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Scary in the Elementary School
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From: Crystal Brunelle <brucr_at_onalaskaschools.com>
Date: Tue, 14 Oct 2014 13:58:25 -0500
There are definitely variations in how much scary my students want or are willing to experience. I find that this is an area that's useful when we are discussing censorship and book banning. It's easy for them to understand that others want to be able to be scared to varying degrees. I let them know that I personally don't read scary books often because I do get scary dreams sometimes from books & movies, but that doesn't keep me from buying that kind of book for students. They get that individuals have different tastes and tolerance levels. We talk about options when we come face to face with a book that was too scary for us - like abandoning the book.
One example I share is that once an elementary teacher started reading A Tale Dark and Grimm out loud to a class and then abandoned the book once he realized that it may become too graphic & creepy for some students though a few were lining up to check it out when he stopped. (This is also the perfect reminder of why one should never read aloud an unfamiliar book).
I have students who are constantly asking for scary books, but they will usually let me know when something was disturbing or too much for them. They're testing the waters to discover their own preferences and limits. They generally stop reading & bring it back if it's too scary. They're quite willing to take the risk, but their parents aren't always as willing to risk the nightmares. It's a tricky line.
Date: Tue, 14 Oct 2014 13:58:25 -0500
There are definitely variations in how much scary my students want or are willing to experience. I find that this is an area that's useful when we are discussing censorship and book banning. It's easy for them to understand that others want to be able to be scared to varying degrees. I let them know that I personally don't read scary books often because I do get scary dreams sometimes from books & movies, but that doesn't keep me from buying that kind of book for students. They get that individuals have different tastes and tolerance levels. We talk about options when we come face to face with a book that was too scary for us - like abandoning the book.
One example I share is that once an elementary teacher started reading A Tale Dark and Grimm out loud to a class and then abandoned the book once he realized that it may become too graphic & creepy for some students though a few were lining up to check it out when he stopped. (This is also the perfect reminder of why one should never read aloud an unfamiliar book).
I have students who are constantly asking for scary books, but they will usually let me know when something was disturbing or too much for them. They're testing the waters to discover their own preferences and limits. They generally stop reading & bring it back if it's too scary. They're quite willing to take the risk, but their parents aren't always as willing to risk the nightmares. It's a tricky line.
-- Crystal Brunelle Teacher Librarian Northern Hills Elementary 511 Spruce St. Onalaska, WI 54650 Tweet _at_librarygrl2 -- This email adheres to the policy of the School District of Onalaska <http://www.onalaska.k12.wi.us/email_policy.htm> ==== CCBC-Net Use ==== You are currently subscribed to ccbc-net as: ccbc-archive_at_post.education.wisc.edu. To post to the list, send message to... ccbc-net_at_lists.wisc.edu To receive messages in digest format, send a blank message to... digest-ccbc-net_at_lists.wisc.edu To unsubscribe, send a blank message to... leave-ccbc-net_at_lists.wisc.edu ==== CCBC-Net Archives ==== The CCBC-Net archives are available to all CCBC-Net listserv members. The archives are organized by month and year. A list of discussion topics (including month/year) is available at... http://www.education.wisc.edu/ccbc/ccbcnet/archives.asp To access the archives, go to... http://ccbc.education.wisc.edu/ccbc-net ...and enter the following when prompted... username: ccbc-net password: Look4PostsReceived on Tue 14 Oct 2014 02:41:36 PM CDT
