I recently shared three small instructional shifts to positively reframe at-home reading over at the NCTE Blog. Join me over there to learn more!
Struggling reader, at-risk, disadvantaged, a level M, low reader, below grade level, striving reader, nonreader, these kids, those kids, initiative kids, program kids, label, after harmful label… the list could go on.
Did you have a reaction as you read this list of commonly used labels in school? I definitely had a reaction as I wrote them. In fact, I have a reaction each time I hear one of them used- whether in writing or in conversation. I actually have a reaction every time I hear any label that lumps children together.
Often times when children are lumped together with a label, the assumption is made that they all need the same type of instruction in order to grow. Not all children who need extra support in reading need the same thing. Some children will need more targeted instruction in phonemic awareness while others might need support with monitoring for understanding or active self-regulation. Unless the adults involved take the time to get to know children as individual readers, nothing will change. Assumptions are just as harmful as labels, perhaps even more harmful.
I propose a different way to refer to our students. Rather than sticking an unhelpful label on our students, let’s adopt language that is individualized, actionable, and that puts the onus on the adults at all levels, from the classroom to the district office, to provide our individual students with what they individually need to grow.
So, how do we do this?
The first step is to watch and listen to our students with a sense of wonder. Identify strengths first. Notice and name what kids are already doing well. After naming strengths, move on to identifying next steps for growth. Our language should then mirror this. Our adult language should start with a strength, then name the actionable teaching to provide the needed next step.
Instead of saying an unhelpful statement like, “Tony is a struggling reader”
Reframe it to, “Tony is a skilled decoder of words. He needs direct support in listening comprehension in order to continue to grow his vocabulary. He also will highly benefit from more time to engage in casual conversation with friends in class.”
Rather than using a hurtful phrase like, “Lina is a low reader”
Try, “Lina loves listening to and talking about stories. She is always highly engaged during class read alouds. She will benefit from extra support with decoding multisyllabic words so she can independently access even more stories.”
In place of a deficit-based label like, “Rui is below grade level”
Try, “Rui is a fluent speaker and skilled reader of Portuguese. I need to provide him with more time listening and talking in small groups in class with his friends to support his new language acquisition. Additionally, I need to find more stories in Portuguese to help him also continue to grow in his home language.”
This more specific language not only supports educators who directly work with children by starting with an asset-based lens, but it also names actionable steps that will actually help.
In order to do this continual work of reframing language to view students with an asset-based lens, teachers need to be given room to do so. Sadly, one size fits all heavily marketed solutions seem to be gaining traction across schools, districts, and learning communities. Placing an emphasis on one size fits all solutions detracts from the time and energy needed to individualize our lens and language in education.
I’ll end with this simple thought: In my own teaching practice, I will not use language to describe a student that I wouldn’t use in front of them or their families. I invite you to join me. Join me in using the extra words. The extra words will lead to action. The extra words are worth it.
Looking for literacy PD? I’m available for on-site, in-school, and virtual summer professional development sessions around all topics and needs in K-6 literacy education. Booking is also available for select dates during the 2022-23 school year and beyond. Learn more here or contact firstname.lastname@example.org to get started. I’d love to work with you and your teachers! -Christina
Last week, on the one year anniversary of teaching pandemic school, my fifth grade teaching colleagues and I invited our students to reflect on the past year. We asked our students to consider what they’ve learned, how they’ve grown, what they’ve missed, and even what they now understand that they didn’t understand 12 months ago. Our fifth graders were given space and time to share their thinking through writing.
Not one of our 64 fifth graders, 1/3 of whom are learning from home full-time while the other 2/3 are learning in a hybrid school environment, mentioned that they worried about “learning loss,” academic standards, or about keeping/catching up. Oddly, many adults removed from classrooms or direct work with children are loudly sharing concerns with anyone who will listen about our children falling behind an arbitrary benchmark or standard. These same adults have likely not asked any children to reflect and share their thinking.
Let’s listen to the children. I have gained quite a bit by listening to our fifth graders over the past few months. Here is what some of them had to say last week, on our one year anniversary of doing school during the pandemic…
- “Through this pandemic, I have realized more about myself, from my personal preferences to how I think. I have learned a lot of life lessons, and now I know how to better cope with bad things that come my way. I think I have also become a better person, I’m more self-aware and persevering.”
- “I think that I have learned to be patient, and I still am learning because the virus hasn’t stopped yet. One thing that I have realized about myself when I was stuck in quarantine was that music and singing could help with my anxiety. Music has really helped. I can always depend on my music.”
