Instead of standing on a stage each day, dispensing knowledge to my young charges, I should guide them as they approach their own understandings.

If you don't read, I don't know how to communicate with you...I can never express who I am in my own words as powerfully as my books can.

We have created a culture of reading poverty in which a vicious cycle of aliteracy has the potential to devolve into illiteracy for many students. By allowing students to pass through our classrooms without learning to love reading, we are creating adults (who then become parents and teachers) who don't read much. They may be capable of reading well enough to perform academic and informational reading, but they do not love to read and have few life reading habits to model for children.

I realized that every lesson, conference, response, and assignment I taught must lead students away from me and toward their autonomy as literate people.

This is what I want for my students, to lose and find themselves in books.

Students will read if we give them the books, the time, and the enthusiastic encouragement to do so. If we make them wait for the one unit a year in which they are allowed to choose their own books and become readers, they may never read at all. To keep our students reading, we have to let them.

Every book begins and ends with other people- the readers who suggest the book to us and encourage us to read it, the talented author who crafted each word, the fascinating individuals we meet inside the pages- and the readers we discuss and share the book with when we finish.

The purpose of school should not be to prepare students for more school. We should be seeking to have fully engaged students now.

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.

Books are love letters (or apologies) passed between us, adding a layer of conversation beyond our spoken words.