Posts by Susan James

frozenrider15 said:The issue with binge-reading is that it isn't designed for a lower elementary student who is still struggling to decode basic words. There is a massive difference between breezing through a picture book and a short novel in a single afternoon.

Maybe I overshot the mark with my use of the word "popular." The road to producing a high-quality essay is long and winding; it starts with reading, building a vocabulary, and developing actual comprehension. Let's be real here: students are reading less than ever, their vocabularies are shrinking, and their spoken language is sparse and riddled with grammatical errors. All of this requires practice. Yet, the moment you mention reading, summarizing, or reciting poetry, parents and students act like you're asking them to climb Everest, and the quality of the effort is usually abysmal. A teacher can't sit down one-on-one with every single child to drill a poem into their head. They can encourage reading, sure, but it ultimately depends on how much the kid actually puts in. They can practice summarizing, too, but that’s going to be an uphill battle if their vocabulary is nonexistent. Bottom line: a child has to put in the sweat equity to build the foundation for all of this. Yes, they need to study at home. But that’s "unpopular" these days, isn't it?

That bolded part right there is exactly what should be told to parents on the very first day of school.

If kids don't want to study at home, then they need to do it at school, right?
Is the priority during after-school care supposed to be drawing apples or celebrating Thanksgiving, or should it be practicing reading?

Kids come home exhausted. They just don't have the willpower or the energy left.
They’re stuck in after-school programs until 4:00 or 4:30 PM.
Usually, they have sports practices in the evening, too.
They deserve time to just play.
And they deserve quality time with their parents.

Kids need to read; they need to practice summarizing. That should be the priority.
If we spend all our time arguing with parents about "Oh no, not another creative project!"—especially if those projects require buying specific supplies at Target or Michaels—then, of course, people are going to resent school. And then, you still have to work on reading with the child at home because you know they’re struggling and won't get it done during school hours.

It honestly frustrates me because I feel like a lot of what's truly important has been lost in translation.
You can actually accomplish a lot in a group setting. You can use that collective energy. They can practice reading aloud, they can read during after-school hours, and they can practice summarizing by listening to one another.
Kids can, and should, learn from each other.
Seeing a peer who has already finished halfway through a book can be a huge motivator.

In first grade, picture books can definitely be read at school. And most, if not all, of the required reading lists for second grade (even during religious studies or similar periods) provide opportunities for reading.
By third grade, many schools don't even have after-school programs anymore. Kids have different abilities and ways of handling homework, but even where programs exist, there are always some kids who can easily finish their reading while others are still working through their core assignments because they work a bit slower.
(My impression is that it's easier to assign a task everyone can do together to maintain discipline, or to do something "creative" like making a poster for the hallway since everyone can draw; then, the rest of the work just gets pushed onto the parents at home.)

frozenrider15 said:Believe it or not, these flashy projects aren't even popular with the kids or the parents; most people just slog through them half-heartedly to get them over with.
I’m all for reading assigned books during after-school hours once the work is done. It’s something I only really saw happen this year—my kid brought a book and actually sat there reading while everyone else was still grinding away. Usually, they end up reading at home, even though I try to encourage them to leave the book in their backpack (so they have it every day) or just leave it at school (where I can tuck it away so they can read it daily).
And let me tell you, most students wait until the absolute last minute to finish the reading right before it's discussed in class—usually the final week of the month. I’ve had kids tell me the day before we cover a book that they STILL have 11 chapters left to go.
Writing an essay, testing comprehension, coming up with an alternative ending... it's a nightmare. It requires actual mental effort, building vocabulary, and memory. Drawing is easy. Making a cover or a little booklet without having to actually present it orally is just half-baked work.

But what if it's just not popular?
It honestly makes me a bit sad when people give up and just take the path of least resistance with kids, especially since teachers know exactly why these lessons matter.
Learning how to write an essay is crucial for so many other things in life.

I don't see anything wrong with binge-reading a whole book at once (I was actually like that my entire life—in fact, I find reading chapter by chapter way more tedious!), the bigger issue is how the material is actually taught (or if it's even taught at all).

Ethan Mitchell4 said:In my entire life, nobody ever bought a single book for me; I've bought about 300 of them myself. I’ve loved reading since I was a kid, practically inseparable from a book. I have a sister who's a year older than me, and she wouldn't even touch a newspaper. Out of my cousin's two daughters, there's a two-year age gap; one stays far away from books, while the other is actually studying to be a librarian (that's the term, right?).
It's not an issue of parenting; it's a matter of temperament.

Someone mentioned something earlier regarding after-school programs. In those programs, they don't really focus on reading or working through school assignments. In fact, it's actually recommended that we handle things like English homework at home with our kids instead of leaving it to the staff at the center.

So what exactly are they doing in the after-school program then? 😕

They can definitely read their assigned books during the program, why not? 🤷
Once a child finishes their homework, they can just grab a book and read. 🤷

We should try to get as much done at school as possible.
That way, when they get home, they can just play... or go out for soccer. Or just read whatever they actually enjoy.

If I were teaching the younger grades, I'd spend way more time focusing on reading, reading comprehension, retelling stories, and writing essays based on the books, rather than making picture books, drawing characters, or filming little movies about books they might not have even finished reading... 🤷

urbantinker8 said:Susan James went ahead and threw everything at the wall to see what sticks, I suppose, because it’s all very easy to preach about personalized learning when you aren't actually managing a room full of kids. In a class of 25 students, it’s just not really feasible to tackle every single reading assignment in 25 unique ways just so every child can reach their absolute maximum potential and feel perfectly satisfied with the process and the outcome.🙄

I think you might be contradicting yourself a little here. Just because you found that approach brilliant doesn't mean it worked for everyone, and I'm fairly certain some of your fellow teachers probably hated all that interdisciplinary stuff. They likely thought the work itself was terrible, or the historical movements were irrelevant, or the musical connections were just noise, and that current events didn't matter at all. Those types of people probably would have given anything if that "brilliant" teacher had just let them film a quick video clip referencing *The Great Gatsby* or put together a simple poster of Dante’s Inferno instead.

