“[Kids] don’t remember what you try to teach them. They remember what you are.”
As a teacher it’s always been my hope that my students leave my classroom as readers. They may not remember everything we learn about Romeo and Juliet or Twelve Angry Men, but I hope they remember the books they chose to read in class, my excitement about reading, and our classroom reading community. I hope they remember that I care about them.
For six or more years now I’ve been posting covers of the books I read on my classroom door for students and staff to see. It encourages others to read, promotes conversation, and also helps me keep track of what I’m reading (and where I need to fill in genre holes). My students see me reading during SSR and I think it’s beneficial for them to see my reading life as a whole via the covers on my door. They also notice how quickly I’m reading (or not reading).
In the past I’ve saved a bulletin board for my seniors to post recommendations for the classes following them. Unfortunately none of my seniors last year participated, so I was left with an empty board this year. After some careful consideration, I decided to dedicate my two bulletin boards to my freshmen and my seniors’ reading lives. It’s fun to create Pinterest-worthy bulletin boards, but 1. I’m not that artsy and 2. I want my students to have ownership in my classroom. So these bulletin boards aren’t “artsy” by any means, but they are effective, which is the whole reason for bulletin boards in the first place.
My classroom now has a space for me, my freshmen classes, and my senior classes to post covers of the books we’ve read. I wasn’t sure what my students would really think of the idea, but they jumped right on board. It’s also prompted some healthy peer pressure between the grade levels. In fact, I just updated my senior board and I heard one of my seniors whisper “Bring it, freshmen!” to another student. Little did he know that I have yet to update my freshmen board! My last group of freshmen walked into class and noticed the updated senior board as well. “I thought we’ve read more than that! They’re ahead by a whole line!” They’re paying attention and the bulletin boards haven’t become “wallpaper” like so many pieces of classroom decor can become.
Since beginning this process, I’ve noticed students looking to the boards to see what everyone has been reading and then asking about specific books they see. It’s also been a great way for me to see the trends in their reading. When a student reads a book that has already been posted, I place a star sticker on the cover. Some books–my book club books in particular–are going to end up swamped with stars! I’ve also been playing around with the idea of including student reviews with the covers as well, but for the sake of space, I’m not sure if that will work. At this point, we may end up posting book covers around the outside of the boards!
The organization has been tricky. I try to carve out time each week to ask my students which books they’ve finished and add it to the list I have for each class. I also have to make time during my planning to insert book cover images onto Google Slides and then ask our media center assistant to print the covers in color. That also means making time to cut out each cover and staple it to the board. It’s an ongoing and somewhat time consuming project, but it’s worthy of my time. I plan on surveying my students at the end of the school year to find out what they think of it and if they think it’s a project I should continue.
I was disappointed when my seniors last year didn’t participate in my former bulletin board practice, but I’m ultimately thankful for it now. This new idea has been much more interactive and successful than any other bulletin board I’ve created. I hope my students continue to enjoy it.