All Teachers Have the Potential to Be "Book Whisperers?"

Teacher Magazine's "Creating Readers" question and answer session with Donalyn Miller is a glowing model for the future English Language Arts teachers in our Fundamentals of ELA class. I feel that it is imperative to note that despite Donalyn Miller's teaching practices being effective (100% of her students passed the reading portion of the Texas Assessment of Knowledge and Skills and her students read between 50 and 60 books in her class), her methods are not all that difficult for other teachers to understand or enact in their own classrooms. However, I am not implying that the simplicity of Miller's advice is a negative aspect; on the contrary, I think it is wonderful that teachers can inspire their students to read with relative ease. I think that far too often as educators we view the desire to read as something some students possess and other students do not possess. Teachers need to understand that their role (along with the parents' role) in coaxing "developing readers" to appreciate books is not by any means impossible!

Miller's emphasis on choice is absolutely essential. Choice allows students to find books that stimulate them, and through reading for pleasure, students gain the most from literature. Moreover, teachers need to understand the specific time in their students' lives. Since Miller is a sixth grade teacher, she knows that many of her students will be undergoing puberty in her classroom, and during puberty, many kids reject authority. They expect more independence, and they will appreciate being able to pick out books that interest them and pertain to their own changing lives. It is important for teachers to keep in mind that their students are humans and not just moldable pupils.

I feel that part of Miller's appeal to students is her huge classroom library, and I can't help but think that it is this easy access to a plethora of books that draws her students in, helping them to reach their full potential as readers. However, I am not naiive enough to believe that every school in every district in every state in America has access to such a plentiful amount of literature. This barrier probably prevents many students from becoming interested in reading; variety is an important factor. I wish that Miller would have addressed this obstacle in her interview instead of assuming that each classroom has the luxury of alluring, well-stocked bookshelves. Moreover, Miller's optimistic attitude toward special needs students and their ability to become readers was refreshing but lacked depth. I wanted more detail as to what teachers can do to foster growth with such students. Another welcome addition to the question and answer session might have included thoughts from her former students--that would have provided a unique perspective. Overall though, I was very impressed with Miller's words and would enjoy reading more about her teaching style.