Where exactly did I say we need to teach every single book in 25 different ways in a classroom?
I think you might be getting ahead of yourself here. 🤣
My question was really about the point of doing all this "creative" book analysis when a parent basically has to retell the whole story to their kid because the child can't grasp what they just read.
It feels like a way to mask the fact that an elementary student hasn't mastered reading comprehension—the teacher gets to write down a gold star for being "creative" because the kid brought in a little handmade picture book instead of actually understanding the plot.🤔

And I also asked—though it seems to be getting ignored—do kids actually enjoy reading more if they know they'll get to do drama, drawing, or music instead of just writing essays about summaries, characters, setting, and time?

urbantinker8 said:Susan James went ahead and threw everything at the wall to see what sticks, I suppose, because it’s all very easy to preach about personalized learning when you aren't actually managing a room full of kids. In a class of 25 students, it’s just not really feasible to tackle every single reading assignment in 25 unique ways just so every child can reach their absolute maximum potential and feel perfectly satisfied with the process and the outcome.🙄

I think you might be contradicting yourself a little here. Just because you found that approach brilliant doesn't mean it worked for everyone, and I'm fairly certain some of your fellow teachers probably hated all that interdisciplinary stuff. They likely thought the work itself was terrible, or the historical movements were irrelevant, or the musical connections were just noise, and that current events didn't matter at all. Those types of people probably would have given anything if that "brilliant" teacher had just let them film a quick video clip referencing *The Great Gatsby* or put together a simple poster of Dante’s Inferno instead.

I didn't undermine myself; I think you're just jumping to conclusions.
Of course, it worked great for me.
(I've experienced both sides of the coin.)

Back then, before the literature period, you were basically expected just to have read the book.
That was it.
There weren't these massive workbooks (which used to be passed around the school, copied, and graded) and there wasn't all this forced creativity.

I don't know if people hated the simplicity of just showing up having read the book more than the "read and write" method, but 😕
for me, it saved at least three hours of my life.
There were times we missed class because we hadn't finished the reading (usually because we were busy living our lives outside of school and the book was just unreadable). I personally felt embarrassed if I got caught not having read it—not because I was chasing grades, but because I really respected my teacher. For others, it was more about the stress of the grade. Even though it wasn't a total overhaul of the system, it wasn't about nitpicking details; it was just about discussion, making connections, and drawing conclusions. Literature teachers check for understanding regardless of whether they use a book or not.🤷Honestly, that extra hour could have been a great way to reinforce what we learned and review everything using solid notes. Back then, most of our learning happened right there in the classroom, without all this independent research at home we do now.
As someone who absolutely hated history—and let’s be real, I wasn't exactly fond of my teacher either—that period might have actually helped me retain some of the stuff we covered in class since I was paying attention during the lectures. In fact, there were times I ended up hearing the same material for a third time just by listening! I didn't even need to crack open my notebook at home; I already knew the topics well enough to ace a quiz. You really couldn't ask for more than that.

The whole idea of interdisciplinary learning is basically the foundation of preparing kids for the real world, and it’s being pushed through all these modern educational reforms. So, I figure those people who found this style of teaching too much of a hassle back in the day probably wouldn't survive in today's classrooms or even in politics.🤷

Oh well,
you can't please everyone.

Sarah Hall53 said:... honestly, trying to squeeze all of that into the school year just isn't happening. There aren't enough hours in the curriculum to make it work. I mean, maybe if we bumped up the required hours for American Language classes, we could find some breathing room to tackle it all at school—but with the way the schedule is set up right now? There’s just no time.

That's total nonsense.
In elementary school, there is plenty of time to work on those "creative" book reports.
If you're talking about after-school programs, then there's even more time.
It's always easiest to claim there's no time and just pass the buck to the parents.
Then everyone acts surprised when kids don't enjoy reading or haven't mastered the material.

If you want kids to have a positive attitude toward learning—or in this case, toward reading books—that attitude has to come from the teacher. By acting this way and shifting the responsibility onto parents, you risk having someone who isn't even qualified telling kids that certain assignments are stupid, pointless, or just too much work...
I get it for middle school or high school, but for the younger grades where these habits are first being formed, it's honestly silly to blame anyone else.

And please, don't tell me they have time to run bake sales, apple festivals, little environmentalist clubs, or household projects, but they can't process a book report in class. 😕
Even the reading itself can be done at school (back in my day, that's how it was in first grade!), but it's fine to read at home and then handle all the creative follow-up activities in class—which is definitely doable!

P.S. If we're talking about a child who struggles with reading, and their time is already spent practicing basic literacy, then it's even more ridiculous to assign both the reading *plus* a creative project. That kid won't get anything out of the assignment anyway.

Terry Martinez10 said:Why does it seem like kids only ever touch the books assigned by their teachers? Growing up, my parents used to hand me all sorts of novels and stories, and honestly, they completely sucked me in—I was that kid who would be hiding a paperback under the desk during class just to keep going, or staying up way past my bedtime because the plot was just too intense to put down. Sure, I didn't enjoy every single school assignment, but I always finished them and got the work done. The real trick is fostering that genuine hunger for reading; some books are absolute masterpieces and others are just okay, but you really don't know until you've lived through the pages and actually sat with the ideas afterward.
Because I'm such a bookworm, my kids are constantly asking what I'm reading, so I usually end up spinning a condensed version of the story into a little tale just for them so we have something to talk about; plus, we read books specifically geared toward their age where we’ll draw out the characters or map out the plot together. Most nights, we settle in for a reading session before bed.
I tend to get excited about every new book I pick up and I make sure to tell them all about it, which eventually sparks that same curiosity in them. Most kids don't care for reading simply because they haven't discovered the massive, hidden universe tucked inside a cover yet; maybe they read too slowly to catch the momentum of the plot, or maybe their reading nook isn't cozy enough, or perhaps it’s just that reading isn't viewed as something fun at home, but rather seen as just another chore... like homework, or some tedious task that's just stealing their time.

