Literacy Now

Being a teacher means embracing constant change. Yet all too often, teachers are told when, how and why to change. In this monthly column, Mrs. Mimi takes on creating change for herself by rethinking old practices and redefining teaching on her own terms.

Have you ever heard the saying, “Too much of a good thing?” I’m sure you have. Too many fruity cocktails after a long week can be too much of a good thing. Too many field trips planned for the end of the school year can be too much of a good thing. And, too much emphasis on student reading levels can definitely be too much of a good thing.

Can I share with you one thing that kind of freaks me out? While I love all things organized, the sight of a classroom library organized solely by reading levels makes my skin crawl. Where is the joy of reading in that? And what makes me even sadder is when I ask a teacher about a particular student’s reading and he or she replies, “Oh, he’s a 38.” What reduces me to practically weeping in the hallway is when I ask a student about his or her reading and hear, “Oh, I’m a 38.”

Pardon me while I collect myself for a moment.

Please don’t misunderstand. I think reading levels are wonderful tools. As teachers, they help us to more clearly see how typical reading development unfolds, they give us strategies to help focus and refine our teaching, they provide us with a method for organizing our instruction in powerful ways, and they can serve as a common language to use in conversations about trends we observe in our practice.

I also don’t blame teachers for this all too common reality. I think many of us out there are just trying to survive in an age of extreme accountability where data collection and placing students on a graph seems to have superseded everything we know about best practices and the idea of fostering a love of reading somehow seems like an investment we no longer have time for.

However, students are not reading levels alone and classroom libraries are not places for sorting books like they are a million tiny screws in an aisle at Home Depot.

photo: riaskiff via photopin cc

Personally, I think the implementation of the Common Core State Standards could go in two distinct directions. They could go the way of testing and accountability and measuring things and blah blah blah. Or, we could use the CCSS as a tool to help us redefine reading practices in our classrooms, starting with how we organize our libraries and think about our students as readers. The Common Core asks us to create independent thinkers who have a broad understanding of various reading genres and text types, not kids who know how to pick a book out of bin labeled with the correct number. It asks us to develop students who can closely read any text while also speaking passionately and knowledgeably about the types of books and reading that they love.

What does all this mean for our classrooms? (Hold on, let me step down from my soap box for now.) I think it means we continue to determine the appropriate reading levels of our students and use that information to help guide and shape our instruction. These are good, helpful, wise tools and we should continue to use them. However, it also means reorganizing our libraries to include some leveled baskets, but also books sorted by area of interest, author, genre, and text types. It means helping our students to develop and articulate their identities as readers. What books do they love the most? What are they interested in reading or learning more about? What authors or illustrators make them excited to read? How do they like to read? And where? How do students prefer to share their thinking about their reading– in a conversation with others, on a blog, in a journal?

Do you know what never feels like too much of a good thing? (Or at least it never gets to be too much in my deeply nerdy little family.) Reading. Loving reading. Sharing books. Discovering new authors. Refining who we are as readers. That is always a good thing and it never feels like too much. In fact, the time we are able to find never feels like enough.



Putting the 'Fun' in Reading Fundamentals

QUIET! Teacher in Progress: Focus on the 'How'

Election time is upon us and the news media is full of campaign issues. As children observe all that is happening with the omnipresent and various campaigns around the country, teachers who are looking for good books to help children understand the election process will find some new titles in this week’s selections from the International Reading Association's Children’s Literature and Reading Special Interest Group. Teachers will appreciate the article in “Social Studies and the Young Learner” (September/October 2012) entitled “We Elect a President: Using Literature to Teach Decision-Making Skills.” (Obenchain and Pennington) ReadWriteThink offers the following lesson ideas about elections:

• November 6 is Election Day. Grades 3-12
• All About Elections. Grades K-5
• Voting! What’s It All About? Grades 3-5
• Propaganda Techniques in Literature and Online Political Ads. Grades 9-12

Also check out the Engage blog for "5 Questions with...Laurie Caulkhovan" who wrote I Grew Up to Be President (Scholastic, 2011) and "Putting Books to Work" featuring Rick Walton's I Need My Own Country (Bloomsbury USA, 2012).

