The Essential Reading Life: An Appropriate Title

I chose to study the text Reading Essentials by Regie Routman, since I knew of her work and that this book was recommended by some of my friends and colleagues. In fact, of the many valuable ideas she shares, one I had not used before was "Explain How You Choose Books to Read" (30).  I had not thought about explicitly teaching this process, or even about my selection process: I have always had books, loved books and bought books. Not all of my students have the same experiences, so this is an item I need to add to my practice.

Routman's Reading Essentials is aptly named: she describes the non-negotiables, the essentials for reading and for inspiring lifelong learners. She validates teachers' knowledge and 

judgment, and postulates that teacher judgment is as valuable as scientific research, and stating "Art and science must always work together" (10). She addresses the need for teachers to respect the profession, knowledge, and guidance of teachers, in pedagogy, in curriculum, in selection of resources. I was shocked to read "As a profession, we suffer from a collective lack of self confidence. We devalue our own knowledge and experiences while over relying on scientific research" (5).  Actually I read that again. Yes, true, and my role is to support teachers and encourage that knowledge and confidence, but how often have we negated teacher input and insight in the demands for scientific research?
As I read through those non-negotiables, the reading essentials, I was humbled and encouraged that I had established priorities and patterns over the years that aligned with Routman's list of reading essentials. I loved the field of special education, often stating that it was the last bastion of autonomy in education: for years our professional judgement was considered valuable. I have always known my students as individuals, whether I had general or special education classes. I am adept at bonding and responsive teaching with students. These are my first priorities in coaching. So, I have some successes. But I have felt that harried need to meet increasing mandates and expectations that may be contrived, overburdened by being “constantly exhausted from an overstuffed curriculum and have no time to collaborate, reflect, and renew ourselves” (4). I and many of my colleagues have felt inadequate, frustrated, and defeated at times. Because we know that defeated teachers can not inspire or very effectively instruct, I have established protocols to guide decisions in my role to try to provide more time for teachers to collaborate, a safe environment in which to reflect, and opportunities for renewal and joy, for the teachers I serve and for me.

Routman's list of “Focus on What Matters Most” held no surprises, but it was followed by “Ways We Complicate our Teaching Lives” (7). The first item listed is "focusing on procedures rather than on learning". The title of the Read to Succeed course I am currently teaching educators is Instructional Strategies. Routman's list convicts me and convinces me to keep these admonishments in mind as I convey our District's commitment to quality literacy instruction. Another item on this list is “focusing on strategies instead of comprehension”.  I want to be sure that I am clear in setting expectations that focus on comprehension, even as we study Serravallo’s The Reading Strategies Book.

Like most teachers, I bring stories, make my classroom inviting, value students' stories and read stories aloud and get to know my readers, as Routman proposes. I need to improve my practice in sharing what she calls My Reading Life. As much as I think about modeling strategies of skills, I have not thought about modeling my reading life for students. Most importantly, I need to defend our teachers from those “complications”, and “focus on what matters most”.