Literacy Now

What does a literacy coach do? I continually asked principals, superintendents, teachers, parents—even students. Everyone’s response differed. In the early implementation of coaching, some viewed the coach as a resource provider, others saw the coach as the fixer who would remediate teachers. A few thought of the coach as another collaborator, someone who could inspire their work with students. Our district was new to coaching. While energized by our coaching model, I also experienced a tinge of doubt. Quickly, I learned if coaching were to have any chance of being successful in our district, its purpose needed to be clear to all stakeholders.

Coaching as Everyday Professional Development

Coaching, I knew, was professional development. Not the sit and get model where a teacher attended a session for a day to learn something, and then returned to the district, left alone to implement. Having taught for 30 years, I participated in many of those days and recall longing to work alongside a colleague, a critical friend with whom I could try out new ideas, give and receive feedback, and grow our learning in our own classrooms. I understood the coaching our district embraced had to be the type of professional development that would allow for this exchange. It needed to be woven into the everyday fabric of teaching.

The classroom was at the heart of that learning—the place where a coach could support a teacher which, in turn, served students. The purpose of coaching, in the end, was to impact student learning. Through our coaching model, we were able to redefine professional development by giving it life within the school district.

Leadership, A Matter of Visibility, and Trust

As an instructional leader, I viewed my role as one of a guide. Too often, I observed teachers feeling discouraged—they were given curriculum and told what the latest, greatest initiative. They were told to immediately embrace and implement in their classrooms. They mostly worked in isolation and were congenial, but not very collegial. I resolved to ground my work with teachers by finding a place where their voice was valued. I felt strongly teachers needed to be empowered to examine their own strength and weakness, to seek feedback from others, and make curricular decisions that worked for their students.  Coaching was the vehicle that would pave the road to empower our teachers to do these very things.

Leading does not happen from sitting behind a desk in a remote office. I wanted to support our coaches in an authentic way. My visibility was an essential component of making the coaching model a welcome part of our professional culture. I spent as much time as I could in classrooms with our coaches so I knew first hand what challenges and successes they faced. Both teachers and coaches recognized I was there to support coaching partnerships. I also carved out time to talk with and listen to teachers, asking them about their experiences with the coaching model. How is it going for you and your students? was my simple question of choice. It became clear to me my firsthand involvement was important to teachers. Often, as I walked through the elementary school hallways, teachers stopped me to share anecdotes of working with a coach. As our coaches focused on building trust, I noticed how teachers endorsed and sought out opportunities to work alongside a coach. At the same time, the coaches worked to establish trust with teachers, I was focused on growing trust with the coaches. Our shared vision to deepen best practices around a balanced literacy model was clear. They were knowledgeable, talented, and committed to supporting teachers! By giving the coaches autonomy to make decisions and try out their innovative ideas, trust flourished. I trusted in them, valued their judgment, and continually sought their input as literacy leaders.

Feedback Matters

As we implemented the coaching model, we were mindful of how essential feedback was for its success. We thought about feedback in two ways.

Teachers needed feedback from coaches. With our consultant’s lead, we thought it most respectful to offer several types of feedback methods to teachers.

The coach could whisper in to a teacher during the lesson by offering them feedback during the lesson, tweaking it together in real time. Some teachers involved the coach in the actual lesson, while others selected to have a brief conversation with the coach on the spot as students worked independently. Or, the coach could leave a note for the teacher with points for praise and points for growth. Of course, face-to-face follow-up happened at a later time. Additionally, the coach could follow up with an email giving some general feedback and setting up a convenient time to meet to discuss the lesson. Finally, the coach was open to any unique feedback process a teacher may suggest.

Most importantly, coaches shared these feedback choices with teachers, and left the decision to choose one or several with the teacher.

Coaches needed timely feedback. Whenever possible, the coaches, our consultant, and I set aside time to talk immediately following a classroom coaching block. The coaches reflected on how effective they felt their coaching had been. What went well? What could they have done differently? As a result of taking the time to examine their process, coaches adjusted strategies, and teachers could work with those adjustments in another classroom that same day.

One of our biggest take-aways from the creation of a literacy coaching model was the importance of viewing each coach and teacher as a thought leader. If you are in the midst of creating your district’s literacy coaching model ask yourself, “How can I create a culture where everyone is empowered to contribute to the coaching model in meaningful ways?”