- “I really miss what life was like before COVID-19, but I’ve grown during this time. I’ve learned how to have fun with myself and that I need to appreciate time with others. But it’s really good that I know how to enjoy my time alone. It’s ok to be alone sometimes.”
- “I’ve learned that sometimes just making it through is an accomplishment. We should all feel accomplished.”
- “I have learned to be grateful for what I have and to not take things for granted. I’m so grateful for my family. Other people have lost so much and I realize I am so fortunate to have my family. I will never take them for granted.”
- “I’ve learned the importance of family, even if we drive each other crazy. They are the ones I love and care about. I need them just like they need me. We all need each other. Especially now. We are united, together, and a team.”
- “I miss playing with my friends everyday. Even though I don’t get to see them in person I’m glad we have found other ways to do things together. I appreciate my friends more than ever.”
- “This year has been filled with tears, laughter, and new friends. I met new people! I actually met new friends in school but in weird ways. It wasn’t like how I used to meet friends. I feel more confident to talk to new people now. Everybody needs friends and I see that now.”
On The World, Advocacy, and Change
- “I’ve learned that the world is a really big place and a really small place. I’ve learned that it’s important to care about other people and other places in the world. That if I can help I should help. I want to help all people in the world.”
- “I also think that I have learned how bad racism is, which makes me so mad and upset. I know I need to do something about it. I need to speak up. I will speak up.”
- “I have realized that we need to adapt to our environment, it won’t adapt to us. But, I have also realized that if we want anything to change we have to do it together. We have to actually do something. Not just wait around for others because if everyone does that then nothing will actually change.”
- “This pandemic has turned the world upside down, and once the vaccines are done, hopefully it will be turned back again. No matter what happens, it will always stay a little tilted from all the changes it has made to the way we live. It showed the human race how no matter what challenges we face, there is always a way to persevere. It showed us that even in the darkest tunnels, no matter how overwhelmed you feel, there will be light at the end.”
On Overcoming Obstacles
- “I have also come to understand that we will face big problems in our life that we can’t always fix alone. We have to take them slow like a math problem that we don’t understand yet. And slowly, but surely our problem will start to get fixed. Not just like that, but it will fade away slowly with work. We can’t always solve the problems in our lives, but we have to try different ways to solve them and never give up. I know that these days are really hard for everybody, so we all have to try to make a difference.”
- “Everything has been so hard. But I now realize that I can overcome hard things. It’s not easy, but it can be done. Sometimes I need to ask for help and sometimes I don’t. No matter how hard something feels I now know that it’s probably temporary. It’s ok if things are hard sometimes.”
- “The pandemic has brought us problems, but also solutions, solutions that can carry on even after these days of troubles. Solutions that will make a difference even in the far, cloudy future where kids will be learning about how this year was one of the strangest humanity has seen. This year has taught everyone how easy our society can shatter, but also that we can put the pieces back together.”
On More Traditional Academics
- “I learned things! I learned how to draw better and I learned more math! Which has surprised me and everyone around me! It’s inspired me to work harder. I know I don’t really need normal school to learn new things.”
- “The pandemic has also shown me that I love to draw and I’m good at it. For example, in fourth grade I didn’t know how to draw, I didn’t even really try. When the pandemic started, I began to draw to fill the time. Now I enjoy drawing and have found it as one of my hobbies. It even helps me with my writing!”
- “I learned a very important lesson. I learned that I can choose my own books. I don’t have to just read books others want me to read. That helped me so much. I actually like reading now.”
- “I learned that school can be done anywhere. I miss going to my actual school, but I know I can learn from home. I actually kind of like it. I like doing math and writing at home. I never thought I’d say that.”
So, the next time someone makes claims about our children, ask them if they’ve given children the opportunity to reflect upon and share what they’ve learned and realized over these past 12 months. When we take the time to give our kids an opportunity to truly reflect on their feelings and learnings and express themselves, we can learn so much more than we could ever anticipate.
It’s time to listen to the kids. It’s long past time.
All posts in this series can be found at this link.
“I can’t hear you. I see you’re not muted, but I can’t hear you.” The images on the Zoom screen showed mouths moving and gestures of conversation, but I could not hear anyone on the other end.
Suddenly, messages started flooding the chat…
I can hear her, Ms. Nosek.
She sounds fine to me.
Ms. Nosek check your settings.
Are you connected to audio Ms. Nosek?
