All the Cool Kids Are Stressed

Notes from the Classroom

It’s testing season and stress is at an all-time high. But the past few years, I’ve started to notice an alarming trend. The students aren’t stressed about their stress; they celebrate it.

On test days, an AP student will drag into class and proudly proclaim that he was up until 3:00 a.m. studying. Not to be outdone, a fellow student will counter that she slept for three hours–midnight to 3:00–and then got up to continue studying. And they’re not lying.

I get more emails from my students between the hours of midnight and 6:00 a.m. than any other time. They chug coffee and Red Bull. They give up activities they truly love in favor of more studying and more test prep.

Happiness and a balanced life? Totally lame. Stressed and miserable? Badge of honor.

A Culture of Overworking

I know it’s not just my school. The other day a fellow English teacher in another school tweeted this to her students:KV

On the same day I saw her tweet, I read this New York Times piece about how a high school in Massachusetts is working to combat stress among its students.

And it’s not just high school students. In my Twitter feed, this opinion piece about our culture’s celebration of overworking popped up. Why wouldn’t our kids wear stress like a badge of honor? We do.

I think English teachers have a unique opportunity to do something about the stress we see in our students. We can’t change the culture of overwork and stress completely, but we can set our students up to better manage it.

Writers’ Notebooks

One of the easiest places to open the conversation about stress and workload is in the students’ writers’ notebooks. I think we need to be careful about how we frame those writing invitations, though. Inviting students to write about their stressors might be an opportunity to unload and unburden themselves, but it might be just one more chance for them to glorify their stress. Instead, frame reflective writing opportunities around stressors, successes, and plans.

Recently, my AP Seminar students returned to school on a Monday after a weekend of completing drafts of a major essay. The stress in the room was palpable when they entered. We started with our notebooks:

What’s something you’re happy about with your writing?

What is something that’s stressing you out about your writing?

What is the next step in your plan?

Verbally, I urged the kids not to skip a question or respond with one-word answers. As they wrote, I walked around and encouraged those who were struggling to find something good, and engaged those who couldn’t see a next step.

By the time we were done with our notebooks, the tension had eased and they were ready to dig into their drafts. If we are mindful about creating opportunities for students to work through their stress, hopefully they’ll be able to do it independently, too.

Standards-Based Grading

A broader consideration for reducing stress is in how we grade.

Though we are all eager to focus on the learning and to discount the letter grades, many of our students (and often their parents) are most concerned with their grades. As English teachers, we are uniquely situated to move toward standards-based grading because so much of our curriculum focuses on skills rather than content. If our students begin to see our classes as opportunities to practice skills and grow over the course of the year, perhaps individual assignments will begin to feel less like a hammer drop.

For example, in AP Language and Composition, I needed to prepare my students to write three different styles of essays. Throughout the second semester, we probably wrote four or five of each type. We conferenced about them, we self-assessed, we peer reviewed, and the writing improved over time. Through it all, students knew they would have multiple chances to improve and show me what they could do. When it finally came time to make one “count,” the pressure was significantly lower than if I had been counting them all along.


One final way we can help our students manage stress is through our own modeling.

English teachers are notorious for dragging home bags and bags of essays. And, if you’re anything like me, you’re probably guilty of telling your students how buried you are in papers.

However, do we share enough of the ways we find balance in our own lives? Do we find balance in our own lives? If we do, we should share it with them. Tell them about how we pushed the stack of papers aside last night and stayed up reading–not a required novel but something we loved. Or even better? Tell them how we pushed the papers aside and played outside with our kids. If you don’t do those things, it’s time to start.  

On that note, it’s a beautiful day. I’m going for a run.

Hattie Maguire (@TeacherHattie) is an English teacher and Content Area Leader at Novi High School. She is spending her sixteenth year in the classroom teaching AP English Language and Composition, AP Seminar and doing Tier 2 writing intervention. She is a National Board Certified Teacher who earned her BS in English and MA in Curriculum and Teaching from Michigan State University.

Teacher, Mom: Finding a Balance

Notes from the Classroom
teacher mom bags

A typical scene as I unloaded the car on a Friday afternoon this fall.

I’ve been thinking of blogging about being a teacher-mom for a while now, but this is totally out of my comfort zone.

I’m usually happy to share anything teaching related, but when it comes to talking about my personal life, I clam up. The more I think about it, though, the more I realize that it is teaching related. As a blogger-friend of mine, Jay Nickerson, likes to say, “teaching is a human endeavor.” If we ignore ourselves as a part of the equation, our craft is sure to suffer.