In our next post, we will share our third take-away: establishing the relationship between the coach and the teacher.

Grace White has worked in education for more than 30 years, teaching grades 1, 4, 5, 6 and 8. In addition her experience designing and writing curriculum helped her transition to become Wyckoff School District’s first literacy coach. In one mid-sized school district, she collaborated with Gail Cordello, a classroom teacher, Chris Fuller, a literacy coach, and Gravity Goldberg, a literacy consultant, to establish a literacy coaching program, and years later, the team continues to meet and share. This post is one in a series from the educators to share their greatest take-aways from their collective experience. You can follow White on Twitter.

I believe every child has a book that will fit them perfectly, a book they will fall in love with. It’s a book that seems like it was written just for them.  Over the past nine years I learned steps I can make as a teacher to help my students find the best fit.  

Know your literature

Before you can recommend a book to someone else, you need to be familiar with as many genres, authors, and award winning books yourself as possible. It’s easy—start with what you like.  What books did you like as a kid? As an adult?  What drew you to these stories, characters, conflict?  Was the message especially meaningful to you?  Reread a few of your favorites and then start to branch out.  Who is your target audience?  Read with this audience in mind. Try different genres, different character types, and different stories portraying the types of conflict that your students actually face. Read both the classics and new literature.  By growing the number of books you know, you will create a cornucopia of books to recommend to your young readers.

There are also many places that compile great book lists.   These are a good place to start creating your personal reading list.  Goodreads and Shelfari are both online bookshelves with book lists based on different criteria you enter.  Book award lists can also be used as a wonderful tool in finding great pieces of literature.  For young readers I recommend the Caldecott Awards, Jane Addams Children’s Book Awards, and the Theodor Suess Geisel Award list, for upper elementary I recommend the Newbery Award and honored book, Coretta Scott King Book Awards, Pura Belpre Awards, and the Edgars, and for teen readers I love reading from the Michael L. Printz, and Margaret A. Edwards award lists.  Readers of all ages can find books from the Robert F. Sibert Informational Book Award list—an especially great list for building your familiarity with nonfiction literature.

Get to know your readers

Before making the match between reader and book, you have to know your readers.  There are a few ways I get to better know my readers so I can best help them find their “book fit”.  On the first day of school I administer an interest survey filled with questions about reading, school life, home life, family, interests, hobbies, etc.  I even ask questions about how many hours a day they watch TV, play outside, do homework, etc.  I like to get a well-rounded picture of my students inside and outside of the classroom.  My survey changes every year.  During the first weekend after school starts, I read through these surveys and create a personalized list of three to five books for each child to have on Monday.  I also take at least one book off the shelf for each student, from their personalized list, and place it on their desk.  I try to write a short note explaining why I think they will like the book.  Usually about 50-60% of my kids actually read this first book selection I make for them.  Kids think it is neat when someone not only recommends a book for them but takes the time to take it off the shelf, and explain why they think it is a good fit.  

Match books based on a variety of criteria

The first mistake I made my first year teaching was thinking the following equation always proved true: student likes football + book about football = perfect match.  I remember recommending a book about horses to Annie, an avid horseback rider, then being disappointed when she returned it the next day saying she didn’t like it, but could she read The Indian in the Cupboard instead?  

Next, I accidentally paired the novel My Side of the Mountain by Jean Craighead George with Nathan, a reluctant reader, but avid nature enthusiast.  I adore George’s books and had it sitting on my desk.  Nathan saw the hand-drawn illustrations that looked more like nature notes than pictures and he became interested.  He wanted to be a naturalist who worked in the wild with animals, and low and behold, so did Sam, the main character in the book. Once Nathan finished the book (his first book of the year, I might add) within five days, I sat down to figure out this new phenomenon.  I had been trying to get him to read my book recommendations for months, yet he never enjoyed anything I started him on.  He loved this novel which read more like a guide to surviving in the wild. I finally figured it out!  The theme of the book was finding your own way, when you didn’t necessarily fit in with those around you.  This theme fit so true for Nathan—someone who didn’t always fit in.  The plot of the book was a child running away to live side-by-side with nature.  Nathan dreamed of doing just that!

It dawned on me I need to match kids with books not only based on their interests, but on a theme that is true to the student’s life, or a conflict the child is currently going through, or because the student is very similar to the main character, or because the setting is so similar to that of something the student dreams about!  How simple.  I just needed to look deeper.