This is such a lovely post! 😍

By the way, back in high school, I had this absolutely brilliant female teacher at HP. We didn't have to write essays in these massive notebooks or bring anything in to hand over for grading. Instead, we'd just have these deep discussions about the book in class (not necessarily "creative" writing, but you couldn't just fake it by reading a summary). She wouldn't waste our time with trivial stuff like what color someone's dress was, but she would push us to connect the themes to art movements, music, or literature... and she loved making connections to other books and even current events. 😍
(That was way back in the last century. Back before schools were all about "preparing you for life." It really all comes down to the professor.)

I wasn't a huge fan of reading only the required books either. Sometimes, after finishing an assignment, I'd jump straight into something else just to wash away that mindless feeling. 🤣

Kanye As I was saying:
Susan James, what do you think is the actual point of creative assignments in school? I mean, regardless of the subject—do you feel like they actually serve a purpose at all?

Do you think a top-tier student—someone who’s already crushed some STEM competitions here in the States—should follow their heart and enroll in an arts academy or a private fine arts high school? They clearly have the talent and, more importantly, they really want this. Or should we push them toward a traditional prep school or a standard public high school instead? My concern is that the arts academy might not be challenging enough academically, especially since they have the grades and the drive to handle a rigorous academic curriculum. I also wonder about the teachers at those larger preparatory schools. Do you think high school professors there actually have enough creative spark left in them to truly inspire a kid who is a painter at heart?

I’m going to go ahead and restate my question along with the facts, as I’d really love to get your take on this:

Susan James said:Quentin Tarantino

So, I was thinking about what the whole point of school reading assignments actually is. We’ve all been there—sitting in a classroom, staring at a thick novel, wondering why we’re being forced to trek through hundreds of pages of text just because it's on a syllabus. Is it just about checking a box to pass a class? Or is there something deeper to it? Personally, I’ve always felt that those assigned books serve as a way to introduce us to perspectives we might never stumble upon on our own. It's like a guided tour through someone else's brain. Even if I wasn't exactly thrilled about the book at the time, looking back, I can usually find one specific idea or character that really stuck with me. I remember back in high school, I had to read this massive classic that I thought was going to be a total snooze fest. But halfway through, I found myself genuinely rooting for the protagonist. It changed how I thought about empathy, and honestly, that stayed with me much longer than any test grade did. What do you guys think? Is assigned reading a necessary tool for building a well-rounded mind, or is it just an outdated way to test our endurance?
A mom reached out to me recently with a bit of a dilemma. She’s struggling with how to help her kid tackle their required reading assignments, especially since the student is having a really hard time staying motivated. We're talking about trying to get through a book that's around 100 pages long, and the lack of interest is making it tough for them to actually grasp what's happening in the story. It’s one of those situations I see quite often—where the sheer task of sitting down and focusing feels overwhelming for a kid.

Quentin Tarantino

Maybe I totally misread the situation—that hundred-page reading assignment wasn't exactly a walk in the park, but oh well!

I’ve been wondering lately—specifically regarding elementary school kids—do you think these kinds of creative activities actually encourage them to read more? I'm curious if giving them more hands-on, creative assignments helps them grasp the books they're reading on a deeper level.
What’s the actual point of reading assigned books for school? I was thinking about this the other day while sipping my coffee, wondering if we ever really stop to ask why we're being handed these specific novels. Is it just about checking a box, or is there something more to it?
I've been wondering about that myself lately—why is it actually there in the school at all? It feels like one of those things we just accept without really questioning the logic behind it.

I’ve been thinking a lot about how much parents tend to hover over their kids' homework lately, and honestly, I think getting too involved can actually do more harm than good on several different levels. I remember back when I was in middle school, my mom used to sit right next to me while I tackled my math problems. She had this habit of pointing out every little mistake before I could even finish the equation. At the time, I thought she was just being helpful, but looking back, it really killed my confidence. Instead of learning how to work through a tough problem, I just learned how to wait for her to give me the answer. When parents step in too heavily, they often accidentally strip away a child's chance to build independence and critical thinking skills. It’s all about finding that sweet spot—being there for support when things get genuinely overwhelming, but letting them struggle just enough to learn how to solve it themselves. Overstepping might get a better grade on a Tuesday night, but it doesn't prepare them for the real world.
You know I’m generally pretty against this kind of thing. Honestly, I feel like it might even be working against my kid right now, but I really believe there will be some long-term benefits down the road.

I don't really see the harm in a mom just sketching out a circle and cutting it out perfectly if her kid has already done everything else. Honestly, sometimes things just happen—maybe the kid or the parent didn't realize how much precision was actually required for this specific project, or maybe they were just racing against the clock and running out of time. It’s not the end of the world!
If a mother has to spend her own time reading the required book, summarizing it for her child, and then sitting there explaining all the parts the kid didn't quite grasp, that points to a massive failure in the education system. For a teacher to actually realize a student is struggling with reading comprehension or just lacks motivation for the assignment, the child needs to show up to class having actually done the work—not just showing up with a half-baked version because Mom had to do the heavy lifting.

I’m honestly not much of a fan when it comes to those DIY creative projects, especially when it involves things like remote nursing work.
Honestly, I think schools should just let kids do whatever they want. If they want to draw all day, dance around, act out plays, or even try their hand at writing novels inspired by picture books—go for it! As long as they’re doing it within the school setting, it's all good. This is especially true for those after-school programs; that’s the perfect time to let their creativity run wild.
During those first two grades, I think it's a great idea to let kids read their required books during after-school care. It would be such a relief if they could finish up their reading there, so when they finally walk through the front door, they don't have to worry about schoolwork for the remaining 15 hours of the day. That way, they can just focus on playing freely until it's time for bed.

I’m not a school teacher, so I don't have to follow a strict curriculum, but in my line of work, creative techniques are absolute lifesavers for hitting my goals. When I decide to use them, I make sure they actually fit the topic at hand and, more importantly, the person I'm working with. I try to tailor everything to their age, their skill set, and what they’re actually interested in. I also think there's a lot of value in giving people a choice. If someone says, "Actually, I'm not really feeling this approach," I just pivot and we find something else that works. In a traditional classroom setting, you don't really get that luxury—everything is mandatory. You’re basically told you *have* to be creative, whether you feel like it or not! 🤔)

From what I can gather from this discussion, the main takeaway is that fostering creativity in school is absolutely vital. We really need to give kids plenty of opportunities to express themselves creatively because those are the exact skills they’ll need to navigate life later on. Plus, let's be honest—kids just love it. Of course, they naturally love to play, and learning through play definitely leads to better results, but I don't think that's quite the core issue we're tackling here.