Up until the past few years, I was that teacher: Mine was one of the first cars in the parking lot before the sun was up, and then one of the last as it was starting to set. It’s safe to say that teaching was my life. I even married the math teacher in the classroom next door.

When our son, Jack, was born, it was an adjustment. But once we got into a routine, it became the norm. I scheduled my time strategically, careful not to waste a single minute of my time away from him. I didn’t always work the same long hours as I used to, but I grew to feel like I was in control of my balancing act.

And then came Charlotte. She just turned one last month, and she has already had upward of 10 ear infections and has been admitted to our local children’s hospital three times: once for a simple surgery to put tubes in her ears, once for a week that included a stay in the PICU, and once that was not-so-conveniently timed during the first full week of school.

To say that “the norm” has changed would be an understatement. When I was able to drop the kids off at daycare, I felt like I was failing as a mom. And when I had to stay home with a feverish baby, I felt like I was failing as a teacher.

Thankfully, I work with a wonderful, supportive group of friends who were able to help me realize that I wasn’t failing at either one; I just had to readjust to a new normal. And throughout the course of this journey, I’ve come to a few big realizations.

Teacher-Moms* Manage a Unique Balancing Act

On my worst days, I’d sit in my car before heading home, and I’d cry. Why, I wondered, was I paying a daycare to take care of my own children so that I could spend my hours with someone else’s kids? It took a while to admit this, but after talking to lots of other teachers in the same situation, I’m starting to think maybe we’ve all felt that twinge of resentment at some point.

But, by the same token, even though they are “someone else’s kids,” I don’t know a single teacher who doesn’t in some way think of their students as “my kids.” It’s like we have two sets. My son calls our students “your work kids” or sometimes “your big kids.” And, before you think that we’re screwing him up too badly with this, it’s okay. He knows that they’re students, and that they’re not family, but he also knows that I love them. Sometimes I wonder if his understanding of this might be one of the reasons he’s thriving at his preschool. He knows that teachers are people who are unconditionally on his side.

I’m a Better Teacher and Mom for It

jack reading wilbur

My son, Jack, reading a book that my high school students collaboratively wrote and published. When the kids in my worlds intersect like this, it reminds me how important our work is, as teachers and as moms.

The other day, I overheard my kids playing. Charlotte was probably pulling one of Jack’s toys off the shelf, and I could hear him saying to her, “Do you know what dat is, Charlotte? Do you remember dat? It’s something you’ve seen at da zoo. It’s a bird, but it doesn’t fly. Dat’s right! It’s a penguin!”

Between each question, even though she doesn’t talk yet, I heard him pause and then patiently continue, prodding for understanding. And I had to chuckle because I could clearly hear myself as a teacher in his little three-year-old voice.

I know that the work my husband and I do in education also helps us teach our own kids. Likewise, I know that being a mom benefits my students. I see them through new lenses now. I’m more patient and open. I think about every student as someone’s baby.

And in sharing my vulnerability, my students see that I’m not some perfect teacher-robot; I’m a human.

I can sure live with that.

*I’d be remiss if I didn’t acknowledge that “teacher-mom” sounds a bit sexist. Of course I realize that there are teacher-dads out there too, and that they likely have many of the same issues as moms do. But, I’m a mom, so I can only write about my experience in this regard.

MKortlandt1Megan Kortlandt (@megankortlandt) is a secondary ELA consultant and reading specialist for the Waterford School District. In the mornings, she teaches Language Arts at Durant High School, and in the afternoons, she works with all of Waterford’s middle and high school teachers and students in the Curriculum, Instruction, and Assessment department. Additionally, Megan works with Oakland Schools as an instructional coach for AARI. She has presented at various conferences including the Michigan Council for Teachers of English and Michigan Reading Association annual conferences

The Importance of Joy

Notes from the Classroom

Joy, Inc.I don’t generally read “business model” type books, but when one of our Board of Education members began passing Joy, Inc. out to anyone and everyone who would take a copy, and my fellow curriculum coordinator was texting me passages from the book, I thought it was time to move it to the top of my “to read” list. 

Joy, Inc., by Richard Sheridan, details Menlo Innovations’ journey to build joy into every facet of their company culture–from how they organize themselves, to how they delineate responsibility, to how they work with clients. Fluffy sounding, I know. But the more I read, the more I started to think about how this concept of joy can–and should–be part of our classroom, building, and district culture, and how, too often, it isn’t.  

