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Becoming a Storyteller By Nancy Walbank

Sitting in Mrs. Edmonson’s class, at the age of eight, I was on tenterhooks, was Bilbo Baggins actually going to trick Gollum and escape from under the mountain? She stopped reading, wanting us to guess each riddle before she would continue, maintaining the suspense. I loved listening to stories and Mrs. E. was a brilliant storyteller. She had the ability to hold the class in the palm of her hand whilst reading and, though I did not realise this at the time, used the treat of story time as a behaviour management tool. To be excluded to the corridor during story time brought the most hardened miscreant to tears. Fourteen years later, I was rapidly turning into the ‘Wicked Witch of the West’ as I struggled to manage the behaviour of a really tricky class of mixed Year 3 and 4s. Boys were in the majority, they were noisy and had the attention span of gnats. Rewards stickers, praise, shrieking had little or no effect, then I remembered Mrs. E. After lunch, the class bubbled in and I sat them on the carpet. I said I was going to read them a book that had been my favourite when I was their age. I gave two simple ground rules, listen and put your hand up when you need to speak. The book I read had limited literary merit, but as a quick paced cliffhanger, it worked a treat! It was “Five on Treasure Island” by Enid Blyton. I was able to use this as a major motivator, “When you finish your work on time, we can fit in a chapter.”

In Brief

Reading aloud became a regular part of each day, and we all enjoyed listening to stories, discussing them and

Reading Rocks

actually getting to know each other. Though we started with Enid Blyton, by the end of the year we had read “The Lion, the Witch and the Wardrobe” and “The Hobbit”, many of the students reading the book at home with parents, who began reporting their children were asking to read. The class became enthused about books and about writing. We started a lunchtime newspaper club, interviewing local ‘celebrities’, writing columns based on their own interests. Reading was cool. Reading aloud is important. It models the skill you want students to emulate and, when you enjoy what you are reading, it shows that reading is pleasurable. A story read aloud can be pitched at comprehension ability, not reading ability and facilitates high quality discussion about stories and poems that the new curriculum requires. It enables students to imagine worlds and times beyond their experience, whether a Victorian girl’s school in Jane Eyre or what it would be like to grow up in a graveyard (The Graveyard Book: Neil Gaiman). It helps students to understand grammar and how to embed metaphors or rhetorical devices in their own writing because they want to imitate what they have heard. Most importantly, it gives reading a purpose beyond decoding or answering questions - it makes reading a pleasure. Dr. Nancy Walbank is an educational consultant. She has worked across primary, secondary and tertiary education. She has held leadership roles in the primary sector. Her PhD focused on inclusion in faith schools. She is the author of "Six Top Tips for a Trainee Teachers." Follow her on Twitter @nan282. Image Credit: by playingwithpsp used under Commercial Creative Commons 2.0 License.

I recently read a post on Donalyn Miller's The Book Whisperer blog ( entitled, 'What the Kardashians taught me about reading'. In it, the author suggests that we should learn from this family's technique of marketing themselves and, as educators, "brand ourselves as readers just as carefully so our students have that vision to aspire to". As a passionate reader and teacher of English, this rang true. I read to share and to create a personal minilibrary in my classroom comprised of books that my learners may borrow during our silent reading time - which we start every lesson with. They also keep a reading journal and talk and write about their reading regularly. My goal this year is to read 100 books and I decided to set my readers a challenge to read and review at least one book per month. Many will exceed this, but I know many jump around and never actually complete a book. After each of the books my learners read, they are required to blog or vlog a review. For each, I will generate a QR code, which will be stuck into the book for the community to scan and enjoy. Peer reviews are so much more meaningful to teenagers, and I hope that sharing and reading them will help encourage a culture of reading that extends beyond my classroom walls. @MrsHollyEnglish - Project Manager, Global Youth Debates, Qatar

Practical Production Promotes Participation! I like to learn by doing. Not just reading or watching, but actually getting stuck in. So why would 25 Year 10s feel any differently? I had tried and failed to teach the theory of large business production methods to a bored Year 10 class, I marked 25 E and F grade practice exam answers and became a bit desperate as mocks loomed. So, I took to Twitter for ideas and, of course, found something I could mould for the very next lesson. I made each table a factory and gave them a client brief. I provided each factory with a pack of icing pens and 12 chocolate biscuits. They decorated in job, flow and batch production methods. They even stock controlled and quality assured without even realising it. Amazing! The next set of practice questions were mostly C or much better. The staffroom was a happy place too, someone had to eat all those chocolate biscuits... @Claire6782 - Middle Leader and Business Teacher, Sheffield UKED UKEDMagazine Magazine15 15

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