From Publishers Weekly:
As news of school closures spread throughout New York City, I frantically took books off of shelves and shoved them into my students’ arms, explaining, “You can take out six books now!” On every table in our middle school library, I piled book sets, urging students to check out the same book as their peers and form book clubs with their friends. Students were confused and grateful—unsure of why, exactly, I was urging them to stockpile, allowing them double the usual amount of checkouts.
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From March through June I Zoomed with students, and somehow, probably through the magic of kids’ resiliency and flexibility and imaginations, we created a space that felt not completely like a library, but close to it. We wrote and read and drew and laughed together. We recommended books to one another. We bookmarked passages and read them out loud.
Most importantly, we kept our beloved book clubs going. I host a recess and after-school book club for students in grades four through eight. These spaces—of shared literary love, deep conversation, and casual hanging out—proved a very important part of students’ remote learning experience, because they were one of few opportunities where students could bond socially.
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Encourage student preparation. I have found that the most engaged discussions are sparked when students actually read fewer pages per week but have done some discussion preparation. Assigning shorter sections of the text allows students to easily recall the section they read. Asking them to do the work of the facilitator readies them for facilitating! I ask students to prepare discussion questions or track character development and themes. Not only does this mean you’re no longer the only facilitator (teacher trick) but it means that students are better prepared to engage more deeply, even if it is with a shorter section of the text.
Open with a go-around. Begin with an opening question where students call on one another. Go-arounds, which can range from silly to serious questions, have always been a core element of the book clubs I lead. Their importance became clearer in the Zoom classroom, where some shyer students hide behind their mute buttons. When students begin by responding to a question or providing their opinion about a book, they are primed to talk. The group hears everyone’s voices and adjusts to expect everyone’s voices. Students calling on one another keeps the discussion flowing and spontaneous; it also makes them keep tabs on the people who have or haven’t spoken yet (another teacher trick).
Link to the rest at Publishers Weekly