Quotes & Sayings About Reading For The Classroom

The most important thing whenever we're connecting kids to books, is that we try to match the book to the kid and make sure that reading is a fun, rewarding experience outside the classroom. — Rick Riordan

And learning, for Musk, is simply the process of "downloading data and algorithms into your brain."3 Among his many frustrations with formal classroom learning is the "ridiculously slow download speed" of sitting in a classroom while a teacher explains something, and to this day, most of what he knows he's learned through reading. — Tim Urban

I hadn't learned to read by third grade, which wasn't unusual for some kids. I knew something was wrong because I couldn't see or understand the words the way the other kids did. I wasn't the least bit bothered - until I was sent back to the second-grade classroom for reading help after school. — Barbara Corcoran

We met three years prior, in 2003, when I created the first-ever Shakespeare program in a solitary confinement unit, and we spent three years working together in that unit. Now we have received unprecedented permission to work together, alone, unsupervised, to create a series of Shakespeare workbooks for prisoners. Newton is gesticulating so animatedly that it draws the attention of an officer walking by our little classroom. He pops his head inside. "Everything okay in here?" he asks. "Just reading Shakespeare," I reply. He shakes his head and walks on. "That is crazy!" Newton repeats, his head still in the book. A record ten and a half consecutive years in solitary confinement, and he's not crazy, he's not dangerous - he's reading Shakespeare. And maybe, just maybe, it is because he's reading Shakespeare that he is not crazy, or dangerous. — Laura Bates

Exposing students to lots of books and positive reading experiences while building a network of other readers who support each other provides students with tools that last beyond the classroom setting. — Donalyn Miller

A classroom atmosphere that promotes reading does not come from the furniture and its placement as much as it comes from the teacher's expectation that students will read. — Donalyn Miller

I don't believe some teachers consider whether their classroom instruction fosters the development of reading habits in their students. Reflecting on the landslide of crossword puzzles, dioramas, annotations, and reading logs assigned to their students for every book they read, teachers might realize that instead of encouraging students to read, these mindless assignments make kids hate reading. Primarily assigned to generate grades and give teachers a false sense that they are holding students accountable for reading, these counterfeit activities - that no wild reader completes on his or her own - guarantee that their students will avoid reading. If we care about our students' reading lives, we must foster their lifelong reading habits and eliminate or reduce the negative influences of classroom practices that don't align with what wild readers do. — Donalyn Miller

Somewhere in this process, I begin reading and showing my book to my audience. When I say my audience, I mean a single imaginary child who is a blend of myself as a young person, the students in my wife's classroom of first- through third-graders, and the students from two classrooms I visit regularly in the Bronx, New York. — Chris Raschka

I need to put forward more encouraging terms for my students than the negative popular terminology struggling and reluctant. Where is the hope in these terms? I prefer to use positive language to identify the readers in my classes. Peeking into my classroom, I see sixty different readers with individual reading preferences and abilities, but I consistently recognize three trends: developing readers, dormant readers, and underground readers. — Donalyn Miller

Rising numbers of children enjoy reading and are increasingly likely to read outside the classroom, a study has found. — Anonymous

For me, I was in school and I pushed myself to be a good student, just because that's the type of person I was, but I never had a connection to any of it. I don't think my brain functioned in a way that was at its height, when I was in school. I needed something like art to really value the way my mind works. I wasn't reaching my full potential by sitting in a classroom and reading from a book. My mind didn't work that way. — Misty Copeland

We're going to have to read a lot of books," I say.
"My life's work involves reading books."
"We'll probably have to take some classes."
"I'm at my best in a classroom."
"And I hear we'll need to buy a ton of stuff."
"We can afford stuff."
I look up into his chocolate-brown eyes.
"I just wish I knew where to start," I whisper.
"Right here, beauty." And he presses his lips to mine. — Nina Lane

I often notice how students can gain the capacity to use certain critical methodologies through engaging with very different texts - how a graphic novel about gentrification and an anthology about Hurricane Katrina and a journalistic account of war profiteering might all lead to very similar classroom conversations and critical engagement. I'm particularly interested in this when teaching law students who often resist reading interdisciplinary materials or materials they interpret as too theoretical. — Dean Spade

I haven't even graduated from high school yet - and I've realised in the last four years, with all the travelling I've done and all of the movies I've made, that the world is my classroom. I've experienced things I don't know you can necessarily get from reading a history book. — Hailee Steinfeld

Does doing something old with new technology mean that I'm teaching with technology and that I'm doing so in a way as to really improve the reading and writing skills of the students in my classroom? (2007, 214). Her answer, as well as mine, would be no. When we simply bring a traditional mind-set to literacy practices, and not a mind-set that understands new literacies (an idea developed by Colin Lankshear and Michele Knobel, which I elaborate on later) into the process of digital writing, we cannot make the substantive changes to our teaching that need to happen in order to embrace the ... — Troy Hicks

frustration has flared up over the Common Core initiative, involving the implementation of national reading and maths standards for primary and secondary school children. The Gates Foundation played a central role in bringing the standards to fruition. Spending over $233 million to back the standards, the foundation dispersed money liberally to both conservative and progressive interest groups. The two major teachers' unions, the National Education Association and the American Federation of Teachers, each received large donations, as did the US Chamber of Commerce. Gates himself suggested that a benefit of the standards is that they open avenues towards increasing digital learning. In 2014, Microsoft announced it was partnering with Pearson to load Pearson's Common Core classroom material onto Microsoft's Surface tablet. Previously, the iPad was the classroom frontrunner; the Pearson partnership helps to make Microsoft more competitive. — Linsey McGoey

Reading can be just feeding, but smart reading takes us further. The classroom is one way to go deeper, but we can't stay in school forever. — Bobbie Ann Mason

I take a real interest in the possibilities of teaching - including the practice of bringing creative writing, and serious reading, into the classroom. I am persuaded that since language is alive, much of the challenge has already been met by the poets and novelists we read. — Michael Cadnum

Students who excel in active listening also contribute much to the formation of community. This is also true of students who may not speak often but when they speak (sometimes only when reading required writing) the significance of what they have to say far exceeds those of other students who may always openly discuss ideas. And of course there are times when an active silence, one that includes pausing to think before one speaks, adds much to classroom dynamics. — Bell Hooks

I wanted my students to leave my classroom loving reading and wanting to read more, and if they left my classroom thinking that reading is boring, then I haven't done my job. — Rick Riordan