When you look at the table of contents, you might actually think you are reading a book meant for educators, with chapter titles like:

  • Freedom to Learn
  • Conversations, Rituals, and Artifacts
  • Rigor, Discipline, Quality
  • Accountability and Results

Although this is a book written for companies, it’s really a guidebook for how any organization might rearrange its culture to allow for more freedom, learning, quality, and ownership–all things we want students to possess.

How Classes are Organized

Many classrooms today look the same as they did 50, even 100 years ago, with rows of individual desks facing the teacher’s space at the front of the room. The desks are cumbersome and hard to move when we want students in a different configuration. Additionally, we generally expect that students will be quiet and work independently on the task.  

The same can probably be said for many office spaces: employees are working mostly independently from one another in cubes or offices, and it is often quiet, as the general thinking goes that people need this to be productive.  

Joy, Inc. turns these ideas on their heads. At Menlo, they have purposefully torn down the walls. This allows all of the employees to work in one giant room, at easy-to-move tables that are often rearranged. This “reengerizes everyone and builds [their] mental capacity for flexibility” (41).  

As we think about what classrooms should look like, we begin imagining flexible seating choices that are easy to change, depending on the task at hand, and that naturally create a culture of collaboration and creativity.

Embracing the Noise

The lack of walls at Menlo also means that the room is not silent; it’s actually quite loud because “the noise you hear […] is the noise of work” (45).

I don’t know how many times I’ve heard teachers with an apologetic tone saying, “They’re noisy, but they are working,” as if they were ashamed of the “noise of work.” It’s time we embraced that noise as evidence of learning taking place.

Towers of Knowledge

Richard Sheridan, Menlo’s CEO, and the book’s author, doesn’t have a huge, closed-off corner office; his desk is right in the middle of the room, where he can hear the conversations of the programmers–and they can hear his. Sheridan often cautions against what he calls “towers of knowledge.” These are the people who have a vast knowledge of something that no one else in an organization has, making it feel like they are indispensable. These people become burned out, and others feel like they won’t survive without these people.

In some ways, teachers have traditionally been the “towers of knowledge” in their classrooms, dispensing information that students don’t have in lectures. This is no longer a sustainable way to teach if we want students to thrive in a world that values innovation, collaboration, and creativity.

All schools and school districts are involved in continuous improvement processes, and all too often, building joy into the culture isn’t a priority with everything else we are required to do. But as Richard Sheridan and Menlo Innovations prove, joy and all of the other work we have to do are not mutually exclusive. In fact, building a culture of joy can actually help make those other things work better.

Screenshot 2014-09-26 at 12.44.07 PM Jianna Taylor (@JiannaTaylor) is the ELA Curriculum Coordinator for the West Bloomfield School District. Prior to this role, she was a middle school ELA and Title 1 teacher. She is a MiELA Network Summer Institute facilitator and is an Oakland Writing Project Teacher Leader. Jianna earned her bachelor’s degree from Oakland University and her master’s degree from the University of Michigan. She also writes reviews of children’s books and young adult novels for the magazine School Library Connection.

Star-Crossed Lovers for a Modern World

Book Reviews Notes from the Classroom

sun is also a starStar-crossed lovers . . .  by the time that nearly every high school student reads Romeo and Juliet, the battle between love and tremendous odds has become one of the most common motifs in all forms of the media they consume.

Songwriters pen lyrics about trying to make love work–in opposition to fierce outside forces. Countless movies and television shows depict relationships blossoming, and sometimes subsequently wilting, as friends, family, and even pets put forth major resistance.

But the world of literature is the big kahuna for complicated romance, and YA literature has a corner on the market. It is only fitting that young people make the best star-crossed lovers (even Shakespeare thought so), since their relationships are under more scrutiny and supervision than those of most adults.

I’ve read some truly excellent YA novels that have come out in the last few years, and are about conflicted or ill-fated romance (Eleanor & Park, Like No OtherDaughter of Smoke & Bone). But The Sun is Also a Star tops my list. (I’m not alone; see Awards & Accolades in the Book Details section of this post).

The Plot

The day that Natasha and Daniel meet is one that is already slated to change both of their lives.

Daniel is headed to his Yale admission interview. If it goes well, he’s headed to Connecticut to become a doctor, just like his parents have always wanted.

Natasha’s family is being deported to Jamaica–tonight. She’s hoping to meet with a lawyer to figure out a way to stay. They are in the middle of major moments in their lives, but when they meet, they both have entirely new reasons for staying in New York. Do they dare disturb the universe and its plan already in progress? Or is being together part of the plan?

