Ok, I think I'm finally doing this the right way. I have to say that I am not a fan of this right now as I have not been able to get anything I have written to post. Clearly my fault , but extremely frustrating. Anyway, I am posting about the book Thirteen Reasons Why, which I read a couple of weekends ago. I have not read anybody else's opinion of the book because I didn't want to confuse what I was thinking with what I read. There were two reasons why I initially began reading this book. The first was that it's a novel and for me an easier read then textbook material. Second, I really wanted to know what the tapes said. As I was reading the first few chapters of the book, I kept waiting for some pretty big things to be revealed on the tapes that the character Hannah left for others to hear after she committed suicide. The character, Clay, that is listening to the tapes also seems to be anticipating some big revelation that will help him understand what happened to Hannah. The problems that Hannah began to discuss, by themselves, seem to be fairly small in nature and I remember thinking that these are things I remember used to happen all the time in high school. I also was thinking that Hannah seemed to be extremely sensitive. As I continued to read, I could see how these seemingly small incidents were building up in Hannah's mind and becoming a very big deal. These incidents which all occurred with different people, eventually culminated in Hannah's decision to end her life. I began to understand that the author of this book was trying to help people be aware that even the smallest thing can have a big impact on another person and that we never really know how our actions will affect somebody else. Therefore, it is our job to think about what we say or do before we do it. After finishing the book, my first thought was that this could be used as a tool in high school guidance to help students see how their words and actions could hurt another person. Also it may help somebody who is feeling isolated to know that other people feel like this. I teach students that are about 5 years younger than these students but some of the conversations I overhear in 6th grade make me worry about how students are already being impacted by the thoughts and actions of others. Finally, I have to say that this was a book that I couldn't decide whether I liked or disliked because, on the one hand, it was very hard emotionally to read, but on the other hand it has a message that needs to be heard.
One of the ways that I believe this book could be used is with Junior or Senior High School talk groups that guidance usually facilitates. Students could read this book and have discourse discussions on the many topics this book brings to light. Ideas such as how words can hurt people, how actions cause reactions that can't always be anticipated, or how vulnerable we all can be to name a few. Engaging students in this activity gives then an opportunity to think critically about peer relationships and the different roles students play in their school. For high school students this could be done in a class such as patterns to human behavior, however I do think that staff that are experts in the psychology or the like need to be included to support these discourse discussions as some material is of a very sensitive nature.
CCSS Standards that relate:
- CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
- CCSS.ELA-Literacy.SL.9-10.1a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
- CCSS.ELA-Literacy.SL.9-10.1b Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
- CCSS.ELA-Literacy.SL.9-10.1c Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
- CCSS.ELA-Literacy.SL.9-10.1d Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
7 comments:
Ann,
Sounds like a very intriguing book, I am planning to read it within the next few weeks. For me as an educator one of the most frustrating things is to hear how students talk about each other for some students they don't care if they hurt someones feelings, in fact that is a common goal. I was talking with my Psychology students about this the other day and I said that if your average high schooler understood that emotional pain registers in the brain in the same way physical pain does then maybe people would think more about what they say. I am not sure what it takes to get through to some students, we have more prevention then ever but that still does not hinder the mean spirits of some. It sounds look this book could very powerful for some high schoolers and I look forward to reading it.
I am a big proponent of SSR, and I absolutely love YA literature. One way to get my students to buy into SSR and reading, in general, is by letting them recommend and choose books for me to read. It was about this time last year that several of my female students told me I should read Thirteen Reasons Why. I think it is a great book, and like you said, it sends a strong message to readers. It relates to feelings of pain, depression, and suicide, etc, and teaching in a high school, I know these are the types of issues that many high school students deal with personally.
I agree with you that at first, the incidents Hannah describes seem small, yet they really affect her. Again, teaching in a high school, I know that many students cannot help but sweat the small stuff, and that sometimes the littlest things can cause them the most pain and anxiety. Lot of students can relate to Hannah on many levels. I think the book raises awareness in regards to depression and suicide and shows readers the effects our actions can have on others.
I read this book last week in about a night and a half. It was intriguing enough that I couldn't put it down. As I commented last week, I think the message is powerful in multiple ways. First, it's good for kids to hear how their words and actions (even the smallest bit of mean intent...) can lead to such destruction. Additionally, I think the message that Clay had was also as powerful. He consistently tells her that "You thought no one was there to listen or help, but I was..." This consistent message that someone always cares and wants to help is important. In a digital world, it's no wonder kids often feel isolated. I think it's important that we constantly remind them that they always have someone to talk to and help them through whatever they are dealing with.
I agree with Ken in that many of my students also speak without thinking. They often excuse it as "its my opinion I have a right to it" or they are "just telling the truth". I think to some extent the anonymity (and isolation that Garrett mentioned) that the internet provides has resulted in less empathy among individuals. If you can't see another persons hurt, its easier not to feel bad about it. I haven't read this book yet but I think I'm going to add it to my list based off of the comments people have posted. I'll also recommend it to our English teacher who, like Nicole, asks students to read YA literature and loves getting their feedback and recommendations.
I haven't yet read this book but is on my list. Being in a middle school, I hear and see many little things that could potentially be devastating to other students. I really don't think kids realize how powerful their words can be. I look at some of my 6th graders, and some are still babies. I don't mean that in an immature way, but they are just so innocent and some are very sensitive to even the slightest thing. As adults, we tend to nurture the innocence, unfortunately, middle schoolers don't know how to be nurturing, unless it's a learned behavior which starts at home. It can't start at home if kids come from families that are nurturing themselves. The internet does "isolate" and kids can "hide behind a screen," so they can't physically see how they are hurting someone. I couldn't agree with Garrett more when he says we need to constantly say that there is always someone there to talk to with whatever he/she is dealing with. With all of the emphasis on "technology in the classroom," I think we still need to emphasize the importance of just being nice to each other. It's a life skill in which everyone needs!
Many students say they are 'playing' but don't realize the impact of their words until someone gets really angry or cries. I've had thoughtless students who just don't seem to have a filter between what pops into their mind and what comes out of their mouth. I've had discussions with these students which helps short-term, but really, it's their peers who can have more impact. If the peer group unequivocally indicates that what the person said it not okay, the student is humbled and apologizes. The speaker thinks he/she is being humorous and is usually looking for attention. A negative reaction from the peer group is definitely worth much more to him or her than a reprimand from me.
Alicia- I agree with your statement- "A negative reaction from the peer group is definitely worth much more to him or her than a reprimand from me". In my opinion students are more inclined to listen to their peers, than an adult. At our school we have a peer mediation group within the student support center that deals with student concerns, and offers advice to their peers. This group has done a great job with mediation between students- the peer mediators speak to both people involved, and create terms to which both people then agree to. My guess would be that the students involved would be more inclined to listen to their peer mediators than to adults, as they feel they have a better connection with their peers. I wonder if students would respond to digital citizenship/appropriate use of technology more if we created a student centered group that could go to classrooms to discuss the appropriate ways in which to use technology/what might happen to students if they do not use technology appropriately. Do you think that something like this might work?
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