When I started teaching, I did not assign outside reading. Eventually, I tried it, but remained skeptical. I discovered there was a contingent of teachers who were strongly opposed to the idea. “They just don’t want to read,” some would say. “And they cheat,” the same people would continue.
Do students choose to avoid reading? Yes. Do they succumb to the temptation to cheat? Yes. I’m not going to deny it. But the benefits of assigning outside reading far outweigh these concerns though. Here are a couple of stories.
Last year, a student told me, “I am so grateful for this assignment because you helped me find my inner bookworm!” We had great, brief conversations about reading over while she was in my class. Another student told me she made her brother drive to three libraries and finally a Barnes & Noble just to get her hands on a copy of the second book in a series. She found the first book because of the outside reading assignment and didn’t even care if she was to get credit toward the next outside reading for this book. Continue reading “Change Your Stance on Outside Reading: 4 Factors to Consider”