GRADES K-3

Barnes, Peter and Cheryl Shaw Barnes. (2012). Woodrow for president: a tail of voting, campaigns, and elections. Washington, D.C.: Little Patriot Press.

In rhymed text and mouse puns and humor, the author uses simple language for young readers to learn about the process of campaigns and elections through the career of Woodrow G. Washingtail. As a young mouse, he decides to run for the position of mayor in his town. This is just the beginning of his political career as he then goes on to run for state senator, governor, and finally the “Big Cheese.” Simplistic watercolor illustrations depict Woodrow’s campaign trail. This book does not have detailed information about the election process but will give primary children a first glimpse at how candidates move up the ranks within the political arena. The publisher’s website offers a plethora of ideas to use with the book.

- Karen Hildebrand, Ohio Library and Reading Consultant

Bruel, Nick. (2012). Bad Kitty for president. New York: Roaring Brook Press/ Macmillan.

Kitty is fed up with all the strays in the neighborhood, which gives her the impetus to run for President of The Neighborhood Cat Coalition. She is especially delighted to learn how much power comes with the office. Old Kitty has been president for two terms and his tenure is up, so the timing is perfect for Kitty. With Nick Bruel’s signature humor from his previous Kitty books, and his splash of colored cartoon-like illustrations, young readers will enjoy watching Kitty embark on her campaign. The author has actually done a fact-filled job of explaining the election process including registering to vote, debating, and having a primary election. However, as Election Day is here readers will be surprised at who forgot to get registered to vote and Old Kitty’s absentee ballot may be the deciding vote! Teachers: check out the book trailer and downloadable extras at the Bad Kitty website, and read this Reading Today Online interview with Nick Bruel.

- Karen Hildebrand, Ohio Library and Reading Consultant

Clanton, Ben. (2012). Vote for me! Toronto, ON Canada: Kids Can Press.

During this last month, in the United States, we have been bombarded with political phone calls and political fliers in the mail. This funny picture book notes the craziness that leads up to an election where political candidates try to get our vote. Illustrated in patriotic colors with speech bubbles, Donkey and Elephant shout, “Vote for ME!” (unpaginated). Each animal shares why we should vote for them–either because they have a high rating in the polls or they are super cute. The other animal sarcastically remarks why we shouldn’t vote for their opponent. A tiny asterisk notes humorous statistics at the bottom of the page. Just like all political candidates, Donkey and Elephant state promises they probably will not be able to accomplish. The animals banter back and forth finding fault with each other, slinging insults. An astute reader or listener will notice small illustrations at the bottom of some of the pages introducing another character. A surprise ending closes the book. This would make a perfect read aloud for children to discuss elections—either within a school for student council and/or political offices. Teachers might like to introduce the book with the book trailer located at Vimeo or learn the back matter from the author at the Two Writing Teachers blog.

- Deanna Day, Washington State University Vancouver

Englar, Mary. (2012). An illustrated timeline of U.S. presidents. Illus. by Len Epstein. Minneapolis, MN: Picture Window Books/Capstone.

Just exactly as the title indicates, this book is a beginner’s look at the chronology of the presidents of the United States. The very basic information about each president includes their years in office, birth and death dates, political party, fast facts and important events. Colorful cartoon-like illustrations make this appropriate for primary children’s first exposure to thinking about the chain of events from one president to the next. A very well done slide show on all the Presidents is available from the White House.

- Karen Hildebrand, Ohio Library and Reading Consultant

Parish, Herman. (2012). Amelia Bedelia’s first vote. Illus. by Lynne Avril. New York: HarperCollins/Greenwillow.

