Read picture books.
Yes, I am talking to you.
(No, not you kids….)
I am talking to you….you, Advanced Placement English Literature teacher, pretentiously waving me off with your worn cover of Thomas Hardy’s Tess of the D’Urbevilles. Yes, you too..the one taking notes on Nathaniel Hawthorne’s The Scarlet Letter, the book you assigned for summer reading?
Time to do some other kind of reading.
Time to read for pleasure.
It’s time to wallow in Sendack (Maurice), Carle (Eric), and Seuss (Dr.).
It’s time to discover Mo Williams’s Pigeon, Jon Scieszka’s Big Bad Wolf, and Jon Klassen’s hatless bear.
Primarily because teachers, all teachers, who are familiar with children’s literature can be positive role models for their students. They can engage students by making references to these books or they can make suggestions to young readers. They may even use them in lessons. But a new compelling reason has come out of a study by Jo Bowers and Dr Susan Davis, senior lecturers in primary education at Cardiff Metropolitan University. A review of responses by teacher trainees for primary grades indicates that reading children’s literature is good for your well-being.
An article in the British paper The Guardian Why Teachers Should Read More Children’s Books explains the study and promotes a paper Reflecting on Teacher Wellbeing that Bowers and Davis will give at Issues and Changing Perceptions conference in December 2013.
They had set up a year-long blog where teacher trainees could post reviews for three books they used with children over the course of the year. They then asked a focus group of these blog contributors a series of questions about their own reading experiences, such as, “What made you become a reader?”
The joys of reading became apparent, namely, how they had enjoyed “getting totally lost in a book” or “absorbed” by the narrative. It also became evident that they had close personal associations with certain texts from their own childhoods, and the fact that they could turn the page of a book and by knowing what was on that page gave them comfort and confidence to share that book with their class.
Trainee teachers reported they were using children’s books of all genres as a form of escapism from the stresses and strains of teaching in the primary classrooms. Researchers concluded that trainee teachers were using the book as a form of bibliotherapy, a therapy “increasingly moving away from its original medical model– whereby practitioners ‘prescribed’ self-help books to patients suffering from depression or eating disorders.” While the teacher trainees had to read the children’s literature selections as part of their professional development, they also found the experience pleasurable:
We have also found that trainee teachers often don’t read purely for pleasure, citing time constraints as the reason. Our blog project forced them to read as part of their professional development, and because they wanted to improve their subject knowledge. Wellbeing was secondary, but nonetheless became part of the project, almost by default. One of our students summed it up nicely: “Books are like best friends during stressful times.”
So, go ahead and pick up that copy of King Bidgood’s in the Bathtub and chant loudy the refrain “…and he won’t get out!”
Listen to the poetic wisdom of a small mouse who notes that everyone has a gift to bring in Leo Lionni’s Fredrick.
Or, share a red, ripe strawberry in The Little Mouse, The Big Hungry Bear and The Red Ripe Stawberry.
You will be reading for pleasure. You will be reading quickly, and you will probably feel better, things Thomas Hardy and Nathaniel Hawthorne may not do for you.
References according to The Guardian:
Jo Bowers and Dr Susan Davis are senior lecturers in primary education at Cardiff Metropolitan University. Follow them on Twitter: @Jo_Bowersand @drsuzyw. Reflecting on Teacher Wellbeing – Issues and Changing Perceptions conference will be held at Cardiff Metropolitan University on Wednesday 4 December 2013. For further information please contact:firstname.lastname@example.org.