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Mrs. Herman's Classroom Edit display name

  • Statesboro High School
  • Statesboro, GA
  • More than half of students from low‑income households Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more

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Last year, my team teachers and I implemented a daily, in-class reading initiative based on Penny Kittle’s book 180 days in which our students read daily for 180 days for at least 10 minutes each class period. A major component of this initiative was for students to have complete freedom and choice in the books they selected. It was amazing to see how students responded to the opportunity to select and read novels that were of interest to them. For both avid readers and reluctant readers, I observed significant growth and progress in not only their reading ability but also their desire to read. During the upcoming school year, I want to continue and enhance this practice and enhance by providing books that are even more relevant and meaningful to students that what I had access to last year. In high school, students face a wide range of circumstances and issues that present all sorts of conflicts and obstacles as they try to find themselves and develop personal identities. Poverty, mental illness, sexuality, race relations, first loves and heartbreaks, new and lost friendships, stress and anxiety, and peer pressure are just a few of the struggles that I see my students face. I want my students to have access to a wide variety of young adult literature in our class library that connects to their true day-to-day experiences in order to strengthen their self-concept and enhance their love of reading at the same time.

About my class

Last year, my team teachers and I implemented a daily, in-class reading initiative based on Penny Kittle’s book 180 days in which our students read daily for 180 days for at least 10 minutes each class period. A major component of this initiative was for students to have complete freedom and choice in the books they selected. It was amazing to see how students responded to the opportunity to select and read novels that were of interest to them. For both avid readers and reluctant readers, I observed significant growth and progress in not only their reading ability but also their desire to read. During the upcoming school year, I want to continue and enhance this practice and enhance by providing books that are even more relevant and meaningful to students that what I had access to last year. In high school, students face a wide range of circumstances and issues that present all sorts of conflicts and obstacles as they try to find themselves and develop personal identities. Poverty, mental illness, sexuality, race relations, first loves and heartbreaks, new and lost friendships, stress and anxiety, and peer pressure are just a few of the struggles that I see my students face. I want my students to have access to a wide variety of young adult literature in our class library that connects to their true day-to-day experiences in order to strengthen their self-concept and enhance their love of reading at the same time.

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About my class

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