Amelia Bedelia finds it hard to slow down, especially when she’s excited, and she literally runs into the school principal, Mr. K, as she races through the hall. He agrees to consider changing some of the school policies based on the results of a classroom election in Amelia's class. Several suggestions are provided, and Amelia and her classmates are excited that they might have ice cream sandwiches or homework-free Wednesdays as the result of the election. When the vote ends in a tie, she and classmate Clay literally have a run-off on the school playground with Amelia hugging the building corners as she goes around them--literally hugging them after a classmate offers a suggestion for her to shave time off her turns around the building. It's all good fun, filled with Amelia taking everything literally, which provides plenty of chances for punning throughout the story.  Amelia’s teacher Miss Edwards and Mr. K are patient and willing to take the time to talk with their students and explain the importance of voting, even on a classroom level. Perhaps if more youngsters realize the importance of one vote, they'll diligently cast their ballots during local, state, and national elections. The illustrations capture the irrepressible nature of Amelia quite well.

- Barbara A. Ward, Washington State University Pullman

GRADES 4-6

Clark, Catherine. (2012). How not to run for president. New York: Egmont.

Twelve-year old middle schooler, Aidan Schroeckenbauer, has been selected to be part of an interview with the independent, third-party presidential candidate, Bettina Brandon, who is campaigning in his small Ohio town. Just as he is answering questions about more job opportunities a campaign sign swings loose and Aidan pushes Governor Brandon out of harm’s way. The press and YouTube have field day with this brave and selfless act and he gets tagged as The Clarinet Hero (since he plays in the middle school band). Ms. Brandon’s campaign advisors think it would be great publicity to invite Aidan on the campaign trail. He agrees and so begins his life in politics. The first person he needs to win over, however, is the Governor’s daughter, Emma, who is out to sabotage her mother’s election because she does NOT want to live in the White House. Eventually, Aidan and Emma become friends but young readers will get a look at what a campaign looks like on the inside. Some satire, some political jokes and lots of political jargon make this not only a fun read but also an introduction to the underside of politics. Teachers will enjoy the companion website and reading guide to go with this book.

- Karen Hildebrand, Ohio Library and Reading Consultant

Gherman, Beverly. (2012). First Mothers. Illus. by Julie Downing. Boston/New York: Houghton Mifflin Harcourt/Clarion.

Even though today’s social studies texts highlight some of the contributions of women and there have been several titles published about the nation’s First Ladies, the role of presidential mothers has only rarely been explored in books for children. This wonderfully informative collection of stories about First Mothers provides brief biographies of the mothers of future presidents, providing insight into the women who were most influential on the nation's presidents during their formative years. Starting with Martha Ball Washington, the mother of the Father of our Country, and ending with Stanley Ann Dunham, the mother of current President Barack Obama, the book provides background information about forty-five influential women about whom history books have largely remained silent. Still, each president had a mother whose story merits at least some attention. Abe Lincoln’s parentage is represented by two entries, one for his mother and one for his stepmother. Since very little is known about some of these First Mothers, the author provides brief comments accompanied by thought or conversation balloons representing what each woman might have said. Other, better-known First Mothers merit two pages of text. The watercolor and colored pencil illustrations effectively represent each woman in clothing, dress, and demeanor. Dates of birth and death and a descriptive title are provided for each of them. Interested readers will want to check out the bibliography in the book’s back matter in order to learn even more about these women. As the presidential election looms on the horizon, this is the perfect title to stimulate interest in our nation's history and the women whose personalities helped form the nation's leaders.

- Barbara A. Ward, Washington State University Pullman

Gutman, Dan. (2012 edition). Election! A kid’s guide to picking our president. New York: Open Road Integrated Media.

