A couple weeks ago, I sat down with one of my seniors to conference with her about her reading activities. I started by asking, “What are you learning?” She dove right in, talking about how the author had introduced the main character and explaining what she thought the theme might be. The ideas spilled out quickly, until she started to question why he included certain details. She grew frustrated, saying, “Well, have you read this book?” I knew she wanted the answer to be “yes,” so that I could come to her rescue and guide her to some understanding about the author’s choices. But I hadn’t the read the book, so I couldn’t ask her the exact guiding question to get her there. I had to think broader, asking lots of “Why?” and “How do you know that?” questions. Eventually, our discussion led her to some resolution and she felt satisfied and prepared enough to move on to her next activity.
In reflecting on this experience, I’m so excited that my student even got to ask that question. When I first started the ILP and my students were venturing into independent reading, they had the expectation that I had somehow read every book; they were absolutely gobsmacked that I couldn’t tell them the answer. But now the culture at Hunterdon Central is shifting to the student as the expert on the text, not the teacher. This speaks to the comfort that my colleagues and our students are starting to feel about letting go of the traditional model that the teacher is all-knowing about the text. This shift started with student choice in terms of reading but is now a part of learning in general. My students are finding information about ideas I know nothing about— how cool is it that I get to learn as much as they do?