I started to grow a tad frazzled as we only had a short amount of time for the reading workshop ahead. The added pressure of seamlessly managing the tech know-how of Zoom meetings while simultaneously leading a reading workshop is real. Not only did I need to respond to student reading needs in the moment, but I also had to respond to tech-issues, often my own, in the moment as well.
The advice continued in the chat…
Remember this happened before.
What was it last time when this happened to Ms. Nosek?
Ms. Nosek, is your computer volume turned all the way down AGAIN?
I immediately looked down at my keyboard, repeatedly pushed the volume button, and watched the volume symbol on screen grow from zero to ten. Yep. That was it. My computer volume was once again turned all the way down and I didn’t realize it. I planted my hand on the familiar spot on my forehead, took a deep breath, and sighed, “Thank you, fifth graders. What would I do without you? Shall we start reading workshop now?” Then, a friendly, understanding response came my way…
“It’s ok Ms. Nosek. These things happen.”
If your teaching is anything like mine, you’ve made quite a few missteps and blunders this year. Not only have I continually made these flubs, but I have made them publicly, in front of my students and even their families on occasion due to being broadcast into some of their homes. However, the power of this lesson does not come from the blunder itself being made. Rather, the power comes from watching me, the teacher in charge, publicly make them, learn from them, and eventually bounce back.
Some of the missteps and blunders I’ve unintentionally modeled in front of my students have included accidentally ending the entire Zoom meeting instead of closing breakout rooms, allowing my own typos to go unedited on assignments while realizing it as I’m explaining said assignment, and even making a simple arithmetic error in front of everyone while modeling a strategy on how to add fractions with unlike denominators. In all of these instances, rather than trying to cover my tracks or make an excuse for the blunder, I named it, owned it, repaired it when I could, and moved on…
Some of these lessons from the blunders have been simple- make sure double check the button I’m about to click in the Zoom meeting before I click on it. Others have been a bit more impactful- when I speed through my work without rereading it, even as an adult who is well versed at doing school, errors are bound to go unfixed. So, be sure to always reread or double check my work. The public and often unintended modeling of noticing, naming, accepting, and then finding the remedy to the errors is where the power of the lesson resides.
After a few weeks together, I noticed students started going through the same process with their small blunders. When minor blunders were made, students would say things like, “Oh well. Let me just fix this and move on!” or “Oh, now I see. Got it.” The embarrassment and self-consciousness of school years past has transformed into a humble confidence of sorts. During this school year more than any other, students are granting themselves grace or are even partially celebrating their minor blunders and then are just moving on.
I’m not able to draw causation from my public unintentional modeling of my missteps and blunders, but I do wonder if this has had an impact on my students when they make a minor misstep as well. I wonder if my frequent publicly made blunders are putting students more at ease for when they make them. I may never have an answer, but I do know I will carry this thinking with me well past this school year.
Learning gained: blunders and missteps publicly modeled are a beautiful thing.
Learning Gain #3 will describe the power of listening to our kids. Click on the follow button to have each post delivered to your inbox, or check back here in a few days! All posts in this series can be found at this link.
During a meeting back in October with my fifth grade teaching partners and principal, I expressed that I was worried about one of my students. “I’m really concerned that Jill does not have a close friend in the current cohort. She needs that connection to feel safe,” We were working to place our students into cohorts of 10-12 kids each as we were moving from a full distance model of school to a hybrid model. In our hybrid model, students would remain with the same cohort of children for all activities both in and out of the classroom each day- they would learn together, eat together, and play together with no physical exposure to any other children at school. So, we spent quite a bit of time creating, rethinking, and then recreating our cohort placements. Ultimately, many of the placement decisions ended up being out of our control as we had to ensure siblings were in the same cohort time frames in addition to a few other considerations as well. So, we did not have as much flexibility as we would have liked.
On our first day back I was worried for Jill as her two closest friends were placed in a different cohort. The first hour and a half of the day went smoothly. We reacquainted ourselves with physically being back in school and of course read some great books! Around 9:30 that morning, I decided to bring my students outside for some unstructured extra play time. I figured that they had not been with other children in 8 months, so the more play time together, the better! As students moved into our designated play zone for the day (each cohort is assigned a rotating play zone everyday in order to stay physically distanced from other cohorts), I noticed Jill stayed back a ways and just observed the others. The rest of the kids quickly gathered together (at a safe distance of course) and started chatting. It looked like they were figuring out what to do. I’m a firm believer in allowing kids the space and freedom to structure their own play time, so I decided to hang back and just observe. As a little more time went on, the kids all moved into a game with jump ropes. They all grabbed ropes, helped tie a few together, and formed a line to take turns running into the spinning jump rope two at a time. It brought me immense joy to watch them giddily play together after months of being separated. However, Jill was still hanging back on her own.