Rather than a dry book full of facts, Dan Gutman has created a practical guide to the election process using a question and answer format with over 120 questions that kids have really asked. Within the answers, he goes into the history of how our electoral process actually came into being as we know it today. He explains the Electoral College vote in a way that kids can understand. This well researched, updated edition contains the humorous slant readers are used to from earlier Dan Gutman books. This provides a great vehicle for teachers or parents to discuss politics with their children and even explain why sometimes people say nasty things about the candidates. However, Gutman takes every opportunity to encourage children to learn about the candidates, sort out the information and to become responsible civic-minded citizens and informed voters. The author’s book and others are featured on the Kid Lit and Politics blog.

- Karen Hildebrand, Ohio Library and Reading Consultant

Jackson, Carolyn. (2012). The election book: The people pick a president. New York: Scholastic.

Since many Americans, young and old, have questions about how this nation elects its presidents, a reference book on elections is handy to have, especially at this time of year. In twelve short chapters, the book familiarizes readers with the process of presidential elections in the United States. It covers the roles and powers of the president as well as who can run for the nation’s highest office and provides information about campaigning for president, the conventions of political parties held to choose each party’s nominee, Election Day, the Electoral College, and even the swearing-in ceremony  for each new president. The text, updated from an earlier edition, includes information on the 2008 presidential campaign and the unique fundraising efforts of President Barack Obama’s campaign team. The roles of the media, the internet, and social media are also discussed. Several terms in the books, such as bipartisanship, proportional voting, and “soft” money, require further explanation that is provided through sidebars or in the glossary. This is a good book for class group projects on elections or civic history.

- Rani Iyer, Washington State University Pullman

Sobel, Syl. (2012 edition). Presidential elections and other cool facts. Barron’s Educational Series.

Attorney, newspaper reporter and author, Syl Sobel has created a guidebook to the presidential elections. Chapter headings include: Who will lead the country?; The rules for electing the President; The electoral college; The Presidential campaign; What if something happens to the President? This format is designed to help children understand the entire process of electing a president, especially taking time to explain the Electoral College and why and how it came into existence. The book concludes with a glossary, resource guide and index and serves as a kind of textbook approach to the presidential elections. Listen to an interview with the author at the publisher’s website.

- Karen Hildebrand, Ohio Library and Reading Consultant

Townsend, Michael. (2012). Where do presidents come from? And other presidential stuff of super great importance. New York: Penguin/Dial.

Amid the bunnies, monkeys, and general silliness about politics and presidential campaigns that fill the pages of this graphic nonfiction title, readers will find plenty of great information about the presidency, elections, the electoral process, and snippets about each of the nation's presidents and even little-known facts about the White House. The book’s six chapters insure that readers know as much as they possibly can about their own civic responsibilities and the long road that leads to the presidency and living in the White House. Because the author uses a comic strip format, he is able to provide lots of information quickly and succinctly. The information is easy to digest too since the author has taken great pains to simplify as much as possible ideas that can be confusing for political novices. A perfect choice during this presidential election year, the book would also be useful in providing background for class discussions on eligibility requirements that must be met in order to run for president, the voting process itself, campaigning for the office of president, and suffrage for women and former slaves. By the book’s final page, readers know that presidents come from just about anywhere in the United States, but they all are elected in the same way, thanks to the foresight of the nation’s leaders. Teachers may be interested in having their students send a letter to the president of the United States at this address.

- Barbara A. Ward, Washington State University Pullman

GRADES 5-8

Rhatigan, Joe. (2012). White House kids: the perks, pleasures, problems and pratfalls of the Presidents’ children. Illus. by Jaemyung Shin. Imagine! Publishers.

This scrapbook looking book will appeal to a wide range of children and adults as the author used photographs, letters, interviews, notes, and all kinds of factual tidbits to reveal what it is like to be a child in the White House. In some cases, it can be lots of fun – a bowling alley in the basement and a chef to prepare favorite foods, but there is a down side as well. Living in the fishbowl existence of publicity due to the high profile job of being a U.S. President’s child and having the press, the secret service and the paparazzi surrounding you at all times can become tiresome. The author has highlighted some of the mischief, the mysteries, and the mayhem the White House kids have been a part of while living in the nation’s capitol. The book design is inviting with sidebars, fact boxes, illustrations, and photographs. Connect this book to the website First Kids which also has lesson ideas. 

