Reading, it turns out, isn’t for everyone. And that’s okay. But harder than it looks, motivating a bunch of students to read when they don’t want to. It doesn’t come simply.
When I began my most recent job as an instructional aide (or literacy interventionist) at a local charter school, I knew from the beginning that I’d be taking over a reading group and leading them through grammar, comprehension, and language studies. I knew that the students would have low motivation, that they’d need a helping hand to guide them from start to finish. That’s where I come in. My job is to motivate, to excite, to instill a passion for reading that pushes them through the rest of their Humanities courses and into a lifetime of literature loving.
But how possible is that?
In anticipating the reading group, I thought to plan some fun activities, games with prizes, and worksheets. I adapted Taboo, a classic adult card game, into a more school-friendly version and printed out the cards for us to use. I also adapted Would You Rather? and wrote up an interest inventory, so that I would better understand where students were coming from, where their interests lie, and if they like reading but just don’t get how to read. I modeled Taboo for them, which helped them figure out how to describe the words in front of them.
When it comes to reading, not everyone is interested. Not everyone becomes a lifelong reader after exposure to an excitable teacher. More often than not, reading becomes a part of someone’s life when they make the choice to read. When choice is hung over someone’s head and denied from them, it’s no wonder reading tends to have a reputation for being boring and solitary.