As I was about to walk up to Jill to invite her to play with the other kids, Layla, another student in class, looked over and gleefully yelled, “Jill, what are you doing? Come play with us!” I took a step back and just looked at Jill. As she quickly glanced up from whatever she was staring at on the ground, a smile grew across her face, and she ran over to the other kids to join the jumping line. That’s all it took.
Every single day since, Jill’s cohort has played together like a family out at recess and during extra play time. All kids in the cohort of ten are always included. They do this completely on their own without my prompting. Instead of small groups of two or three children doing their own separate things, they always make it a point to play as a whole group. The ten of them, all coming from different friendship groups in previous grades, have become a caring and nurturing bubble of classmates. Not only do they continue to play together without my intervention, but they also share their personal poetry with each other, audibly laugh with each other in class (mostly at my frustration with tech issues!), and even resolve conflict with each other in a compassionate way. Our days are not always without conflict, but that conflict is now met with a layer of compassion that’s much deeper than I’ve ever previously observed as a teacher.
Someone recently asked me how I work to foster friendships in a hybrid model classroom. I honestly answered that the kids have done it themselves. They just needed the adult around them to get out of the way. Or, I should say, they needed the adult around them to give them the space to apply what they have learned and experienced as humans living in a pandemic to build relationships with the people around them. It didn’t matter that Jill wasn’t placed in a cohort with her best friends. What mattered on that first day back and still matters now is that the people with her value her as a fellow human being and she values them as well. Friendship was found in simple, beautiful ways because of our situation, not in spite of it. Imagine if I would have intervened with Jill that day. I would have taken away that feeling of acceptance she felt coming directly from the other kids. Adult intervention is definitely necessary at times, but more often than not, the kids just don’t need us- and we have to recognize what a beautiful thing that is!
Interestingly, when chatting with students’ caregivers at our conferences a couple weeks ago, a few parents mentioned that they were concerned at first because their child’s close friend was placed in a different cohort, but that the concern quickly faded as new friendships were immediately formed. In talking with a few of my colleagues, they are also noticing the same level of new friendships blossoming as well.
Whether our kids are in a full distance, hybrid, or even back to a full classroom model of learning, one thing I know is true. Our kids have realized and prioritized the importance of friendships and relationships during this trying time- whether those relationships are developing in-person or online, human connection matters now more than it ever has before. Being physically away from others has really demonstrated how important we all are to one another.
We have gone through so much loss as a global community. Our children have not been spared from this loss. In these overwhelmingly difficult times, friendship, love, and compassion for each other have been found and fostered. It’s not perfect. After all, who has ever heard of a perfect friendship or a perfect love? But, it is real and it is perhaps more important than anything else. Authentic human relationships and budding or growing friendships have been shining lights in the darkness of this pandemic. Our kids see it, believe in it, and most importantly, act upon it. It’s time for us to follow their lead.
Learning Gain #2 of this series, Blunders & Missteps Modeled, is coming out soon. Click on the follow button to have the post delivered to your inbox or check back here in a few days. Until then, follow the lead of our kids- they clearly know what they’re doing!
All posts in this series can be found at this link.
Close to one year ago, on March 13, 2020, my school along with many others across the country closed our physical buildings. We spent the remainder of that spring figuring out how to both teach students from a distance and navigate life in a pandemic. I took the lessons learned from that spring and paired it with reflection and study over the summer to write and share the blog series 15 Lessons Learned for the 2020-21 School Year. When I wrote those 15 lessons, I had no idea the learning and knowledge my students, colleagues, and I would gain between August 17, 2020 (our first day of school) and now, about two-thirds of the way into this school year. We’ve not only gained knowledge and understanding about teaching and learning, but we have also gained many lessons about how to better care for ourselves and each other. From my perspective, nothing is more important.
Those removed from the actual work of educating our children have been crying “learning loss” for months. Their fear mongering and scare tactics have prompted many politicians and decision-makers long removed from the classroom to make hasty decisions and declarations about the schooling of our children. Frankly, I’m done listening to their nonsense. Enough of the deficit approach to education- it’s time to move forward with a different mindset. Not one more word of this post or upcoming blog series will even acknowledge that harmful, deficit-based noise.