- Karen Hildebrand – Ohio Library and Reading Consultant

These reviews are submitted by members of the International Reading Association's Children's Literature and Reading Special Interest Group (CL/R SIG) and are published weekly on Reading Today Online. The International Reading Association partners with the National Council of Teachers of English and Verizon Thinkfinity to produce ReadWriteThink.org, a website devoted to providing literacy instruction and interactive resources for grades K–12.

I NEED MY OWN COUNTRY! (Bloomsbury, 2012)
Written by Rick Walton and illustrated by Wes Hargis
Pre-K through Grade 8

I NEED MY OWN COUNTRY! is a perfect opportunity for introducing citizenship and patriotism this month.

The pictures are a large part of the story and must be seen to appreciate the simple text. A young girl is having issues with her family, especially a baby brother. She decides to make her own space through the creation of her own country. The story documents her ideas and needs in order to assert her independence. She chooses her location, creates a name, and a flag for her country. She then posts her name on her bedroom wall and decides that she needs a bit of company. She invites citizens, and then subjects them to her rules and punishments for breaking them.

The remainder of the book follows her through the creation of national items, invasions, and visits from foreign dignitaries. Just like in the world today, what happens is often not what we were expecting and planning for. The pictures are MUST SEE to help build the interest and characters in the story. While this is a picture book designed for young readers, it can be used throughout upper elementary and middle school grades as well. This book works well as an outline of what students need to do to develop a country of their own.

Cross-curricular connections: Social Studies, Art, Math, English

Ideas for Classroom Use:

Create a Country/Study an Established Country

The purpose of this activity is to introduce the process of naming and establishing a country. After reading I NEED MY OWN COUNTRY!, have students in younger grades work in small groups. Students should decide on a name, location, and choose “national things” like a flag, flower, songs, etc. Students should be able to justify their choices with explanations as to why those items, names, and locations are important to them.

Flag for DayZ Elektro country. Designed by Alex, 7th grade.

Upper grades can work in groups to determine the same information about existing countries. The students will research their group’s choice of country and present the information in a way to capture the other students’ attention. Students can create posters, PowerPoints, or brochures to showcase their country’s important information.

Students should be given an opportunity to showcase their work through a display or presentation to a group of parents, or other classes. A Veteran’s Day visit to the classroom would be a great opportunity to show their thoughts about their country.

Laws

The purpose of this activity is to introduce the students to the process of making laws. After reading, I NEED MY OWN COUNTRY!, study the pages that show the laws and punishments for the girl’s country. Discuss the process of making laws in the country you live in. Determine the process of how laws begin, are studied, are passed, and how punishments are assigned. This process should be tailored to the grade level and knowledge of the students. Students who are younger will need a much more simplified pathway for this process. As the students discuss the process of creating laws, encourage them to think about laws their country will need or want.

Have students work in small groups, or independently, to create a set of laws and punishments for breaking the laws. Students should create a bill of rights, a list of rules, and a list of punishments to display in their country’s presentation. Students should be able to justify their reasoning for the laws and how the punishments will help to teach the citizens to do the right thing.

Students should be allowed to present this information in a classroom presentation to other classmates and/or parents.

Goods and Services

The purpose of this activity is to simulate the process of currency and trade within a country for younger students. After reading I NEED MY OWN COUNTRY!, and creating the previous two activities, students should engage in a discussion of how people trade with one another. Have students create their own version of currency for their country. They will then need to discuss what their money can purchase and how much items are worth. Students should develop a list of items that their country can provide, as well as a list of items they will need from other places. Students in separate groups can work together to develop a system of trade between countries for different services. Will your money be worth the same amount in a foreign country?

