I have
recently returned to the 21st Century after being on vacation –
meaning I have semi-reliable Internet access again. One of the first places I
visited when returning to the Internet was, of course, Twitter. I scanned some
tweets from friends, read through the recent stream from all folks I follow,
and then caught up on a few education chats I had missed. One thread in
particular jumped out at me. The topic? Accelerated Reader or AR.
Some teachers
had become upset when other teacher dismissed AR as not necessary, lacking
research, etc. I read the exchange with interest. Folks obviously felt
passionately one way or another, but unwilling to bend to the other line of
thinking. In full disclosure, I’m friends with several who were tweeting from
the anti-AR stance, and I know they’ve done their research. They love to read
research in a way that I don’t quite comprehend. On this topic, however, I’ve
read my fair share.
In regard
to AR, my district used to use it too. I was never a big fan – the questions
seemed like they focused on trivial points and really didn’t show if they child
understood the bigger picture – but I wasn’t “anti” AR until I reflected on the
program.
AR is expensive;
someone on Twitter quoted $4 a student in the chat. That seems a bit low to me.
I don’t have exact numbers because it has been years since my district
eliminated the program, but there is a fee from Renaissance Learning and then
you also need to purchase each test. When new books come out, the tests must be
purchased, yet sometimes schools get behind. Kids can’t read a book because there
isn’t a test, which is ridiculous. That being said, the cost wasn’t even what
made me really take a second look at AR.
AR is
praised for getting kids to enjoy independent reading and being an easy way to
track that they’ve read. I have a few issues here. One, I abhor the rule in
some schools that kids can only “count” a book if it is at their “level”. What
if they want to read below for fun? What if they want to read above because
they’re interested in a book? What if they are high level readers, but the
higher books are not appropriate for their age? In some schools, there are
considerations given to these questions. In others – and unfortunately I’ve
seen the bad side here – there is a hard and fast line.
As for
getting kids to love to read, I think most, no all, teachers can do that
without a computer program. Talk to kids about your reading life. Recommend
books to them. Show book trailers. Give time for them to talk to each other
about what they’re reading. Have new books in the classroom available to them.
Let them read what they want. The love of reading will come forth without the
program.
And
finally, the ease of tracking. This I just don’t get. It’s easier, I supposed
to print out a list of who has passed what test, but is there joy in that? When
I confer with kids, I can easily track what their reading. I find joy in
sitting with kids and discussing their books. I also build relationships. I get
to know my students – their likes and dislikes. I also get to know them. I can
track books easily, so can a computer program. Only one, however, helps
strengthen the bond between teacher and student which pays across subjects, in
behavior, everything.
So why all
of the defensive tweets defending AR as the end all, be all, of independent
reading programs? I think it is likely simple. When you are questioned on a
practice that is part of your classroom, it is human nature to get defensive. I
get that. I’ve done that. See, in 2009 I read a book by a new author and
teacher, Donalyn Miller’s The Book Whisperer. While I agreed with 75% of
the book, on the topic of whole class novels, I was adamant that Donalyn was
wrong. Maybe they didn’t work in her
room, but in mine they were terrific. I was known for being an excellent
reading teacher, she was wrong. If I had been tweeting, my tweets would have
reflected my passion and irritation at the idea of moving to a classroom of
choice.
I am a reflective
teacher and tend to mull over ideas. Once this seed had been planted, I kept
returning to it, each time with a shake of my head and a reminder that I was
right. And then, the kids came, and everything changed.
That year I
was teaching my reading class with all special education students pushed in. It
took me one week to see that one novel would never meet the needs of all
students. I had kids reading from a first grade level to a ninth, all in my
fourth grade classroom. I was able to step back, look at the evidence, and
realize I needed to make a change.
Yes, I do
believe every classroom in our country would be better off without the AR
program – I think teachers are effectively putting a computer program between
the students and themselves when they could simply sit side-by-side and do the
same thing. I think relationships with our kids should be the top priority, not
the ease of printing off scores. More than that, I hope that teachers
everywhere take the summer to reflect on their teaching practice. Are you like
me? Is there something you’ve been contemplating changing? Take the summer to
research, reach out, think it through. Anger is our natural reaction at times,
but action is better. If you believe in your practice – awesome! I usually find
at least one area I want to tinker with, and use the summer to attack it. This
year? Combining Writing, Reading, Word Study, Grammar into one class,
Reading/Writing Workshop. I’m nervous, I’m going to mess up, but it is going to
be fun. I wish you the best as you rethink your classrooms too.