My wife was asking me about how they handle book reports over at the local high school, and she actually described two different approaches that I found pretty interesting.
She also went into detail about how much her little one struggles with staying motivated, especially when it comes to reading and actually wrapping their head around what they’ve just read.

The main issue here is that the assignment is one-size-fits-all. It’s being handed out to the entire class exactly the same way, without any adjustments for different learning styles or individual student needs.
And there's another one, much larger than the first. It’s funny—why isn't this handled in the classroom? Instead, it’s assigned as homework, which basically means there's always that risk of a parent stepping in and just doing the whole thing for them. I remember back in middle school, my mom used to help me with my science projects quite a bit, and looking back, I realize how much of the actual work was probably her doing rather than mine!

Looking back at my kid—who was already devouring books before they even hit five—I think I’d probably need to pick up a copy of the book if we didn't have it on our shelf or if the local library branch was out of stock. She’d likely breeze through the required reading in a day or two and then dive headfirst into all that creative stuff: making the pizza, drawing the illustrations, you name it. She’d be totally in the zone. Honestly, I’d probably just stay out of her way entirely, because let’s face it, I’d likely just end up being a distraction!

If you look at this from the perspective of a kid who just isn't into art—maybe someone who doesn't feel particularly talented at drawing or expressing themselves visually—this assignment feels like a total drag. Even if that kid is an amazing reader and genuinely loves getting lost in a good book, being forced to turn that passion into a creative project can feel like nothing but extra frustration. Honestly, looking back, that was exactly how I felt when I was in school. 😬)

From the perspective of a kid who struggles with reading—whether it’s due to dyslexia or just finding it hard to focus—simply getting them motivated enough to pick up a book is already a massive uphill battle. If they know there’s a "creative assignment" waiting for them afterward to prove how much they actually understood, I think that can feel like even more pressure. In the best-case scenario, the process usually goes one of two ways:
-They won't do a thing (unless a parent steps in to satisfy the teacher's assignment)... usually involving tears, lectures, and threats. Even more importantly, they just won't practice reading.
-They’ll tackle the creative part—since they’re good at art—but when it comes to the book and comprehension, they'll just have someone summarize the plot for them (doesn't necessarily have to be a parent) or they'll just watch the movie if there is one. Again, zero actual reading practice. They won't bother practicing writing either (like what we used to do)

In my opinion, assigned reading has lost its fundamental purpose in all these scenarios (though maybe that's just me), and it would be really interesting to actually study whether this way of handling literature increases an interest in reading or actually kills it...
(If nothing else, mathematically speaking, it reduces the amount of time that can be spent actually reading. But hey, if teachers are truly worried about kids spending too much time on TikTok and they hand out assignments like this, then fine—if people want them to just doodle and draw, go ahead, who's stopping them?)

Reading, especially reading comprehension, is the bedrock of education. It's the foundation for everything that follows (especially textbooks)
I think that amidst all these creative imperatives, the core mission has been lost 🤷
If we're talking about the current trends, which is where this discussion started.
But even looking further ahead, I feel bad that in the rush to "lighten the workload," we're actually burdening kids by making them avoid books and reading altogether.

Or perhaps the focus shifted to preschool age, because you see advertisements everywhere screaming about teaching kids to read from their earliest days... Well, if the goal is for them to learn how to read, to actually read, and to actually *love* reading, then that responsibility falls on the parents 🤔

Sarah Hall53 said:The thing is, about 90% of students aren't actually going to use their extra free time to pick up a book they actually enjoy—they’re just going to be glued to a PlayStation or scrolling endlessly through TikTok instead.
Maybe one or two kids per class might read just for the fun of it, and yeah, they'll tackle the required reading too, but for everyone else? That assigned reading is basically the only thing they'll touch all year long. So, honestly, it just makes sense to cut down on the workload. ☕

So, what, should we let them do their book reports in the form of a pizza?
😕
Or piles of other "creative" posters and presentations and stuff like that?
I'll ask again, even though you already answered me last time.

Susan James said:Quentin Tarantino

So, I was thinking about what the whole point of school reading assignments actually is. We’ve all been there—sitting in a classroom, staring at a thick novel, wondering why we’re being forced to trek through hundreds of pages of text just because it's on a syllabus. Is it just about checking a box to pass a class? Or is there something deeper to it? Personally, I’ve always felt that those assigned books serve as a way to introduce us to perspectives we might never stumble upon on our own. It's like a guided tour through someone else's brain. Even if I wasn't exactly thrilled about the book at the time, looking back, I can usually find one specific idea or character that really stuck with me. I remember back in high school, I had to read this massive classic that I thought was going to be a total snooze fest. But halfway through, I found myself genuinely rooting for the protagonist. It changed how I thought about empathy, and honestly, that stayed with me much longer than any test grade did. What do you guys think? Is assigned reading a necessary tool for building a well-rounded mind, or is it just an outdated way to test our endurance?
A mom reached out to me recently with a bit of a dilemma. She’s struggling with how to help her kid tackle their required reading assignments, especially since the student is having a really hard time staying motivated. We're talking about trying to get through a book that's around 100 pages long, and the lack of interest is making it tough for them to actually grasp what's happening in the story. It’s one of those situations I see quite often—where the sheer task of sitting down and focusing feels overwhelming for a kid.

Quentin Tarantino

Maybe I totally misread the situation—that hundred-page reading assignment wasn't exactly a walk in the park, but oh well!

I’ve been wondering lately—specifically regarding elementary school kids—do you think these kinds of creative activities actually encourage them to read more? I'm curious if giving them more hands-on, creative assignments helps them grasp the books they're reading on a deeper level.
What’s the actual point of reading assigned books for school? I was thinking about this the other day while sipping my coffee, wondering if we ever really stop to ask why we're being handed these specific novels. Is it just about checking a box, or is there something more to it?
I've been wondering about that myself lately—why is it actually there in the school at all? It feels like one of those things we just accept without really questioning the logic behind it.