Conference and listen

I cannot overstate how important conferencing with students is, not only for you the teacher, but for your young readers.  Readers want to talk, to share, and to explain how the book they are reading is reaching them.  And the person they want to listen is you!  

I wish I had a great record keeping system for keeping track of who I have met with, when we met, what book they are reading, etc., but I don’t.  I do keep a notebook.  While there are some weeks I make sure to meet with a certain list of students to talk about their books, there are other weeks where this doesn’t happen. I have become creative in finding times to meet with students.  I have two separate kinds of conferences: the planned and the unplanned.  

The planned conferences happen about once or twice a month.  This is where the kids come to my meeting area to a kidney-shaped table and they sit one-on-one with me.  They can tell me whatever the like about their current book, I ask leading questions, and I bring up specific topics we are covering in class.  For example, during our biography unit we looked closely at theme.  During conferences I made sure to bring up theme conversations and I could get a really close picture not only of the book they were reading, but how well they understood the concept of theme.

The unplanned conferences happen throughout my day.  I always find a student to walk to lunch with and I always ask them about the book they are reading, or I tell them about the book I am reading.  Other great unplanned conference times include waiting in lines.  Every day in the cafeteria lunch line I book talk, during lines for the bathroom—guess what—book time!  When kids walk into my room at the beginning of the day, we talk books.  I also corner my kids when I see them outside of school.  High school basketball game? Great time for a quick conversation.  Oh, you’re grocery shopping at Walmart tonight? Let’s discuss that character you’re mad at and why.  Since I always have a book on me, I always have a conversation starter when I run into a student in public.  I even do this to past students!  

Even though conferences are sometimes hard to fit into my teaching schedule, I try to remember their purpose—to encourage my readers, listen to my readers, and get to know my readers, their excitements and struggles.

Struggling is okay

I think one misconception students have is that their teacher likes everything he/she reads. Students think I enjoy every book I come across, and they think I expect them to like every book I give them.  Show them that this is not true!  I always show kids what I struggle with. If I am reading a book that I cannot get “into,” I explain my feelings.  I let them see my struggle, and also see it is okay to not finish a book.  This is such a freeing feeling for them.  Kids should know I don’t only care about the books they like, but also the books they don’t like. When I make book recommendations I always make sure to explain that if they don’t like the book, to tell me. If that happens, we have a discussion about why this book didn’t fit. I make sure to write this down in my notes, so that I know how to make a better recommendation in the future. The more information I have, the better the “book fit”!

Emily Keifer is an ILA member and fifth-grade literacy block educator at Cowan Elementary School in Muncie, IN. She also teaches social studies curriculum and researches the role of multicultural literature in the classroom.

Remember getting a love note? How many times did you read it? How many times did you try to determine the sincerity behind it?

Love notes are why students need to have access to love stories and books about relationships at the intermediate level. I know some teachers think the topic is taboo and should be avoided so as not to encourage such feelings at school. That is like trying to stop a runaway train in a snowstorm.

Often we ask the legendary question to students, “What are you interested in?” There is a variation in answers and many boys and girls are too embarrassed to say, “love” even though that is what consumes their thoughts from fifth grade until prom. Boys are not about to willingly go to their teacher and say, “Hey teach, I am interested in a love story” or “Mr. Stygles, I need a book on relationships.” The student most certainly expects a raised eyebrow or a barrage of questions about why. Instead, boys will say they are interested in motorcycles, football, or baseball to avoid shame.

This is a tragedy. Last week, I embarrassed myself by admitting such an opinion in a conversation amongst consummate book lovers. I recall when I finally started admitting that I liked love stories, it all began with the Scarlet Pimpernel in 10th grade. I became a bit of a romantic afterwards, but who wants to be caught dead with books like that. I mean, my literary hero is Mr. Darcy, for heaven's sake. But how do we get kiddos to feel this comfortable with books of this content? The market is swamped with books like this and most are written off as girl books.

This year, we started our class by reading Firegirl by Tony Abbott, the tragic story of girl burned head to toe. She was bullied, teased, and missed tons of school for appointments. But one boy—one overweight, shy boy had the courage to talk to Firegirl. He established a relationship with her, in light of social consequences and that symbolized the courage we all wish to have. While they never dated, which is what the kids immediately want to happen, we, as a class, certainly felt he fell in love with her. Even if they were “just friends,” they came to care for each other. If you haven't read the book, I'll save the ending. It’s a killer—that eternal feeling of wanting that one moment to last forever.

