why; clearly processing something here, so I thought I’d share my musings, which are related to the broader issues of reading and literature.

Many young children are fortunate in being read to regularly at home; the most obvious example is the bedtime story. Then they are read to frequently at primary school, and enjoy this, too. I always felt that there is no reason that this should stop at secondary school. After all, many adults enjoy listening to audiobooks, perhaps while commuting. So, I always made it a practice to read whole texts with my classes; in the early years of secondary school, there was free choice, but later on the books were dictated by the demands of GCSE.

I always chose books that would be a challenge, in terms of language or subject matter; they were books that students often said they would never have chosen to read themselves, but nevertheless they were glad to have read the book in class. And we read the entire book, word for word, cover to cover. I really think this sharing and (perhaps) enjoying together was really important; there was no sending them away to read a couple of chapters for homework so we could get through it more quickly. The exciting bits we shared; the boring bits we shared, too, and out of them might come all sorts of interesting discussion: OK, that’s boring to you, so why do you think the writer did it like that?

All sorts of activities sprang from the book: looking up and learning new words; discussion of all sorts of topics and issues that came up – the story could be paused so that opinions could be aired. Anything was grist to the mill. Writing activities offered themselves: creative responses, dramatic or analytical ones, reviews and opinion pieces.

Everyone got to read. I would read frequently, to keep that pace of the story going, to pick up the threads after a not-so-good reader had finished, to ensure that we got to a suitable place to stop at the end of the lesson (didn’t always manage that!). Sometimes students volunteered; usually between a third and half the class were game for that; often I picked on students or read around the class, to ensure that all got the necessary practice. So much was gained by this sharing, it was clear to me; an outsider might think it was all a skive or a doddle for the class, when it was so much more. There was learning and enjoyment at the same time – what more could one ask for?

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