You gotta be the book

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1、“You Gotta BE the Book”by Jeffrey D. WilhelmReviewed by Dara M. Fiss“You Gotta BE the Book” (yes, the title is in quotes on the book) has become my bible and saving grace. During a time in my career when I have been questioning my ability to be an effective Language Arts teacher, along comes a book

2、that appears as if it were written for me. Wilhelm is a veteran teacher of over 13 years, as well as a college professor at the University of Maine, has been involved in literacy projects, and teaches summer institutes in literacy and technology (Wilhelm, 1997). He has answered the questions many of

3、 us “newbies” have. The book not only addresses the questions of how to become more effective, but also is loaded with new ideas, as well as reminders of how we can tweak traditional activities to impact our students experience with literature.Wilhelm reacts to the notion that students ought to be t

4、aught based on a preconceived “agenda” regardless of the outcome. “A colleague of mine once told me that we have to teach Shakespeare or the kids will never read himMy response to him was, Do we want to stuff Shakespeare down their throats like castor oil, or do we ant to develop readers who love st

5、ory and language and will want to read and go to Shakespearean plays in the future?” (p. 145). This was a very powerful statement because it echoes what I personally (and professionally) want to achieve as a teacher. I have been struggling with ways to create this love of literature and writing. Thi

6、s book does just that.“You Gotta BE the Book” takes a look at the old theories of reading instruction and urges teachers to look at reading as receiving the meaning in texts, in conjunction with bringing meaning from ones own experiences (p. 16) That is, teachers need to help students make a connect

7、ion to what they are reading in order to create an interest in it. Wilhelm provides a look at his own teaching career and how is thinking and practice of teaching have evolved from more traditional philosophies to one that has helped him reach countless youth and created a love of reading and litera

8、ture. As mentioned earlier, I was able to identify with so much with his own career (the earlier years) because I have been struggling to find a balance between what is expected in terms of curriculum, and what I feel would make literature more meaningful for my students.Full chapters and appendices

9、 are dedicated to providing teachers with so many methods on how to bring literature to life. For example, there is a full chapter on bringing drama to literature, “Using Drama to Extend the Reader.” Real student examples are provided to illustrate the impact the use of drama in Wilhelms classes hav

10、e had on struggling and non-readers, as well active readers. The students discussed in this chapter began, through the dramas, to rethink he nature and possibilities of reading. (p. 87) The drama allows the students to “participate in the imaginary worlds whose creation is stimulated and guided by t

11、he text.” (p. 88) What better way to engage your students than to actually bring them into the world of the story they are reading? The book is rich with ideas of how to help teachers help students “live” what they are reading. It includes thought-provoking ideas that promote teachers to reflect on

12、what their idea of literature is. What constitutes literature? Can “traditional” ideas of literature be broadened to include picture books, comic books, and magazines? For me, the answer is YES! After reading this book, definitely yes! Why shove Shakespeare down the throats of reluctant readers befo

13、re they have developed a love for the themes of Shakespeare? There are so many ways to introduce this using alternative literature pieces first. Compare and contrast is a wonderful skill in this regard. Prior to reading “You Gotta BE” I would have second-guessed this notion.Still unsure of how to br

14、oaden your horizons of teaching reading, especially teaching literature? Questions, upon questions, upon questions are answered. This is not a lengthy book, but there is a chapter dedicated to alternate activities to do with students such as visualization. The importance of helping students SEE what

15、 they are reading is just as key to making it meaningful. Once upon a time I would have thought that it would be silly to encourage students to read illustrated books at the middle school level. But, when you read the impact this has had on Wilhelms students, and truly reflect on the actual result i

16、t could have why not? Why not make an impact on that struggling reader. One genre can lead to the next. In middle school, a time of confusion personally in our students lives, these types of “baby steps” might just be the key to cracking the code.Finally, immediately after purchasing this book I fli

17、pped through it and noticed the appendix. While reading this book, I found myself constantly turning to this appendix and utilizing many of the ideas from the “Questions and Activities for the Ten Dimensions of Reader Response” appendix. If nothing else, this section is an invaluable tool to creatin

18、g an engaging classroom environment that fosters not only an understanding, but, possibly an enjoyment of literature by the students.I have to admit that given a list of books to review it was difficult to decide on which one. I haphazardly chose “You Gotta BE the book” based on its description and possible usefulness to me. I was pleasantly surprised and now am eternally grateful because it has become my companion for lesson planning. Wilhelm, Jeffrey D. (1997) “You Gotta BE the Book”: Teaching Engaged and Reflective Reading with Adolescents. New York: Teachers College Press.