Often, at conferences, staff meetings, other prof development opportunities,
I'm reminded of how powerful and important the simple modeling of reading
for pleasure is.... in GED or ESOL or any environment -- workplace
included....

We all know time is precious, but 10 minutes of quiet reading time
(headphones allowed, volume down, but discouraged) in every class -- with
teacher reading, too -- with a bookshelf or box filled with choices -- and
followed by a 5 minute debrief -- period.  No lessons, no worksheets.
(journal reflection option always reminded) can be transformatively
powerful.  When I do remember to do this, I often choose illustrated "kids"
books or photo books -- because they are powerful experiences for me, and
I'm an advocate for picture books being for a much larger audience than
'children.'   I smile, laugh out loud, sometimes cry when I'm reading -- and
OFTEN do not want to stop -- that is always a part of my debrief
conversations.   Reading could be online during this modeling session, too,
I suppose... who would choose a computer to read on given a choice of
hand-held magazine/book/article?   Would you?

This same modeling approach is powerful for writing, too.

and writing can be online or paper/pen/pencil, too.

now if we could only add art to the modeling mix!

It's fascinating (to me) to reflect on all the ways technology and computers
are changing ME, positive and not-so -- and how that impacts others I
interact with... builds walls but builds wonderful bridges, too.  What does
it feel like for learners?  Do we ask enough, in enough ways?  or do we
sometimes (some of us) assume too much?

very interesting,
thanks to all,

holly
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