I’ve been thinking a lot about how much parents tend to hover over their kids' homework lately, and honestly, I think getting too involved can actually do more harm than good on several different levels. I remember back when I was in middle school, my mom used to sit right next to me while I tackled my math problems. She had this habit of pointing out every little mistake before I could even finish the equation. At the time, I thought she was just being helpful, but looking back, it really killed my confidence. Instead of learning how to work through a tough problem, I just learned how to wait for her to give me the answer. When parents step in too heavily, they often accidentally strip away a child's chance to build independence and critical thinking skills. It’s all about finding that sweet spot—being there for support when things get genuinely overwhelming, but letting them struggle just enough to learn how to solve it themselves. Overstepping might get a better grade on a Tuesday night, but it doesn't prepare them for the real world.
You know I’m generally pretty against this kind of thing. Honestly, I feel like it might even be working against my kid right now, but I really believe there will be some long-term benefits down the road.

I don't really see the harm in a mom just sketching out a circle and cutting it out perfectly if her kid has already done everything else. Honestly, sometimes things just happen—maybe the kid or the parent didn't realize how much precision was actually required for this specific project, or maybe they were just racing against the clock and running out of time. It’s not the end of the world!
If a mother has to spend her own time reading the required book, summarizing it for her child, and then sitting there explaining all the parts the kid didn't quite grasp, that points to a massive failure in the education system. For a teacher to actually realize a student is struggling with reading comprehension or just lacks motivation for the assignment, the child needs to show up to class having actually done the work—not just showing up with a half-baked version because Mom had to do the heavy lifting.

I’m honestly not much of a fan when it comes to those DIY creative projects, especially when it involves things like remote nursing work.
Honestly, I think schools should just let kids do whatever they want. If they want to draw all day, dance around, act out plays, or even try their hand at writing novels inspired by picture books—go for it! As long as they’re doing it within the school setting, it's all good. This is especially true for those after-school programs; that’s the perfect time to let their creativity run wild.
During those first two grades, I think it's a great idea to let kids read their required books during after-school care. It would be such a relief if they could finish up their reading there, so when they finally walk through the front door, they don't have to worry about schoolwork for the remaining 15 hours of the day. That way, they can just focus on playing freely until it's time for bed.

Quentin Tarantino

Jacob Lopez2 said:How wonderful that would be.

But obviously, the American school system doesn't work that way. Beyond the mountain of material and homework they churn through both in class and during after-school programs (I’m not talking daily, but occasionally a parent asks what they did, and my kid can show me everything in ten minutes), they are also constantly assigned long-term projects that aren't due tomorrow, but much later.

Furthermore, the teacher mentioned at the PTA meeting that children are still expected to read before bed—after spending 8 to 10 hours at school—and that we should constantly quiz them on math, just casually, while driving or walking.
We don't do that because sometimes we actually want to relax. It is absolutely unbelievable to me that the fundamentals for first and second grade cannot be mastered within regular school hours and after-school care.

Speaking of required reading, the younger ones in second grade have this Bookmeter thing they sometimes fill out at school, though sometimes they don't have time and have to bring it home.
These are various assignments used to sneak in reading requirements, but some questions are incredibly ambiguous or clearly written for one specific edition (and we all know fairy tales aren't identical in every book), yet the teacher insists on only accepting the answer the publisher clearly intended...

I don't see any issue with reading right before bed. In fact, I find it helps me wind down.
We all have this little habit at home, and honestly, I love that we’re keeping it alive. Even when we travel and end up with a TV in our hotel room—something we definitely don't have back at my place—it still feels like part of our routine.

The real issue is that these homework assignments are things we should honestly be tackling in class rather than being sent home. It feels like they really need that face-to-face guidance to actually get through them properly.
It’s honestly a real struggle when schoolwork starts eating up all the time that should be spent on just playing around and being creative.
Creative types—the ones everyone says are "in high demand" on the job market right now. 🙄There will definitely be those who had the luxury of just sitting back, taking their time, and playing whenever they felt like it.

I run into this massive hurdle whenever I try to get through any recreational reading: if you don't manage to finish a book during the school year, it feels almost impossible. Between the mountain of required textbooks, endless essays, and those heavy creative projects teachers pile on, there’s just never enough time left over. I actually stumbled upon some thoughts about this on Bookmeter. In this thread...

I honestly think it’s better to squeeze in an extra book whenever you can, even alongside your required school reading. If you just stick to the assigned curriculum, you end up spending all your free time running errands—you know, heading down to Target, prepping ingredients, making pizza, working on some art project, or just tackling chores. By the time you're done with all that, your brain is fried. I’d much rather lose myself in a new story during those quiet moments. It’s such a great way to expand your vocabulary and really fire up your imagination; books just have this way of opening up your mind in a way that daily tasks never will.

People always say that letting students get creative with their reading assignments is the best way to actually make them fall in love with books and get them reading more often. I honestly think there's some truth to that! 😬

Quentin Tarantino

Susan James said:What exactly is this?
I was thinking about grabbing a bite to eat, but I have a feeling there might not be anything in the kitchen right now. 🤣

I wonder if he’s finally found his footing now that he’s turned his required reading list into a "pizza menu." Did that actually help him wrap his head around the material, or was it just a fun way to pass the time?

hiddendriver34 said:Is that really supposed to be the only goal here?

I read somewhere recently that the skill sets being hunted for in the global business world have flipped completely upside down over the last decade. Apparently, "teamwork" has tanked in importance, and now creativity is sitting right at the top of the most desirable traits list. These days, companies want creative individuals; being a "team player" is practically old news.

If school is meant to prepare kids for life and the actual job market, shouldn't it be encouraging them to develop the very skill that's considered most vital right now? Do you think creative assignments should be limited to art class? Because right now, you don't see them anywhere in high school.

I constantly see parents getting all worked up whenever anyone mentions "creative tasks."

