‘Ma’am, I am happy with my child’s academic progress, but I would be happier if I saw him reading a little, beyond the textbooks, instead of playing computer games. Could you suggest a reading list that could interest him?’
After the parent-teacher meeting, I zealously put together a reading list that I thought was age-appropriate and had some acclaimed literary value. The process reminded me of my student days when finishing a good book felt like one of the biggest accomplishments.
At this stage of my life, juggling between schoolwork, household chores and family time seems to be a perennial battle. And I find it difficult to prioritise reading among other things to do.
I am certain that my case sounds relatable to many in my profession. Easy accessibility to a lot of digital content on handheld devices has added to the problem. Many of us take a break from work by mindlessly scrolling through reels and social media posts.
Prioritising reading
Reading for the purpose of teaching is definitely an enrichment of the self, and I have personally learnt a lot over the years from the academic pieces that I have taught. However, despite our demanding schedules, I feel that it is vital for all, especially the language teachers, to engage in reading for pleasure.
Some of my colleagues have shared that they get so exhausted with the amount of reading that they do while preparing lessons for their classes that there is little scope left for any additional reading to happen for one’s own sake.
The journey can start, or in the case of most language teachers, resume, at any given point in time, with any literary piece of one’s choice. Start with baby steps. For instance, they can go for short stories by the likes of O Henry and Satyajit Ray, wherein the pleasure of having reached the end of the story in a short span of time will always foreshadow the guilt of not having finished the book. In my experience, it often happens that an anthology is left midway if one comes across something more interesting and appropriate to the mood. Short stories by acclaimed authors have been of great help to me, especially when I am trying to recover from a dry spell of reading.
Other than these readings, there are also biographies, autobiographies and books written by historians like Ramachandra Guha and William Dalrymple that one can consider. The adult mind will process these books differently, as compared to a child, considering they have the experience and ability to analyse information from various perspectives. Self-help books related to issues that one is struggling with, can also pull one back to the world of literature.
Developing a culture for reading
While some effort is needed at an individual level to reintroduce oneself to the habit of reading, there are certain initiatives that schools can also take to support staff.
My observation has been that the school libraries are the quietest place, not just because the place demands a certain kind of conduct, but also because it is least visited by teachers. Due to the advent of technology, most of the reference books also lie in some dark and dusty corner, waiting to be noticed.
All this can change with the formation of a book club, specifically for teachers. In the book club, teachers can mutually agree upon the book that they wish to read and have weekly/fortnightly/monthly meetings where they discuss the book in detail. These sessions will help build thoughtful discourses around the themes, characters and perspectives that could influence the thinking process and the world view of an individual. When bits of such discourses are slipped into classroom conversations, the process of churning out motivated and inspired readers amongst the students becomes much easier.
It is also imperative for organisations, especially schools, to give regard and respect to reading as an activity. During my 10 years of experience with schools, I have come across several school administrations that boast of having a conducive reading environment in school but frown upon teachers who are found with non-academic literature during their free time. I believe that if other professional duties are not compromised, reading should be encouraged in staffrooms.
A number of schools follow the wonderful concept of having DEAR (Drop Everything And Read) time for everyone at regular intervals. While students benefit a lot from such an arrangement, for teachers mostly, their commitment to the orderly execution of the activity supersedes their desire to read. For teachers to get something out of this activity, one can practise the same during a non-instructional day or during teacher stay backs.
Having a public acknowledgement and reward system for the best teacher reader could also act as a motivating factor and enhance the reading culture at schools.
If implementation of all these things seems a bit overwhelming, one can always choose to take one step at a time. Making realistic targets that could suit the pace and patience level of an individual, even if it is only 2 pages a day, would also be considered a good start.
However, what is important here is to start and remain sincere enough to follow the routine. A disciplined reading behaviour will go a long way in helping the reader become patient and develop a reflective and contemplative approach to things − the characteristics that we expect in teachers.
Whenever faced with challenges, remember the famous quote by Walt Disney: ‘There is more treasure in books than in all the pirate’s loot on Treasure Island.’
Does your school have a book club? If yes, do you participate in the club?
With a colleague, or group of colleagues, make a reading list for yourself. Create a small group to share what you have read in the last couple of weeks.