Why It’s Worth Reading

There are a lot of sappy teen romances out there. This isn’t one of them.

The Sun is Also a Star is a clever, sincere, hilarious–yet poignant–story about two young people who don’t have time or space in their lives for each other. But they just cannot help themselves. They come from completely different cultures and have completely different life philosophies. No one would ever put them together, and some are actively trying to keep them apart. But the universe has other plans.

As an adult, I appreciated that while this is a teen romance of the sweeping-off-the-feet variety, this relationship is not one dimensional. Their lives continue when they are apart. Their problems do not simply disappear because they have fallen in love. This is love in the real world: consuming, but complex.

If the story itself were not enough, author Nicola Yoon also includes chapters that depart from the narrative, and which function as informative asides. This adds tremendous depth and oft-needed background to the plot.

One of these asides, for example, might focus on a minor character with whom Natasha interacts for only a few minutes, giving history and explanations about how their momentary interaction has a lasting impact. Later in the story, after the reader learns that Daniel’s South Korean parents own a black-hair-care store, one of these chapters briefly but compellingly explains the fascinating history of the South Korean hair trade, which led to nearly all black-hair-care shops in New York being owned by immigrants from South Korea.

There is a reason that this novel made seemingly all of the “best of” lists in 2016, and was a finalist in multiple award categories, including the John Steptoe New Talent Award (a sub-category of the Coretta Scott King Award) and National Book Award. As YA star-crossed lover novels go, it’s hard to beat.

Book Details:
The Sun is Also a Star
Author: Nicola Yoon
Reading Level: AR = 4.7, Lexile = HL650L
ISBN: 9780553496680
Publisher: Delacorte Press
Publication Date: November 1, 2016
Format: Hardcover
Awards/Accolades: 2017 Printz Award finalist, 2017 John Steptoe Award for New Talent, 2016 National Book Award finalist and at least five starred reviews!

pic of meBethany Bratney (@nhslibrarylady) is a National Board Certified School Librarian at Novi High School and was the recipient of the 2015 Michigan School Librarian of the Year Award.  She reviews YA materials for School Library Connection magazine and for the LIBRES review group.  She is an active member of the Oakland Schools Library Media Leadership Consortium as well as the Michigan Association of Media in Education.  She received her BA in English from Michigan State University and her Masters of Library & Information Science from Wayne State University.

Turning PD into Action

Notes from the Classroom

shutterstock_400996306‘Tis the season . . . for professional learning! Conferences, early releases, and late-start days; inspiring speakers, intense conversations–and then we return back to our students and apply the lessons. It’s one last big push to propel us to the end of the school year.

However, the challenge becomes how to thoughtfully take our new learning and strategically act on it, in order to change practices and meaningfully impact our students. My team of teachers and I recently had the opportunity to attend a national literacy conference. We wanted our investment in time and travel to pay off, so we committed to collaborate in a variety of ways.

How We Solidified Our Learning

  1. Talk, talk, talk! We had conversations when the presenters encouraged us to “turn and talk.” We talked in between sessions and we talked our way through dinner and adult beverages. All that talk helped us to deepen our understandings and reconcile new ideas with current practices.
  2. Write. A lot. We took notes in a variety of ways. Some of us took pictures of slides and inserted them into notes and apps on our iPads. Others used composition notebooks, highlighters, and sticky notes. Many took notes and then made annotations of our thinking in the margins. Some e-mailed, texted, or connected using social media (Twitter, Facebook).
  3. Take quiet time. It seemed overwhelming to consider the richness of all these new possibilities, and time was needed to prioritize our thinking. Quiet time was the answer to the questions, “What’s next?” and “What do we need to rethink in regards to current practices?”

Steps that Led to Action

  1. shutterstock_437390470Consolidating big ideas and notes into a Google Doc. Learners’ block! We were paralyzed and couldn’t decide what was important to tackle first. We agreed to wait a week and then to revisit our notes. Additionally, mid-year reassessments were in full swing. And so with data in hand, it was much easier to focus and prioritize what to put into action. This also meant we would have to let some things go for now.
  2. Commit to change. We all committed to putting new learning into action. There is power in working with a team, because once we said it out loud, it was real! We were accountable to each other.

Actions We Took

  • One teacher committed to making a video to share with our classroom-teacher teams.
  • Others agreed to add new procedures to lessons. They would report back on how students’ processing changed, by sharing running records and students’ writing with our team.
  • We set up a new Google Docs folder where we would post pictures of student samples and lesson plans.

