Wishing you had a do-over?

In my last post, I pondered the impact teachers have on students forever and how that might infuse our teaching in the last 6 weeks of school this year.  I floated that idea to teachers in a recent professional learning session. This year, I’ve had the privilege of facilitating some learning around a comprehensive literacy program with newer teachers.

Just like in the classroom where I wrestled with pacing from time to time, being responsive in the moment but being pulled to accomplish a goal, I continue to adapt to the fluid nature of gathering folks together to learn. Last session was no different. My intended lunch slide appeared around 2pm (don’t worry, I DID let them eat lunch prior…).  And just like the classroom, you go home, you reflect, you wonder: what could/would I have done differently? How might I have been more effective in my timing? What aspects needed more attention, more exploration? I appreciate my colleague Niall’s use of the term “breathe” to describe the ebb and flow of a session. Inevitably, I reflect on…the do-over.

Sometimes the do-overs we wish for are professional, sometimes personal.

Ironically, not realizing I’d be wishing for a do-over later that day, I invited teachers at our last session to consider a time recently when they wish they’d had a do-over.  After framing the thinking around the powerful impact each teacher has as the ‘grade placeholder’ forever, they spent a little time writing. Providing time to write in response to some thinking and talking helps exercise the writing muscle and helps us play the empathy card when we ask students to write on the spot. Perhaps more importantly, writing allows us to muck around with the details and emotions as we try to capture and tether a complicated human experience to a flat 2D piece of paper.

While professional learning projects have explicit goals, I readily admit I hold additional objectives that guide my thinking and design. I commit to ensuring that every time I’m with educators, we will read and we will write. I don’t mean reading an article, or writing notes, but that we are introduced to new text to inspire teachers and their students to consume, and new ideas to compel teachers and their students to write. This may seem obvious but you’d be surprised how a whole day focused on, say, assessment can deny us the opportunity to enjoy authentic text for students, and engage in the act of some personal writing. Without intentionally building those pieces in, we avoid developing and expanding our literacy skills. I want teachers in the room to make connections to a text or writing that spurs them to imagine its potential when they land the plane in their classrooms.

BookedTo honour this objective, we explored an excerpt called ‘Do-Over’ from Kwame Alexander’s Booked*. Now this is a novel written in verse, hot off the press, that is taking the young adult world by storm (along with The Crossover).  It’s a coming of age story about a self-proclaimed soccer star whose life is turned upside down when his parents announce a separation and he faces a season-halting injury. And he hates reading! Until a girl and a Grammy award-winning teacher convince him otherwise. Witty, gutsy, raw. You can put this book in any reluctant reader’s hands.  The writer parts the murky waters of daily routine to drill down to moments of self-realization so poignant that at times you feel almost guilty for listening in on the discoveries. You will laugh, you will cry. It’s a terrific example of YA literature that satisfies readers of any age.

For our purposes, I chose the following one-page excerpt:

Certainly we easily connect to the moments before sleep, when we ruminate about the day, imagining a way we might have responded differently to a ‘lousy incident.’ We empathize with the replay of the do-over as it’s a universal experience.  Perhaps we even share the spotlight shining on the bystander, convicting us along with the main character. And so will our students. This book begs to be read aloud and talked about.

After some discussion around our connections to the experience, our comprehension of the text, we wondered how the writing could be used as a mentor text, to notice some writer’s craft techniques that we could borrow. We discussed:

  • Layout: it’s written in verse, so one would anticipate short lines, but where the line breaks impacts how you read, and therefore how you comprehend the text.
  • Punctuation: there are a total of 2 commas and a question mark. Indeed, the lack of punctuation impacts the velocity of your read, picking up speed as you approach the bottom of the page. What might students be writing about that would benefit from no punctuation? Does punctuation manipulate emotion? That page is one long question.
  • Punchline: you don’t actually figure out what the character is replaying in his mind until you get to the last three lines: literally, the ‘punch’ line. You are forced to re-read as you may not have seen that end coming.
  • Simile: chooses the vulture, of course, to conjure up the carrion-eating, swarming gang image that displays his inaction but betrays his similarity to the boys who gave his friend the black eye.

Your analysis of this brief excerpt will uncover additional points that resonate with your students. Booked offers nuggets like these across its pages. Discovering and analysing craft techniques that writers use in what we’re reading, and then practicing those in our own writing galvanizes the connection between reading and writing in our students’ literacy development.

Finding authentic text that opens doors to conversation and writing around experiences that mirror our lives makes reading and writing relevant and meaningful to our students.

When we as teachers give ourselves permission to read and write this way, we are more likely to provide those opportunities for our students. Sarah Chiarappa, a teacher in our session, shared this tweet:


How might you use this excerpt to launch a discussion around do-overs in your class? Do we create space for kids to have those do-over days when they make mistakes?

How do books, like this, not only teach you about others’ lives and stories, but also help you learn something about yourself too?


*After you purchase Booked, visit http://classroombookshelf.blogspot.ca/2016/05/booked.html for fabulous additional ideas to support your reading of this text.



4 thoughts on “Wishing you had a do-over?

  1. Annette,

    This one will have to be in my “must read” selections for the summer as I prepare myself to embark on teaching in a new division. I will likely be calling on you for support in the process too – just a warning 🙂

    Thanks for reinforcing the idea that a “do over” is OK for us all – even as professionals who are often looked to as the experts who have perfected their craft. Love reading your reflections.



  2. I so love the idea of a DO OVER in front of students. What might they learn?

    My husband and his beekeeping partner had their own DO OVER moment this week. They decided to move some bees after dark and were quickly overwhelmed by bees. You see, beekeeping is much easier during the day when a) you can see and b) many of the bees are out foraging. But man, did they ever learn something from this nighttime bee colony interaction. Today, they are tending to it in the day and giving it a little TLC they have learned that it needs.

    Based on a person’s “do over” feelings, I think one needs to question themselves. What new knowledge do you need to do better? Is there a resource you could read with a new, more experienced lens for instance? I think the emotions (that may keep us awake) tied with the do over is a powerful thing and will be tied to the new knowledge that can be applied next time.

    I have “do over” moments daily in different areas of my life: parenting, marriage, teaching, coaching, social media (to name a few).

    And I’ll even admit that sometimes I get it wrong a second time … Or more!


    • I think it’s really important to show vulnerability with students by sharing those do-over times. Creates safety for them to share the same. I like your questions around how I’d make the do-over successful (so I don’t need to repeat…).
      Thanks for sharing.


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