By the way, I have no clue what a "pizza assignment" is either. But honestly? It sounds pretty cool. 😁

So, I was thinking about what the whole point of school reading assignments actually is. We’ve all been there—sitting in a classroom, staring at a thick novel, wondering why we’re being forced to trek through hundreds of pages of text just because it's on a syllabus. Is it just about checking a box to pass a class? Or is there something deeper to it? Personally, I’ve always felt that those assigned books serve as a way to introduce us to perspectives we might never stumble upon on our own. It's like a guided tour through someone else's brain. Even if I wasn't exactly thrilled about the book at the time, looking back, I can usually find one specific idea or character that really stuck with me. I remember back in high school, I had to read this massive classic that I thought was going to be a total snooze fest. But halfway through, I found myself genuinely rooting for the protagonist. It changed how I thought about empathy, and honestly, that stayed with me much longer than any test grade did. What do you guys think? Is assigned reading a necessary tool for building a well-rounded mind, or is it just an outdated way to test our endurance?
A mom reached out to me recently with a bit of a dilemma. She’s struggling with how to help her kid tackle their required reading assignments, especially since the student is having a really hard time staying motivated. We're talking about trying to get through a book that's around 100 pages long, and the lack of interest is making it tough for them to actually grasp what's happening in the story. It’s one of those situations I see quite often—where the sheer task of sitting down and focusing feels overwhelming for a kid.

Quentin Tarantino

goldeneagle36 said:So I guess we just wandered straight into a classroom full of parents who think they’re basically geniuses 🤷

That whole bit about the "study sessions" cracked me up—there was this one dad telling us how he spent all night drilling his kid just so she'd get an A, only for her to end up with a B-. Honestly, we all just absolutely roasted him for that one 🤣

I’m mostly just hovering over my kid’s shoulder, checking everything he actually read and what he’s planning to write down, because after he finished that first hundred-page book last year, the poor kid was just completely lost in space 😁 I know for a fact that when we were tackling that math assignment involving pizza slices last year, it actually helped him figure out how to divide things into equal parts 😁

From what I can gather, between our teacher's input and the exam being scheduled for the same day they have to turn in their reading assignments—plus that introductory period Sarah Hall53 mentioned—it sounds pretty busy.

Maybe I totally misread the situation—that hundred-page reading assignment wasn't exactly a walk in the park, but oh well!

I’ve been wondering lately—specifically regarding elementary school kids—do you think these kinds of creative activities actually encourage them to read more? I'm curious if giving them more hands-on, creative assignments helps them grasp the books they're reading on a deeper level.
What’s the actual point of reading assigned books for school? I was thinking about this the other day while sipping my coffee, wondering if we ever really stop to ask why we're being handed these specific novels. Is it just about checking a box, or is there something more to it?
I've been wondering about that myself lately—why is it actually there in the school at all? It feels like one of those things we just accept without really questioning the logic behind it.

I’ve been thinking a lot about how much parents tend to hover over their kids' homework lately, and honestly, I think getting too involved can actually do more harm than good on several different levels. I remember back when I was in middle school, my mom used to sit right next to me while I tackled my math problems. She had this habit of pointing out every little mistake before I could even finish the equation. At the time, I thought she was just being helpful, but looking back, it really killed my confidence. Instead of learning how to work through a tough problem, I just learned how to wait for her to give me the answer. When parents step in too heavily, they often accidentally strip away a child's chance to build independence and critical thinking skills. It’s all about finding that sweet spot—being there for support when things get genuinely overwhelming, but letting them struggle just enough to learn how to solve it themselves. Overstepping might get a better grade on a Tuesday night, but it doesn't prepare them for the real world.
You know I’m generally pretty against this kind of thing. Honestly, I feel like it might even be working against my kid right now, but I really believe there will be some long-term benefits down the road.

I don't really see the harm in a mom just sketching out a circle and cutting it out perfectly if her kid has already done everything else. Honestly, sometimes things just happen—maybe the kid or the parent didn't realize how much precision was actually required for this specific project, or maybe they were just racing against the clock and running out of time. It’s not the end of the world!
If a mother has to spend her own time reading the required book, summarizing it for her child, and then sitting there explaining all the parts the kid didn't quite grasp, that points to a massive failure in the education system. For a teacher to actually realize a student is struggling with reading comprehension or just lacks motivation for the assignment, the child needs to show up to class having actually done the work—not just showing up with a half-baked version because Mom had to do the heavy lifting.

I’m honestly not much of a fan when it comes to those DIY creative projects, especially when it involves things like remote nursing work.
Honestly, I think schools should just let kids do whatever they want. If they want to draw all day, dance around, act out plays, or even try their hand at writing novels inspired by picture books—go for it! As long as they’re doing it within the school setting, it's all good. This is especially true for those after-school programs; that’s the perfect time to let their creativity run wild.
During those first two grades, I think it's a great idea to let kids read their required books during after-school care. It would be such a relief if they could finish up their reading there, so when they finally walk through the front door, they don't have to worry about schoolwork for the remaining 15 hours of the day. That way, they can just focus on playing freely until it's time for bed.

goldeneagle36 said:So I guess we just wandered straight into a classroom full of parents who think they’re basically geniuses 🤷

That whole bit about the "study sessions" cracked me up—there was this one dad telling us how he spent all night drilling his kid just so she'd get an A, only for her to end up with a B-. Honestly, we all just absolutely roasted him for that one 🤣

I’m mostly just hovering over my kid’s shoulder, checking everything he actually read and what he’s planning to write down, because after he finished that first hundred-page book last year, the poor kid was just completely lost in space 😁 I know for a fact that when we were tackling that math assignment involving pizza slices last year, it actually helped him figure out how to divide things into equal parts 😁

From what I can gather, between our teacher's input and the exam being scheduled for the same day they have to turn in their reading assignments—plus that introductory period Sarah Hall53 mentioned—it sounds pretty busy.

What exactly is this?
I was thinking about grabbing a bite to eat, but I have a feeling there might not be anything in the kitchen right now. 🤣

I wonder if he’s finally found his footing now that he’s turned his required reading list into a "pizza menu." Did that actually help him wrap his head around the material, or was it just a fun way to pass the time?