Other Takeaways

A need emerged. It was partly due to our collaboration. It also resulted from the formative assessment process with our students, as well as the speakers who inspired and showed us new ways to connect with our students’ next learning steps. The need was to be more intentional with our teaching. Intentional teaching equals “accelerative” learning.

  • We would study how to intentionally design word-work lessons that assist students to problem solve words effectively and efficiently while reading and writing.
  • We would continue to be conscious of our teaching interactions and language, so that we’d be teaching for tomorrow, not just today.
  • Our collaborative work would continue, and it would also be imperative to include our classroom teacher-teams by sharing concrete examples of how lessons look and sound. Together we would assist the students’ transfer of new learning to independence.


Here are a few of the resources and speakers that pushed our thinking, as well as resources we revisited as we renewed those valuable “friendships” with our long-time mentors.

Who’s Doing the Work?, by Burkins & Yaris

Finding Versus Fixing,” by Anderson & Kaye

Dr. Laura Tortorelli, Michigan State University

Interventions that Work, by Dorn & Soffos

Apprenticeship in Literacy 2nd Edition, by Dorn & Jones

Literacy Lessons, by Clay

updated Lynn Lynn Mangold Newmyer has been an educator for 42 years. She is a Reading Recovery Teacher Leader and an Elementary Literacy Coach in the Walled Lake Consolidated School district. Lynn has presented at state, national, and international conferences and has taught graduate classes at Oakland University. She currently teaches her students at Loon Lake Elementary. Lynn emphatically believes that you can never own too many picture books. You can follow her on Twitter at @LynnRdgtch.

What I Learned as a Coach

Notes from the Classroom

shutterstock_461317267I recently had the opportunity to work with a teacher on a unit of study. I went into the experience knowing that I was going to take on the role of an instructional coach, which means I would assist the teacher to improve instruction and outcomes.

Knowing that work needs to start with the development of a relationship, I began this experience with a few conversational prompts: What might you say are the biggest strengths in your teaching? What are you wondering about doing differently?

From that conversation, we planned to work on a unit that the teacher admitted had not felt successful in the past. The next step was to develop some goals.

As anyone who has studied coaching knows, the development of goals is crucial for the work that will be done. The goal we developed was to increase student engagement in workshop structures.

We also agreed that we would use a coaching model for this work. I would model the strategies in the first hour. She would imitate these in the second hour. In the third hour, a planning period, we would reflect.

Eventually, this would shift to co-planning and my observation of teaching the plan, after which the teacher would take on the role of planning – keeping in mind her learning from the modeling phase.

In reflection on the goals, I would say that they were accomplished. The teacher reflects that kids know and can exhibit more knowledge on the unit skills, goals, and standards than others had on this unit in the past. In a personal reflection, though, I’d like to share what I learned from this experience, and how I will use this learning to guide my work as an instructional coach in the future.

The Goal Should Not Be too Big

When I heard “workshop structures” as part of a goal, I knew my daily teaching model would have a clear teaching point, an example of relevant work, group or partner practice, and independent practice. But there was more.

shutterstock_257430889Many other things play into a strong workshop classroom: classroom culture, student-teacher relationships, grading, feedback, and exemplars, to name a few. In my coaching, I began to model a classroom that ran like my own workshop classroom, with all of these structures in place.

I dove in too deep, though. The specific goal of modeling workshop structures became clouded in seating charts and notebook expectations and conferring notes. I learned, then, to choose a small actionable goal for the coaching work that would follow.

Clarify Your Roles

I’ve read about coaching. I’ve been trained as a coach. And I have been lucky enough to engage in work with an instructional coach.

I felt I knew my role as a coach. As I thought about this role, though, I only considered my own actions—and how I could achieve the desired outcomes.

I didn’t think about the broader scope of my role and actions. A coach does not act in isolation. Instead, coaches have to consider administrations, individual school goals, the community of learning, and the teacher’s goals and current actions.

A culture of coaching, I learned, needs to be established before any relationship of coaching can be forged.

Ground Learning in Old Experiences

This is not to say that coaching is meant to perpetuate old paradigms. Still, I recommend observing the teacher’s practices in place, as part of the relationship development and goal setting.

Adult learners can respond in a productive way when they recognize their old practice, compare it to the new practice, and reflect on the impact that those practices have on student learning. I learned, too, that a common language of practice can enhance these conversations.