The next class read-aloud was Joan Bauer's Hope Was Here, the tale of a young waitress somewhat irritated with the world. In a mix of politics, thugs, and cancer, there is love. Bauer expertly crafted the developing relationship between Braverman and Hope. Students waited and waited, chapter after chapter, for Braverman or Hope to finally announce their feelings. Hope had a rule though, never date the cook. Every single student anxiously waited for Hope to break the rule. Then it happened. The dinner “date” between the two at the restaurant was not quite Jasmine and Aladdin flying around the world on a carpet, but it's that moment where time stops and the world is owned by two people. The kids roared in applause and celebration when the date finally happened.

Look at Smile. Though not about love per se, the whole premise was about a girl crazy about a boy. What is at the heart of Tale of Desperaux and the Tiger Rising? These are captivating books. Kids want to read them. Kids love the books when they read them. If books are students connections to the world or a lens in which to see the world, why do we shut them down when it comes to talking about how people interact? Is that not character analysis? Theme? Author's craft? (Do you know how hard it is to wrap that one moment in time up into the perfect narrative?)

A rich literature (circle) conversation would be so much deeper and profound if students felt as ease to discuss relationship between characters, as opposed to retelling events and stating opinions about main events. What really was the most important part of Hope Was Here? Was it really G.T. winning the election? Or was it Hope and Braverman finally working up the nerve to do what every reader waited to read?

Let’s face it, even Ariel gave up her family and kingdom in the sea for a prince in The Little Mermaid. We teach this to our toddlers and preschoolers. Love is a part of our culture. I encourage students to embrace books about love and relationships to let them escape into a world where love is eternal and rejection is a fantasy. Children have the right to be romantic dreamers and believe in a world of happiness, hope, and happily ever after. If books are based on author's experiences or we are supposed to learn from books, wouldn't we want kids to read books of such subject matter? Maybe these books will even teach or encourage students how to engage in appropriate relationships, preventing classroom complications.

Justin Stygles is a sixth grade language arts teacher and IRA Advisory Committee of Teachers (ACT) committee member based in Norway, Maine. He also serves as the state’s Maine Reading Association coordinator. 

When we set out to create a literacy coaching model we spent time thinking about why coaches were important and how they ultimately could impact teacher learning. We sat around tables and discussed articles about the importance of coaching in a variety of fields such as in medicine, in sports, and in business. One pattern that emerged from our initial research was how the most elite and already accomplished athletes and surgeons had coaches. Coaching was not about remediation in these fields. In many schools and districts educational coaching, on the other hand, is viewed as an intervention for less effective or early career teachers. It was as if the message was implied, “Coaching is for those who need extra help.” Our conclusion from the research and from speaking with a variety of professionals who have coaches led us to a different message: “Everyone can benefit from a coach.” It became important as we began to think through the logistics of the model to keep this in mind.

Take for example, a principal who is concerned about one of her teacher’s effectiveness. We did not want coaching to turn into fixing this perceived problem, where the principal would come to the literacy coach and ask her to help this teacher. As soon as coaching becomes about fixing problems, it takes on a deficit lens. A deficit lens is one where the support is viewed as an answer to a problem and focuses on something wrong that needs to be changed. In schools where coaching is created around a deficit lens, it is embarrassing to work with the coach. It means you are ineffective.

Taking on an Asset Lens

It became clear we wanted to create an asset lens rather than a deficit lens with the literacy coaching model. We wanted the literacy coach to be sought after, to be viewed as a collaborator, and to be appreciated as a support for all teachers. In order to do this we needed to clearly articulate and create a model with the belief teachers were already effective practitioners, and every one of us can learn and grow. We took on this asset lens in a few intentional ways:

• Make coaching available to all teachers, encouraging veterans as well as early career teachers to take advantage of the resource.
• Start from strengths, assume the best, and work with what is successful in each teacher’s classroom.
• Commit to offering teachers choice in coaching and not having administrators force or nominate teachers as candidates.

