Chapter Four: Robin McCants

This chapter's focus is on finding a balance when it comes to reading instruction. It seems like such a simple concept, but isn't that the crux of the problem for all of us as it appertains to all that we do in the classroom? Who is more responsible for the understanding and products of learning in the classroom--the teacher or the student?

If the teacher is too involved, as is outlined in the tsunami illustrated in chapter 3, the teacher kills the students' enthusiasm and learning. If the teacher gives too little support or the framework for learning, the student will shut down and will not complete the given task: "Underteaching can be as damaging as overteaching" (87).

The statistics are alarming: the text tells us that the average child has only a "one-in-fourteen chance of having a consistently rich, supportive elementary school experience" (89). As the parent of three children on the other end of their educational experience, I can vouch for that. My own children have had teachers who wasted their time in and out of the classroom with tedious, useless busywork. Although I try not to do so in my classroom, I am certain that every lesson does not attain the balance this chapter seeks.

Some may think that the answer is to give students complete freedom of choice so that they will be more intrinsically motivated to read. This also is a mistake: "Works such as Hamlet, 1984, and The Grapes of Wrath are why you and I are in the classroom" (91). These works hold a "universality of truth...that helps the modern reader to garner a deeper comprehension of today's world" (93), a critical need for adolescents.

Finally, I really liked Gallagher's description of his (our) job: First, to "introduce my students to books that are a shade too hard for them" (94), and second, to help them work through these books "in a way that brings value to their reading experience" (94).

I also like the suggestions of framing, giving the final writing prompt at the beginning of the lesson, using big chunk/little chunk philosophy, and the 50/50 approach that has students spending half of the time reading required reading and half of the time making choices.