Reading to Middle Schoolers - A Substitute Teacher's POV

Hi all. It's great to be back with MGminded!

Along with my busy schedule as parent and writer, I substitute teach in our local public middle school. I'll share an experience recently where I subbed all day for a Family and Consumer Science Teacher. This itself is unremarkable. Lessons were prepared ahead of time and classes went smoothly, except for the period I had to kick two kids out of class, but that's another blog post entirely.

The last class of the day for this teacher was a sixth grade ELL class, which stands for English Language Learning, and I'd brought my recently purchased copy of Sal and Gabi Break the Universe, by Carlos Hernandez.

At the beginning of the class, I explained their lesson and told them if they worked quietly, I'd read some of the book out loud during the last part of the class period for them.

Wow did they work quietly. For twenty-five minutes or so, they worked, without a sound. Just so you understand me here, I'm in a room with twelve or thirteen sixth graders. Sixth graders, at the end of the day! Do you understand me here?

When their assignment time was up, I began reading to them. I thought they'd start messing around, making noise, getting up out of their seats, perhaps tossing pencil lead or something, but no. They sat so still and quietly as I read the first chapter, I couldn't believe it.

Throughout that whole first chapter, I had ZERO interruptions from them. As I contemplated reading on, I asked the class if they liked it and wanted me to continue reading aloud, or if they wanted to play one of their games or something else for the remainder of the period.

You guessed it. I was peppered with "Keep reading!" "Don't stop!" and all kinds of variations of these comments.

I read for the rest of the quiet period, and when I texted their regular teacher the following day about how it went, here's our text message exchange.



I think these students connected with the characters on several levels - aside from the fact that the writing grips and engages the reader (and listener.) Perhaps the response wouldn't have been so strong had I read from Tom Sawyer, but I'll never know.

What I do know, is from now on, I will take a few of my favorite books with me to school when I substitute teach in case there arises an opportunity to read to kids such as this.

Happy reading,
Rob Polk

Guest post by Rachel Pudelek: THE YEAR I READ MY BOOK to 4th GRADERS

Earlier this year I began volunteering in my 4th grade daughter's class. I've helped out before, but this time I came with an agenda. My daughter's teacher had asked me to visit every Friday to teach the kids how to write and to offer creative inspiration. And during my visits I could read a little of my middle grade novel, THE CURSE of the MUMMY PRINCESS. A chapter a week.

That's how it started.

During my first visit, as I sat down in front of a classroom full of kids to read my manuscript, I freaked out inside. And apparently outside too, because a girl in the front row pointed out to the rest of the class that I had a dark red rash growing up my neck.

With a shaky voice and a red, blotchy neck, I read the first chapter of my story...out loud...to kids.

And they loved it.

I was no longer asked to spend my time teaching writing, but to read as much as possible of my manuscript before the bell rang.

Over the top of my purple Kindle I'd see the teacher pause from grading papers to sit and listen. And my heart would quicken.

The kids started drawing pictures of the characters and scenes from the story. And with great detail. They caught the part that explained the gold in Aziza's braids. And the part that showed Aziza's dark skin and her servant Halima's lighter skin tone. They caught everything!

Some days, if I finished before the bell rang, the teacher would excitedly pull up pictures of ancient Egypt for the class to see and I'd tell the kids little historical tidbits that weren't included in the story. Two weeks ago, the teacher explained to the class that my manuscript challenged some ways of thinking, which led into a great class discussion on gender roles and religious freedom. (Yes, my daughter's teacher is AMAZING.)

Not only did the kids (and an adult) enjoy my story, but it inspired important conversations.

And you know what else? While some would call it a "girl book" because the main character is female, the boys liked it just as much. Today one of the boys told me his favorite character is Isis because she's tough and strong.  

Today I finished telling the story. My heart sped as I read those last few pages, hoping the ending didn't disappoint the children listening and picturing the action unfold in their heads. When I said "The End" I received applause from twenty-something sets of hands. And my neck probably still got red and blotchy, but for a completely different reason than before.

I wouldn't have experienced any of these things if I hadn't read my manuscript to a big group of kids. A big group of amazing, intelligent, imaginative, deep-thinking kids.

I'm not saying you need to run out and read your manuscript to an elementary school class. I am saying, though, it's an incredible experience.

Rachel Pudelek

www.rachelpudelek.blogspot.com

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