In the coming days and weeks ahead, I am excited to share another blog series, Learning Gained: Understanding & Knowledge Found During a Year of Teaching Pandemic School. With this blog series, I plan to share the stories of my students’, my colleagues’, and my own learning over the past year. While so much has been lost in our world that we will never get back, namely dear family members, friends, and loved ones to the pandemic, we have also gained quite a bit. I’m excited to name and highlight some of those gains. I’m hoping this blog series will bring some much needed love, light, healing, and motivation to my fellow teachers and all others who choose to follow along.
Click on the follow button to have the posts in this series delivered to your inbox or check back here in a few days. Until then, take care of yourself and do something good for others.
This past Friday, teachers, aides, my principal, our secretary, our custodians, a crew of parents, and community members came together to make sure our close to 400 distance learning students in kindergarten through fifth grade have access to physical books to read for the next few weeks. In 5th grade, our students even chose their books! While we did not all physically come together, we were united by one mission- getting books in all of our students’ hands.
Now, I have to say that making this happen took a ton of work and an unwavering determination from many people. There are no hacks, tricks, or gimmicks involved. It took an organized effort from a lot of staff and volunteers and a principal who believes that kids need books. All kids.
You may approach the long list ahead of how we made this happen thinking this is way too much work for one or two people to complete- and you’d be correct. There is no way one or two people could make this happen in a timely manner. This was a school community-wide effort. Everyone chipped in to make it happen.
Our school mascot is the dolphin. I don’t know which staff member came up with this saying, but at the beginning of pandemic teaching in March, one of my colleagues came up with the following: Whatever the weather, dolphins swim together. And, it’s true. We do. We do because we are led by an unwavering and dedicated principal whose motto is we all teach all the children. Indeed, we do. We especially did for this massive effort.
I’m sharing our process with the hope that other teachers and administrators can read this with a lens of possibility. Our kids, all kids, need books. It should be a right. It should be the norm, not the exception. The vision of a few and a village of dedicated staff and volunteers made this happen. It can be done. It’s not easy, but it is possible.
Here’s how we did it…
1. Start with A Vision
My fifth grade team and I are departmentalizing this year. I’m the reading teacher for our entire group of students. I knew I had to somehow get choice books in our students’ hands in order to teach reading workshop. I also knew that the books would need to be safely rotated in and out of the classroom without students and families actually coming to school. We are not a traditional neighborhood school with all families in close proximity, some are, but not all. Our students are spread over a massive geographic area. So, I knew this would require a lot of driving. If you’re familiar with San Francisco Bay Area geography, in my classroom alone, I have students who reside in East Palo Alto, Los Altos Hills, Stanford, Redwood City, and in the southern end of Palo Alto. It’s a huge area to cover by car! Since I’m teaching all day long, I also knew I couldn’t be the one doing most of driving. I realized this would have to be a massive team effort. So, I took this idea to my principal as I knew she would gather all the necessary staff, PTA members, and community volunteers to make it come to life.
2. Enlist Others in the Vision
I told my team that I was going to start photographing all of our classroom library books in order for our students to have choice in what they read. Book choice is one of the tenets of solid reading instruction, so I knew I had to make this happen- even from a distance. My team was in support of my idea, so we got to work with the help of Liz and Carla, two of our amazing aides at school.
We also made intentional delivery plans with my principal. There are so many rules we have to follow, such as not having parents or volunteers on campus, so we knew that a group of staff members would eventually need to get these books to a group volunteer drivers. My principal was determined to make this work- and so were my colleagues. And, together we chatted with other staff members and started putting this vision into place. Our principal also started working with our school PTA in enlisting volunteer drivers for each grade level.
3. Create a Visual of Classroom Library Books
In 5th grade, it was very important to us to offer choice from the start. Not every grade level at school started this way, but everyone has the goal to eventually teach and offer choice over the coming weeks and months so students can have a say in the books that are delivered.
I safely (masked and always at a distance) worked with Liz to photograph our 5th grade libraries. Since photographing an entire classroom library would be a massive task and we were in a time crunch, we decided to just start with realistic fiction only for the photographs. We then put all the photographs on a Google slide show for students to view. More genres and sections of our libraries will be offered for choice later.
