Keeping up with the latest children’s literature can be a challenge for busy teachers. That’s where the Teachers’ Reading Challenge comes in. The Challenge gives staff the chance to set their own goals, discover new and diverse books, and reconnect with the joy of reading.
We spoke to three teachers from across the UK, Emma, Ruth and Paula about how the Challenge has shaped their reading lives, boosted their confidence in making book recommendations, and helped them inspire a love of reading in their pupils.
What motivated you to take part in the Teachers’ Reading Challenge?
Emma Dunkin, Year 1/2 Class Teacher and English Lead: As the school’s Phonics and Reading Lead within our school, I conducted research into the habits of the teachers’ and teaching assistants’. We learned that adults within school had a very limited knowledge of up-to-date authors and texts. We also found that diversity was lacking in our classroom libraries. As a reading lead, I felt it was my role to help support and encourage the teachers with developing this area within school and to help our school’s reading for pleasure culture too.
I decided to do the Teacher’s Reading Challenge to further my own personal knowledge of up-to-date children’s texts and I’ve thoroughly enjoyed it! Our head teachers always take part, as well as approximately 50% of the staff too which is a fantastic uptake every year!
Ruth Settle, Year 6 teacher: I love reading but I sometimes find that I struggle to make time to read so I thought that this would motivate me. I also thought it would set a good example to the children.
Paula Fernandez, Deputy Head and Reading Lead: I took part in the Open University’s Reading for Pleasure Teacher Reading Groups initiative and heard about the Teachers’ Reading Challenge through that. Every year at my school, we encourage the children to take part in the Summer Reading Challenge, read at least six books and tell us about it when they come back to school in September. Taking part in the Teachers’ Reading Challenge is a great opportunity to show children that their teachers read for pleasure too and are enthusiastic about reading. It’s motivating to be part of a wider reading community and hear about the books and authors that other teachers are reading.
What impact did the challenge have on your reading habits or professional practice?
Emma: It has allowed me to access newer authors and books that have more up to date themes that children often encounter themselves. It has given me the confidence to be able to recommend newer authors to children and teachers that they may not have encountered themselves, but to also point people in the direction of more diverse texts. It has also encouraged me to join more school-based reading for pleasure groups on social media to look for recommendations myself to then pass on in school!
Ruth: It encouraged me to read regularly and I actually increased my initial target. I was also able to read some new texts, which I could recommend to my new class.
Paula: I’m someone who always has a book or two on the go but doing the Teachers’ Reading Challenge got me into a regular reading routine over the summer and through September. Every year it’s an opportunity for me to get out of my comfort zone and read books that appeal to children in different age groups from the one I teach. I’ve gone on to use some of the books I’ve read during the Challenge in class.
“Showing children and young people that their teachers are committed readers is one of the most powerful tools we have for encouraging them to read”
Can you share one book you discovered during the challenge that really stuck with you?
Emma: Pax by Sara Pennypacker. This was a book I read during last year’s Teacher’s Reading Challenge which I had been interested in reading for a long time and I’m SO pleased that I did! It was genuinely one of the only children’s books that has made me cry as it was written so well and was such a wonderful book!
Ruth: I really enjoyed Front Desk by Kelly Yang.
Paula: Rook by Anthony McGowan is a book that I read during the first Teachers’ Reading Challenge and which has really stayed with me. That opening chapter is so dynamic and arresting! I’d never read anything like it in a book for young people. I grew up not far from where the book is set and loved that I recognised some of the places mentioned. I felt a real personal connection to the book and to the main characters. I’m not really one for following a book series all the way through but after reading Rook, I had to go back and read the two that preceded it, Brock and Pike.
How has taking part influenced how you promote reading with your pupils or colleagues?
Emma: It has given me more confidence to promote books that would be suitable for specific children, as well as encouraging teachers towards using more up-to-date authors and texts. I have also used some of the texts read in my own class and children have then gone out and bought these books for themselves which has been so wonderful to see!
Ruth: As a keen reader, I feel that it’s really important for me to set a good example and it is great to be able to make recommendations based on my personal experiences.
Paula: I definitely talk more with children about what I’m reading. If I’ve read something great that I think someone in my class will enjoy, I’ll definitely tell them why and recommend it. I haven’t always enjoyed the books I’ve read during the Teachers’ Reading Challenge and it’s good to bring those honest opinions into book talk with children. They’re allowed not to find a book interesting or relevant to them so it can be helpful to hear their teachers be honest about what they’ve read too.
What would you say to someone thinking about joining the Challenge this year?
Emma: Do it! As someone who loves children’s books but also loves receiving certificates and awards for my hard work (I am like a child in that respect!), the Teachers’ Reading Challenge provides opportunities for both of these things. It is such a rewarding, fun way of accessing children’s texts.
Ruth: Absolutely go for it! You set your own target so you can be realistic with your expectations and you could either use it as a chance to get up to date on children’s texts or make time to enjoy adult books.
Paula: It’s definitely something you should do! There are no rules on what kinds of books you have to read – you don’t even have to read books for children or young people either. It can take as little or as much time as you are able to give it. Showing children and young people that their teachers are committed readers is one of the most powerful tools we have for encouraging them to read too.
Why not give it a go yourself? Sign up for the Teachers’ Reading Challenge today and discover just how valuable reading for pleasure can be for both you and your pupils.
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