Upper grades could use this book to develop a system of foreign trade and goods to supply needs to all countries. Discuss the ability to find resources in certain areas and having to share it with others. How will each country fulfill all of its needs?

Students should be allowed to present their own currency and list of trade goods to the classroom, and/or parents.

Additional Resources and Activities:

Rick Walton This website is a compilation of funny information about the author of I NEED MY OWN COUNTRY! The website includes information about Mr. Walton, his books, teaching ideas for some of his books, and links to “fun stuff,” including ways to play with words. An email link is included if the class wanted to find out more information about his newest book.

Kids in the House: How Laws are Made
This website provides background information about how a bill becomes a law in the House of Representatives. The page gives explanations of the steps taken to pass a law and further links for lesson plans for this process. The main website includes extensive information discussing the processes used in the House of Representatives. Links are available from young learners through high school-aged students.

Social Studies for Kids: Economics
This website provides an easy-to-understand look at the world or economics. The page includes links for what a budget is, what trade is, and how money has changed. The website also includes links to interactive pages to further teach economics. Many resources and explanations are available through links on this website.

Countries of the World
This website provides quick links to facts about several countries worldwide. The countries listed are shown with location, flag, history, current ruling information, economy, and several other areas. This link would provide a good starting point for choosing a country to research.

Kathy Prater is a reading specialist who works with students with dyslexia, an adjunct professor at Mississippi University for Women in Columbus, Mississippi, and a full time pre-kindergarten teacher at Starkville Academy in Starkville, Mississippi. Her passions include reading, writing, tending her flock of 15 chickens, and helping students at all levels to find motivation for lifelong reading and learning. She believes that every child can become a successful reader if given the right tools and encouragement.



5 Questions With... Laurie Calkhoven (I GREW UP TO BE PRESIDENT)

Book Reviews: Elections & Presidents

by Kimberly Kimbell-Lopez

If you want to begin using educational apps (short for applications) to supplement your classroom instruction, then the selection task can definitely be overwhelming. You need either an iPad, iPhone, iTouch, Droid, tablet, or other similar device. It is relatively easy to download apps to your device by accessing the Apple App Store in iTunes. When you sync your device with iTunes, then the new apps you selected are automatically downloaded. There are thousands of apps that can be downloaded using the Apple App store with the prices ranging from free up to five dollars or more. Many of the apps can also be used with multiple devices.

If you are trying to make more books available for your students, then iBooks can be used to download classical works all the way to contemporary stories. The benefits of using iBooks or other eReader is that students can adjust the print size to make the text easier to read, they can click on words to get help with meaning, and they can add notes or highlights to emphasize key information. Do you want to access books at no cost? Free Books is an app that makes available 23,469 free books and documents from the public domain.

Keynote and Pages are great apps to use for authoring journal entries, stories, poetry, and other texts. General storytelling apps that students will have fun exploring include Build a Story, Storyrobe, and Strip Design. Are you interested in apps to support sight word instruction? Popular programs include K-3 Sight Words, Play Sight Words, Sight Words, and Smiley Sight Words. Are you more interested in apps that develop vocabulary? Your students can try out Montessori Crosswords, Opposite Ocean, Same Meaning Magic, Same Sound SpellBound, The Opposites, and SAT Vocab Cards. Working on parts of speech? Try MadLibs and Word Sorts.

Harmon (2012) states that “no other pedagogical tool or technique in my experience engages students in a way that makes learning fun and leaves students feeling like they are in control of their own learning” (p. 30). However, as the transition is made into using innovative technology resources, we have to carefully consider how a particular app can enhance or supplement instruction. We should not simply use apps as babysitters, but instead use the Apps with a specific plan in mind, (e.g., practice a skill, access information, or create a product) (Hertz, 2012).

If you have something specific in mind you need for your classroom, then there really is probably an app for that. Get started today exploring the world of apps!