In the end, no one can learn without the opportunity to do so. So, a big “thank you” to all teachers who take a chance on coaching, and to those who grow from it.

pic 2Amy Gurney (@agurney_amy) is an ELA and Social Studies Curriculum Coordinator for Walled Lake Schools. She has a Master’s degree from Michigan State University in Educational Administration and is currently pursuing an Education Specialist in Educational Leadership at Oakland University. She is a current Galileo Leader. She worked on the MAISA units of study and has studied reading and writing workshop practice and conducted action research.

Everybody Needs a Librarian

Notes from the Classroom

booksplosionDuring a power outage this afternoon, I decided it was time to tackle a major problem in my house: the books-plosion.

This–the image on the left–was just my daughter’s room. We had similar piles in the living room and my son’s room.

It was time to cull the herd.  

I put the children to work and came back about an hour later to discover the herd was still quite large. However, a budding young librarian had been organizing.

I listened at the door as my son, who’s eight, talked to my five-year-old daughter about his system of organization: These books are really more for me, Molly. But this shelf will be great for you while you’re learning to read.”

It was one of those heartwarming parenting moments, and I watched as he helped her pick a “just right” book to add to her own shelf. I’m sure he’ll continue giving his sister recommendations for years to come, but at some point, my daughter will probably need recommendations from a real librarian. I’m hoping that one will be available at her school.

Last week, The Detroit News ran an opinion piece about the need to restore certified library staff to our public schools, and as I read about the horrifying numbers of dwindling librarians in public schools, I realized that I needed to share my story. At Novi, we’ve retained our librarians, and I’ve had the benefit of seeing firsthand the impact a certified librarian can have on a school.

Fostering a Culture of Reading

Certainly, anyone can–and should–give book recommendations to students. But you can’t understate the impact of having someone whose job it is to read widely and share that knowledge.  

An example helps explain why. Two years ago, a young man came to me insisting that he hated reading. I went through all of my usual winners that hook kids, but I was unsuccessful.

So I sent him to our librarian, Bethany Bratney. She managed to figure out he was interested in organized crime, and she matched him with the right book: Son of the Mob, by Gordon Korman.  

Bethany comes weekly to my AP Language classes and recommends books that will push students’ thinking, and help deepen their contextual pools. She visits our co-departmental special education classes and book-talks our Playaway collection, giving kids access to all kinds of books they may not be able to read independently.  

To foster a culture of reading in a school, then, it’s essential to have someone whose job is to know books that will be the right fit for all different kinds of kids.

Spreading the Book Love

Her job doesn’t stop at recommendations, though. Bethany has been key in our efforts to celebrate reading with our students.

dress up

Our last New Years reading party, with students’ reading resolutions. Click to enlarge.

For the past two years, she and I have co-hosted a New Year’s Reading Resolutions party in December, and a Reading in the Sunshine summer reading kick-off in June. In February we made Book Valentines. Last fall she helped another teacher participate in the Global Read Aloud with her students, and this semester she’s encouraging kids to Read Without Walls, and find books that help them learn about other people and cultures. Bethany also leads two different, well-attended staff book clubs–one for “fun” books and one for professional books.

Could all of these things happen without her? Maybe. But would they? I don’t think they would–at least not all of them.

Team Teaching

Still, her job extends even beyond all of that.

I teach a research-intensive class, and Bethany has become a regular visitor. I considered myself pretty adept at the old interwebs until I watched Bethany model how to narrow a search in JSTOR. In other classes, she teaches the basics of source evaluation and citation.

She also helps support writing in the content areas, and works with our science and social studies teachers to teach research techniques. We don’t have it all figured out when it comes to teaching research skills or research writing. But we’re getting a lot of help approaching this in a systematic way.

Everybody Needs a Bethany

Unfortunately, you can’t have ours. But, if you’re lucky like me and you teach in a district with a certified teacher librarian, I hope you’re taking full advantage of this person’s skills!

If your district has cut those positions, I’d encourage you to advocate for their return. We, as teachers, need to communicate to the those in power how important teacher librarians are. We simply cannot expect to build vibrant reading communities in our schools without the help of qualified professional librarians. 

Hattie Maguire (@TeacherHattie) is an English teacher and Content Area Leader at Novi High School. She is spending her sixteenth year in the classroom teaching AP English Language and Composition, AP Seminar and doing Tier 2 writing intervention. She is a National Board Certified Teacher who earned her BS in English and MA in Curriculum and Teaching from Michigan State University.