Offering Choice

At the start of the coaching model a digital invitation was sent to all literacy teachers in the district letting them know they could sign up for coaching, every six weeks a new set of teachers would be selected for this support. Not surprisingly, teachers were not signing up. We realized many teachers held deficit beliefs about literacy coaching or were unsure about what it was and why it would be helpful. They were nervous and apprehensive.

In an effort to build momentum and teacher enthusiasm, we considered who would be strong candidates for the initial rounds of support. We made a list of teachers who were already viewed by their colleagues and the school community as strong teachers. Some had dozens of years of experience and some had only a dozen months in the district. A short list of ideal candidates was created and we invited them to a meeting to discuss the literacy coaching model. When the teachers arrived and sat around the long, rectangular table, they seemed to be taking in who was there and asking the question, “Why me?” So, the first topic we addressed was why them. We explained coaching meant collaboration and that we wanted to offer all teachers the opportunity to work with a coach to deepen their already strong practices. We went on to explain that a coach was a gift, a support system, and an opportunity they could choose. Every teacher at that first meeting signed up for coaching on his or her own.

When word spread that teachers did sign up for the first round of literacy coaching, their colleagues were surprised at the names on the list. In a deficit model the weakest and least experienced teachers would be given a coach. In this instance, the names represented the most experienced teachers who were viewed as leaders and experts. Teachers began to ask, “How can I get a coach, too?” After the first round of coaching, when the sign-up went out again, many teachers added their names to the list. 

One of our biggest take-aways from the creation of a literacy coaching model was the importance of taking on an asset lens. If you are in the midst of creating your district’s literacy coaching model ask yourself, “How can I create a culture where literacy coaching is viewed as a resource for all teachers?”

In our next post, we will share our second take-away: the role and purpose for the coach must be clearly defined.

As a literacy consultant, Gravity Goldberg, helps districts create and sustain effective professional development and literacy coaching models, in addition to managing her blog. In one mid-sized school district, she collaborated with Gail Cordello, a classroom teacher, Chris Fuller, a literacy coach, and Grace White, a district administrator,  to establish a literacy coaching program, and years later, the team continues to meet and share. This post is one in a series from the educators to share their greatest take-aways from their collective experience. You can reach Goldberg at gravity@drgravitygoldberg.com.

Janiel Wagstaff always wanted to be a teacher, but didn’t realize the role literacy would play in her career. Once she came upon the strategies of a literacy coach, she was hooked and is the author of professional development books and workshops in addition to serving as a literacy coach and ELA coordinator at a K-6 school in Utah. She now adds picture book author to her resume with the Stella Writes series about a student who tackles all sorts of writing. Wagstaff also maintains a blog on literacy.

How did you begin your career, and what led you to your current position?

I come from a family of teachers and grew up instinctively knowing what I wanted to do.  When I was young, I made a classroom in my closet complete with a desk, supplies, artwork on the walls and stuffed animal pupils.  I created, completed, and corrected assignments.  I had no doubt of my major in college, driving straight through to my degree.  My first teaching assignment was second grade in a portable classroom out behind the school.  We had one tiny slice of a window and it was much like back to teaching in a closet!  That was more than 25 years ago.

Back then, we did a whole lot of worksheets.  That first year, I realized my students weren’t making the progress in reading and writing I’d expected.  We were working so hard, yet spinning our wheels. My “low kids” were still low at the end of the year.  That frustration led me to continue my studies, searching, in particular, for literacy strategies that would make a real difference for my young readers and writers.  I was fortunate to discover teaching methods that worked and my greatest joy was watching students come in struggling and go out thriving. They talked endlessly about favorite books, and moaned when it was time to end our writing workshop each day.  I was hooked.  I was a “literacy person.”

This passion for literacy has taken me in and out of the classroom.  I taught full-time at the university level, but couldn’t stay away from the energy of kids!  Currently, I work as a full-time literacy coordinator, supporting literacy learning by working with teachers and students in two K-6 schools in my district.

How long have you been a member of ILA? How has membership influenced your career?

ILA has been important to me throughout my entire career.  I joined right away and relished curling up in the evenings with The Reading Teacher and attending and presenting at our state chapter conferences.  I wrote a few short articles for RT, published some 20 years ago.  This early success in the ILA community was thrilling and fueled my desire to learn, teach, and share with other educators, and write even more.  Ten published books later, The Reading Teacher is still one of my favorite go-to resources.