Anthony Ward6 said:My mom used to draw all my book reports for me back in school. I guess the teacher probably pretended not to notice, because you could tell from a mile away that those weren't drawn by an elementary student. 😍 Honestly, I used to dread those assignments—all those collages and dioramas... it was just too much. I actually liked reading, but I didn't care for the arts and crafts side of things.

In my class, only the kids who were already naturally artistic actually enjoyed that stuff, and there weren't many of them.

If someone handed me a crayon right now, I’d probably lose it! I absolutely loved reading and writing book reviews 🙂 instead.
Luckily, I went to a regular school, not one designed to turn us all into artists.

Some people love reading, some love drawing, and others prefer writing... if a teacher really gets to know what their students are interested in, using different creative methods for book reports can be a fantastic way to handle group work (when they actually bother to do that). They just need to know how to split the kids into groups and keep an eye on everything during class.

Jose Wells3 said:You’re honestly just clinging way too hard to this projection of yours—with all due respect, of course.

There should be a short piece of text accompanying the drawing; that’s the assignment, isn't it? To write out the plot of the work. In my experience, kids actually enjoy that. Rarely do they not. I’m offering them an alternative here. As for the technique? It can be anything. A collage made from newspaper clippings works perfectly fine. If the teacher is even remotely competent, I am entirely certain she discussed these details with them, because assignments are meant to be explained to children. Or perhaps I'm projecting? I tend to do that. I always ask for feedback on assignments. I’m always right there while they’re reading to answer questions, to offer advice when they hit a wall... We cover literary introductions during class time, too. The tasks are tied to specific learning outcomes, and motivation is a constant process, constantly being reinforced by comparing the book to the monthly curriculum. The teacher develops the reading plan with purpose, linking it thematically to other subjects. Hopefully...

projecting 😍

By the way, this kind of approach to book reports is exactly how it should be done, but strictly within the school setting. It's the only way to prevent moms from doing everything at home with their kids, or to stop a child from having three hundred meltdowns over why they have to draw on top of everything else... plus, it prevents them from constantly tearing through the budget at Target for unnecessary craft supplies.

And that was actually one of the things I truly loved about my child's teacher.
All the book reports were completed at school 😍
(with plenty of notice and set reading deadlines)
Now, I'm not even sure if they even have formal book reports anymore... but that might just be my impression.🤣

Jose Wells3 said:So, basically, the kid has an assignment that’s easy, actually engaging, and teaches them how to summarize a plot chronologically while using a drawing to show they understood the setting. They’ll probably just talk about it in class.

Back in the day:

List all the basic facts about the work (author, title, publication year...).

Provide a chronological summary of the plot.

Identify the setting and time period.

Plus, they’d get a whole set of "brilliant" extra tasks, write twenty-page essays, and take a reading comprehension exam.

I don't see the issue.

Required reading exists for very well-known reasons, and it’s tragic that we have to explain this year after year. Of course, there's also the practical application of literary knowledge involved.

You know why?

Because kids don't read for comprehension. You give them a five-paragraph text with events out of order, and even with the text right in front of them, they can't number the sequence from 1 to 5.

Why? I think we all know the answer to that.

The reading lists are getting more diverse and contemporary.

The amount of required reading is decreasing.

The assignments are getting easier.

The reading periods are getting longer.

The way we approach literature is becoming more modern.

Come on, tell me: what is your "new dimension" of the six-fold umbrella? Please. What revolutionary discovery do you have that is actually methodically or pedagogically sound? We aren't running some social experiment in schools; there is a specific set of skills students need to master. Honestly, a picture book is better than having them write endless essays.

The book belongs to the student, not to you!!!

Where did you get the idea that this task is going to be easy and fun for every single kid? 😕
I’m not really getting into debating what they should learn or what they need to present.
I just want to know where the idea came from that children will actually find this enjoyable. 🤔
Is it because they'd rather draw than write? 🤔
Or because they use emojis instead of words in digital chats, so we're supposed to just mirror that in schoolwork?

To me, this assignment feels like reading comprehension—and the actual need to read the book—isn't any less demanding than back in the day when we used to write out the author's name, the title, a brief bio, the setting, and a short summary... all in a thick hardcover book, without drawings, instead of on separate sheets of paper provided by the teacher.
And with instructions saying "less text, more decorations and drawings."
Because they're asking for creativity and a sense of individuality. 🧐

And sure, there are kids who will love drawing, decorating, and cutting things out. Then there are the ones who won't, and then there are the ones whose moms will end up doing the whole thing at home.

If the goal is to make books more appealing to kids, in this case, you're miles away from hitting the mark.
For someone who loves reading but hates drawing, this is a great way to make them loathe the book.
And for those who don't like reading, I don't see how the idea of turning a book into a picture book is supposed to encourage them to read (especially if they aren't artists either...). 🤦
Who is this creative project actually for?

The only real justification for this weird way of handling literature is to prevent kids from just copy-pasting a summary from the internet (though you could still copy-paste from anywhere, except now they'll waste even more time picking out paper, glitter, or tempera paint and drawing...). You've essentially given the kids extra chores. (I'm trying to imagine my own child, who would actually love this, though she's already busy packing her bag and wallet because before she can even start writing, she has to run to Target for a few supplies...).

I honestly think everyone got a little lost in this push for "creativity" and the need for every child to express their uniqueness.
Meanwhile, kids are reading less and less... which is what the primary goal of reading assignments should actually be.

Andrew Doyle said:'96.

I started high school back in '93, and when I was in 7th grade, we actually had religious studies classes at school.
It was taught by our local priest, who was actually really wonderful—we knew him well from attending church services.
To be honest, I have some really lovely memories of my religious education growing up, especially through the church community. There were social gatherings, field trips, and since there were so few of us (just a small group 😬), they were incredibly accommodating. They’d always excuse any absences if I had ballet lessons or other afternoon classes, like technical drawing or German.

So, it honestly gets a bit frustrating seeing how everyone is flocking to it now, when it just doesn't feel the same way it used to.😂

nimblelynx7 said:Exactly. And religious studies was the very first subject mentioned in the testimony.
The Department of Education used to be called the Department of Commerce and Instruction—honestly, we should bring that back if we want any real results.