4. Teach and Offer Choice
After our book slideshows were created, during one of our reading workshop Zoom sessions, I book talked a few books and authors, talked about book choice a bit (many more book choice lessons will be coming later), shared the realistic fiction library slideshow with our fifth graders, and invited them to make their selections using a Google form. Their choices were due the next day- book choice takes time and thought. It shouldn’t be rushed. We also encouraged the kids to talk with each other about their choices in Zoom breakout rooms and to search for more information about books that piqued their interest. A day later, we had a spreadsheet full of the choices the kids made.
5. Create Book Stacks Based on Student Choices
This was the most time consuming task in the process, but it was also the most fun! Using the Google Form spreadsheet automatically generated from the Google form survey, we were able to gather our students’ choices and preferences into stacks.
As a side note- we were fully masked and gloved during the book gathering process- during this entire process actually. And it is important to state that our rooms are cleaned each day even though there are only one or two staff present at a time in a room (when two are present, we are always at least physically 6 ft apart and masked). All safety precautions are being strictly followed. Additionally, only the staff who feel safe/comfortable coming in to the building come in. Some staff did this work from home by communicating with other staff at school. I’m grateful our school district allows us the choice as professionals whether to work at home or at school during this time. It should be this way everywhere.
Back to the book choices… Not every student received their first or even second choice as we only have so many copies of each title, but everyone did receive books that matched some of their preferences and 3rd, 4th, and 5th choices.
On the form, I inserted another column titled Books Given Out (shaded blue in the image below) so we could track who was being lent which books.
6. Teachers and Our Principal Emailed, Called, or Texted Families
We got in touch with families to let them know that books would be on the way and to enlist more volunteers at the same time. We already had a big crew of volunteers who were enlisted at the beginning of the process, but we needed more. Also, we needed to make sure we had permission from families to share their addresses with our volunteer drivers. Initially we had permission from most, but not all, so this involved some phone calls from teachers to gain permission to share addresses for book delivery. It is important to state that books were delivered with permission from families.
7. Our School Secretary Created Grade-Level Lists of Geographic-Based Student Addresses for Delivery
Since our students and families are spread over a big geographic area, our amazing secretary, Becky, worked to lump close addresses together for our volunteer drivers. This took a lot of work on Becky’s part! Once she did this, she distributed the lists to each grade level to start bagging and boxing our books for our volunteer drivers.
8. Teachers and Aides Bagged and Packed the Books in their Geographic-Based Boxes
9. Staff Members Drove Boxes to Our Volunteers
Since it is not yet determined to be safe to invite volunteers and families onto our school campus, multiple staff members drove and dropped off boxes for our volunteer Book Fairies (I couldn’t resist with the name!). I drove to four different volunteers’ homes and dropped off boxes in a safe way- masked, contactless, and physically distanced the whole time. Other teachers and aides did the same.
After school on Friday, our principal and our custodian even got in on box delivery duties! Our custodian volunteered to use his truck to drive more boxes to more volunteers. They packed the bed of his truck with boxes and drove to safely drop book boxes off for volunteers to deliver. Again, it’s important to mention that everyone was masked and remained physically distant throughout this entire process. This could not have happened unless everyone involved agreed to follow our strict safety guidelines.
10. Our Volunteer Book Fairies, Parents, and Community Members, Delivered Books to 6-10 Students Each
One of the greatest parts of this process was receiving emails from our volunteers and from my students’ families about how much fun it was to deliver and receive books. Now, our kids have books that they chose for the next few weeks!
Honestly, all of our next steps have not been figured out yet. We do know that our students will once again choose books in a few weeks. We also know that we will go through the process again of packing up books and delivering them. When the new books are delivered by volunteers, students will hand back their current bag of books at the same time (following all safety protocols, of course). Once we receive back the current bag of books that students have, they will remain in book quarantine for a couple weeks before the next delivery.
Since we have a record of who has which books, we should easily be able to get most of the books back. However, I do know that we will likely not see some again. That’s what happens when books are lent out- and that’s ok. We knew that before embarking on this journey. We plan to go through this process as long as our students are distance learning. We know that will be at least through mid-October at my school and maybe longer depending on our county’s status as far as our state reopening requirements go. So, we could be doing this for the next month and a half or for the entire school year. We just don’t know.
The one important thing we do know is that kids need books. We took a vision, enlisted our village, and made it happen. We did this one step at a time. This can happen at any school. It takes the willingness of administration, the determination of staff, and the kindness of volunteers to see it through. It takes hours of work. It can be done. It is is worth every ounce of energy and hour of time that it took.
I hope sharing our process can help more kids get books in their hands.