Environments powerfully affect people, especially children. Because my classroom environment will affect their mood, motivation, and the ability to learn, a “literature rich” environment in the classroom must happen in order for students to gain a love of reading.  In my future classroom, I will create a library to promote reading. It will include at least two bookshelves filled with titles of all different genres and reading abilities. A variety of posters depicting various authors, quotes about literature, and motivating messages will be displayed.  In addition, providing a futon with stuffed animals, pillows, and other comforting parafinalia will create a comfortable reading environment for my students. These items will allow my students to forget their troubles and emerse themselves in a book.  Furthermore, I would also like to have a large, colorful rug sprawled across the floor, a couple of artificial, green plants, and a compact disc player with relaxing, classical music ready to create the atmosphere. I want this section of my classroom accessible to students at all times inviting and enticing students to enter.

After creating a “literature rich” classroom environment, I need to fill it with books.  However, any book cannot be placed upon shelves; I need to choose good quality literature.  In my experience, literature expands awareness, provides enjoyable reading, tells the truth, represents quality, displays integrity, and shows originality.  As a result, carefully selected literature will ensure that the books chosen fit into these categories.  Furthermore, I will collaborate with more experienced teachers and ask their opinions on books and about renowned authors and illustrators.  Collaboration is an excellent tool because experienced teachers can tell me books they know students enjoy and books that definately should be avoided.  In addition, I will make sure that a variety of quality literature is present, including but not limited to fiction, non-fiction, reference, folktales, poetry, fables, and picture books. Multicultural books will be intertwined into these genres allowing students to experience the world. In order for that to happen, books from and about different parts of the world need to be present. By filling shelves full of good, quality literature students will have no reason NOT to open a book and enlighten their minds.

Creating a literature, rich environment and packing it full of quality literature will help stimulate my students’ love of reading, however, in order for the change to completely occur students must have a voice.  I believe if a teacher dictates and tells students what to do all the time, the students may do it, but half-heartedly.  However, if a student gets to help in making decisions and feels responsible for their learning, a change can occur.  I will allow my students to help choose books that I read in class because  I want them to have this decision making power,  understanding that I am a facilitator, or guide along their education path.  I also want my students to voice their opinions.  After reading a book in class, holding a group discussion about the book will allow students to share opinions. I want my students to see and hear that even though everyone reads one book, there are many opinions about the book and that is acceptable. By having students involved in their own learning, I know that maximum happiness can occur in the classroom.

Just as student choice is vital for student involvement, exposure to literature on a daily basis is vital for students to appreciate and embrace literature.  Students, in my opinion, like to be read to, regardless of age.  Furthermore, effective read-alouds engage students in the reading process. Therefore, daily occurences of read-alouds followed by reader response activities will take place.  I will give an effective read-aloud by asking questions according to Bloom’s Taxonomy before, during, and after a read-aloud, and by finding books that fit into the curriculum.  To make read-alouds enjoyable, my voice will change per character and practicing the book ahead of time can help me accomplish that goal. Then, after the book is read, reader response activities based on <st1:State w:st="on"><st1:place w:st="on">Arizona</st1:place></st1:State>’s Reading Standards that allow students to critically think about the story they just heard will follow.  I plan on having creative, thought provoking activities that invite students to expand their minds and broaden their horizons.  By allowing students to hear, participate, and read books everyday, a positive attitude will start to grow within them.