Sent from my SM-G991B via Reddit

I think you missed the sarcasm there.

The world is changing. There was a time when churches were the primary drivers of literacy and education, but that’s just not how things work anymore—and it shouldn't be. It's actually pretty sad that people were pushing to bring those old ways back into the classroom as if it were something to be proud of. To me, that feels like taking forty-five steps backward.

At the same time, as people push to bring religious instruction back into schools, we're seeing an increase in violence, more parents being aggressive toward teachers (or just losing respect for them), and more discrimination against minorities... You'd think that bringing religion back into the classroom would make the world a more peaceful and tolerant place. Instead, it seems like a bunch of officials with political agendas (and their kids) finally found a way to declare themselves believers without risking their jobs, which apparently wasn't an option for them back in the day.
Nowadays, being a member of a specific church group or showing up for services can practically give you an edge in hiring and promotions, especially in smaller towns.
And let's not forget how that one grade in religion can artificially bump up a student's GPA.

But hey, somehow the number of kids taking religious studies keeps dropping. Personally, I think once they stop including those grades in the overall GPA calculation, the numbers will drop even further.
The fear of what a teacher or classmates might say about a non-religious kid has definitely faded. Now, it's just a matter of making sure those grades don't skew the averages, so the students who actually care about faith can focus on it during extra sessions or Saturday mornings instead.🥳

Religious studies weren't forced into the curriculum.
I don't think it was forced at all, let alone shoved back in there.

Religion classes were actually removed from schools back in the mid-40s, and they weren't really brought back until '91.
😬

Jacob Lopez2 said:My mom’s schedule is a total mess because religious studies was scheduled for the first two hours in the morning and then again during the afternoon block. In the mornings, she can’t even show up until the third period, and in the afternoons, she isn't allowed to leave campus, yet they provide absolutely zero designated space for her to sit down, relax, or actually get her homework done.

I didn't hold back at the very first PTA meeting; I marched right up and demanded they address this nonsense, pointing out how ridiculous it is that students don't have a place to work for a full hour and a half, and reminding them that it's not just three of us, but eight students who aren't attending those classes. While the teachers didn't make any grand promises to fix the systemic issues, they did listen—because within just two days, we were handed a brand new schedule.
Now, religious studies is set for the last two periods in the morning or the first two in the afternoon. It looks like they simply reshuffled the blocks to be more logical.

It works perfectly for us, though I sincerely hope no one else was left hanging, since this kind of disorganized scheduling is unfortunately all too common.

I honestly think they gave it a shot—they were probably just waiting to see if everyone would stay quiet and let it slide.
It’s honestly so great to see that people are finally listening to you guys.
It honestly would have been even better if you hadn't even had to ask, but at the end of the day, the most important thing is that things worked out well for the kids.
That’s exactly why things are shifting—because parents just aren't stepping up like they used to.

I don't think anyone was actually left out here, since there are at least two people who believe the same thing. If you look at the math, it’s actually pretty easy to structure things so that the first and last periods fall during those specific school shifts.
Working the morning shifts can be a little more of a struggle sometimes, but honestly, it's nothing I can't handle.

Kenneth Brown5 said:Kids are just sitting out in the hallways, sometimes even hanging out in the library instead of being in class.
I just wanted to say that seeing this is honestly pretty degrading.
It really speaks volumes about the people calling the shots—from the local school board and the state department down to the teachers who just walk right past those kids sitting on the floor without saying a word.
I seriously don't get how anyone can look at this and not feel a little bit ashamed.

Sent from my Samsung Galaxy A50 using Reddit

They just don't care, so they can't really feel any shame or even realize that what they're doing is demeaning.🤷
Though, to be fair, sitting in the library isn't necessarily humiliating for everyone; some of the kids actually seem to enjoy it.

The school really needs to take responsibility for where these kids end up, but if I were in charge, I’d start with the homeroom teachers or department heads.
The principal should be the one ensuring there's adequate space and managing the master schedule (which could easily be adjusted by moving classes to first or last period—it's just a little bit of math).
Plus, the principal needs to have the backbone to stand up to both the local Diocese and the Department of Education to ensure groups are combined properly. Even when you add up all the classes, groups should stay between 15 and 26 students, especially when dealing with after-school programs or language electives.

If I were a religious studies teacher, I would be mortified to be teaching a class of only 5 or 8 students—maybe 17 across the entire school—while my colleague in the breakroom teaching elective German or French has merged classes of 18, or even 20 for elective English. That makes the scheduling much harder for everyone involved since you're juggling more grade levels.
In the very same school.

Personally, I'd be embarrassed.
If not because of that phrase often found in religious textbooks: "God is just." 🥳
Because in that faculty lounge, it's a perfect example of how we claim everyone is equal, yet some are treated as "more equal" than others.
"I'm getting paid the same while I basically play school with a handful of kids," is the vibe. 👋
Meanwhile, somewhere else in the building, a math teacher is struggling through a class of 20 or 28 students....

rowdypanther12 said:This keeps coming up, along with the follow-up question: why on earth would anyone want their child to participate in the graduation or communion if they aren't willing to attend the religious classes? 😁

In theory, separating the kids sounds bad, but from what I've seen with my own daughter and most people I know, it actually works out fine for the kids who skip those classes.

Honestly, it's mostly just parents wanting to throw a big party and kids wanting cool gifts. 🙂

rowdypanther12 said:This keeps coming up, along with the follow-up question: why on earth would anyone want their child to participate in the graduation or communion if they aren't willing to attend the religious classes? 😁

In theory, separating the kids sounds bad, but from what I've seen with my own daughter and most people I know, it actually works out fine for the kids who skip those classes.

Most schools really try to make sure those kids aren't just left wandering the halls, but even if they are, they actually tend to have a blast and don't feel like they're wasting their time.
Plus, there's nothing quite like the feeling of getting to sleep in a little longer, or having one less test to study for or fewer heavy textbooks to lug around.

In my experience, the only real downside is when they get stuck with a gap in their schedule and can't leave campus, especially if they have sports or other activities scheduled right after. It makes it pretty tough to grab a decent meal.