References

Harmon, J. (2012). Unlock literacy with iPads. Learning & Leading with Technology, 39, pp. 30-31.

Hertz, 2012. Apps in the elementary classroom. Edutopia. Retrieved October 26, 2012 from http://www.edutopia.org/blog/apps-elementary-classroom-mary-beth-hertz.

Kimberly Kimbell-Lopez, Ed.D., is the Hubberd H. & Velma Horton Boucher Endowed Professor in the Department of Curriculum, Instruction, and Leadership in the College of Education at Louisiana Tech University.

This article is part of a series from the International Reading Association Technology in Literacy Education Special Interest Group (TILE-SIG).

As we celebrate Veterans Day in November, Reading Today wanted to feature an International Reading Association (IRA) member who is also a veteran. We found this hero in our midst in Nashville, Tennessee, enjoying his retirement after 38 years in the education profession.

Hoyte Snow served in the Korean War and has been a classroom teacher, elementary school principal, middle school principal, middle school director, and educational consultant. He has been an active member of the Tennessee Reading Association for over 45 years and still attends their meetings. He has also held leadership positions with the Middle Tennessee Reading Association. As well as being honored with the IRA Special Service Award in 2007, he has received the Walter Helms Service Award, the Middle School Administrator of the Year award, the National Association of Secondary School Principals (NASSP) Leadership Certificate of Merit, the Outstanding Community Service Award, among others. Our interview with Hoyte Snow reveals this accomplished man’s inspirational beginnings, his reading engagement secrets, and his encouraging advice to teachers practicing today.

How did you decide you wanted to be a teacher?

I grew up in a rural area of Tennessee. My father was a share cropper, and I realized I didn’t want to spend my life looking at the back end of a mule!

In third grade Miss Grace went around the room asking the kids what they wanted to be, and without hesitation I said I wanted to be a teacher.

At my high school graduation a school board member approached me and asked me to teach grades 5-8 in one room at a grades 1-10 school. I just had to take a six-week course at Middle Tennessee University over the summer.

I started teaching at age 18 in August; I turned 19 in September.

We hear that you are a Korean War veteran. Thank you for your service to America! How long did you serve in the military?

I was drafted during the Korean War in March of 1953, during my third year teaching. I asked to finish school year, and they said I couldn’t. I spent two years in Tokyo, and when I came back I started teaching fifth and sixth grade in Nashville. I also finished college, thanks to the GI Bill. (I had completed one year of college credits by taking courses on nights and Saturdays while teaching.)

Where did your career go from there?

After five years of teaching, I got a promotion. In those days you didn’t ask for a promotion, you waited for someone to ask you! The area supervisor asked me to become principal of a local school. Then I became a middle school principal, and then director of middle schools, the job from which I retired.

As a literacy educator, which classroom strategies did you use to motivate kids to read?

When I worked in a one-room classroom my strategy was to get the other students involved. I would help the eighth-graders, but if a fifth-grader needed help I would ask an eighth-grader to help him.

What did you learn during your military service that helped your teaching career?

Punctuality! Also, serving in Tokyo was my first experience working with people from other parts of the country. I also learned how to get along with different people and how important it is to get along with others.

How have you been involved in the International Reading Association?

I am a strong believer in the International Reading Association. I was Tennessee Reading Association (TRA) president in 1984 and chaired a state conference. I still go to TRA meetings; many past presidents are still active with TRA. I’ve held board position on the state and local councils, chaired two IRA regional conferences, and served on several IRA committees.

What do you consider to be the proudest moment in your teaching career? 

I’d have to say it was when I was given the 2007 IRA Special Service Award. It meant a lot to be recognized by IRA.

Can you offer any advice to teachers who are new to the profession?

Teachers today are so overburdened. I would say: realize what your goal is. You are there to help children, and don’t let the regulations guide you away from your goal.