I worry about my ability to meet students where they are while also pushing them. It seems contradictory, but necessary. I also think it is important to keep in mind that if I know that a student doesn't like reading that they might not want to be aware of the fact that I'm challenging them but when they realize over time how theire reading habits have changed it will make them feel good.
I spent a lot of time with the idea that just because a student struggles with reading or maybe doesn't enjoy it, it doesn't make them a bad student and shouldn't be viewed differently. I love reading now, but for years I didn't and felt shamed for not reading in my spare time. It helped when there was a movie to the book i was reading so i will keep that in mind when suggesting books for students who are like i was.
I like the idea of pushing myself when it comes to reading on my own personal time. I normally stick with the same genres because I know it's what I like. While I don't think there's anything wrong with that, I should start branching out because how can I encourage my students to do that if I don't?
Chapter 2
Building off my first post, this chapter really made me reflect on how I support students as readers. It really took the thoughts I had from chapter 1 and apply it to myself. I see the value in helping students build stamina with books they choose. I want to be the kind of teacher who helps students grow from where they are, not where I wish they were. It's less “teaching books“ and more teaching students how to be readers.
Chapter 1
I thought this was a very strong opening to the book. Kittle makes a strong case for giving students time and choice when it comes to reading, which is something we have discussed extensively in our classes. That part about how kids need space to discover what they actually enjoy felt especially true. It reminded me how easy it is to overlook that aspect in a classroom.
Another thing that stood out to me was the idea that stamina doesn‘t just develop on its own. It grows when students are given time, choice, and books that actually interest them. But interest alone isn‘t enough for students to connect. Students also need just the right amount of challenge to stretch their thinking without overwhelming them.
I‘m realizing how important it is to meet students where they are while also encouraging them to move forward. It‘s not just about picking the “right level” book, but about creating an environment where students feel safe taking risks with more challenging texts. Encouragement, modeling, and small group support can make difficult reading feel more doable. I think when students experience small wins, they begin to see themselves as capable readers