I learn so much attending and presenting at ILA’s state and national conferences.  The opportunity to hear and meet many of my literacy heroes is invigorating.  I always return home from these events with renewed energy and purpose.  I have to also mention the incredible support available through ILA’s many online outlets.  As a member of ILA, I can learn and reenergize 24/7!

What do you consider to be your proudest career moment?

For many of us, our proudest career moments happen when our students succeed.  After all, we got into this profession to impact learners.  Triumphs with particular students tend to stand out.  One kindergarten year, I had a student who struggled, struggled, and struggled to learn to read and write even at the most emergent levels.  Others in the class were charging forward, using alphabet-knowledge they worked so hard to acquire as real readers and real writers.  Meanwhile, this student was foundering. I had assessed, used all my tricks, completed several interventions, and involved the parents, with no progress.  Something was truly holding this little guy back and, even with many years of teaching under my belt, I couldn’t figure out what it was.  Even though he was only a kindergartner, I knew something was blocking his success and it wasn’t just a matter of his tender age.  Luckily, with the help of our school’s speech pathologist, we were able to find a pathway to reach him.  He began to grow and by the end of the year, he was a success story.  But his tale doesn’t end there.  This student is now 20 and, to this day, he keeps in touch with me.  His family recently thanked me for recognizing his difficulty early on and doing something about it.  Best of all, this young man loves to write.  He writes poetry and short stories.  He’s using writing to reflect on his place in the world.  He shares his compositions with me and with others on the internet, hoping to one day be published.  Write on!

I also have to mention an incredible recent career moment.  After writing with students for so many years, I was finally able to celebrate the teaching, learning, and joy of writing by publishing three picture books about an avid little writer named Stella!  Stella writes a narrative in one book, an opinion in another, and works collaboratively with her class to compose an informative text in the third.  The best part is she is real.  She has trouble, she gets stuck, she uses writing strategies, she perseveres, she writes for real purposes, and she believes in the power of writing.  Her teacher, Ms. Merkley is an excellent model and Stella is, too.  She’s a little writer to connect with other little writers.  Creating these delightful books has been a dream come true!

Your website has a header: “All Things Literacy Because Literacy Matters in All Things.” Can you talk a little about what you mean by that?

Literacy is everywhere and critical for success in every facet of our lives.  I think our number one job as teachers is to support children in becoming proficient listeners, speakers, readers, writers, and thinkers.  It is equally important to help every child develop a love of literacy, recognizing the many different benefits reading and writing afford us. Losing oneself in a book for enjoyment or to simply escape can be as therapeutic as keeping a journal or composing a poem to tease-out one’s feelings.  Literacy is not just important for college and career—literacy is important for a healthy, happy life!  

Coaching is a hot topic right now. What do you enjoy most about that work? What’s the greatest challenge?

Funny, what I enjoy about coaching most is also its greatest challenge!  I love working with kindergartners at 9 a.m. on phonemic awareness, then jumping up to sixth grade at 9:30 to work on argumentative writing.  The diversity of the students, the lessons, the strategies, and the pace of the work is all very exciting.  Working hand-in-hand with teachers is also rewarding and coaches wear many hats.  The job keeps me on my toes, constantly learning.  The challenge comes when I’m feeling wiped out by 2 p.m. and there’s still important work to do! 

What advice would you give a new teacher that either you received or wish you had?

My best advice is to strive to make learning purposeful and joyful.  When students see a real purpose for their hard work, they love to work hard at learning.  Help them feel important.  Show them they have power.  When you teach something think, what might I have students do with this growing knowledge?  How might they share what they’re learning beyond our classroom walls?  How can our learning benefit or impact others?   Ask the students themselves for ideas.  Find a real purpose, encourage them to work for it, and you will enjoy joyful learning.

Yes, everyone has their “bad days” and teaching is a real challenge; sometimes it feels we run and run but can’t keep up.  Here’s a tip that will help keep things in perspective.  Post a class picture of your own child or a cherished niece or nephew right next to your computer.  When the going gets tough, look at that picture.  See that precious child standing among his classmates and think, ‘What kind of a teacher do I want for him?  What kind of a classroom do I want him to be a part of every day?”  Then make that your classroom.  Make your decisions based on what that teacher would do.  Be that teacher because every single one of your students is just that precious.

April Hall is editor of Reading Today Online. She can be reached at ahall@/.