Tell Me: Children, Reading, and Talk by Aidan Chambers

Tell Me: Children, Reading, and Talk Reviews

• 
  James Benham

  "We have to read this WHOLE book?! Naa." - Year one Brookes student
  
  "I can use Chambers for this assignment too? Nice" - Year two Brookes student
  
  "I have now quoted every single word Chambers has ever said." - Year three Brookes student
• 
  Mathew

  I don't know how many times I have read this book now but it is definitely well over 20 times and each time I am thankful for Chambers' clarity and sensibility when it comes to building a reading culture in a school and depth of thought and reflection that enables each new read to feel different.
  
  This copy actually opens with the Environment first and then Tell Me which makes a lot of sense since the grounds are set for the 'why' we need a reading culture in our classrooms and how we make that happen before moving into something more pedagogically based in the Tell Me approach.
  
  On this read, my main focus was on the importance of Teachers as Readers for some writing that I am doing and in preparation for my module. What was clear was the instrumental position and belief of the teacher in reading for pleasure as to how much impact and effect they will have on their class of potential readers should they buy into this. As Chambers states early on:
  
  'If we want to be skilful in helping other people, especially children, becoming willing, avid, and - most important of all - thoughtful readers, we need to know how to create a reading environment that enables them.'
  
  What this environment looks like is what makes up the rest of this half of the book. As a student at Westminster College (now Oxford Brookes), I often thought only of the 'physical' nature of the environment: bookshelves and displays but Chambers makes it clear that it is the 'enabling' teacher who is central and that a good knowledge of children's literature AND the books that each child in their class may have read and enjoyed is imperative. The list goes on and no one element comes across as more important than the other; each has a part to play.
  
  I could go on but needless to say that it is a book that will always invite multiple readings and from which we can keep on learning with each revisit.
• 
  Abigail

  This is essential reading for anyone who wishes to step foot in a classroom. Chambers writes in a fantastically engaging and thoughtful way, making it accessible for any teacher who wishes to understand the importance of stories in learning. Additionally, this is a helpful book to use as a reference when reading with children, as it provides an outline for how to get them to really consider and reflect upon what they are reading. I know this book will have a place in my future classroom.
• 
  Jane Scholey

  There is no greater text for trainee teachers (and ALL teachers) on the importance of reading and talk in every classroom. Chambers discusses key aspects of teaching and learning, pedagogical considerations to be made and, most importantly, how to ensure we are an 'enabling adult' for all children.
• 
  Zoe Wood

  This book is organised into short, precise and thought provoking chapters. The language is easy to read and made me think about my own reading habits as well as those of children. I was particularly interested by 'the set' and 'the settling' and how the power of the mind and attitude can strongly influence the opinion on reading. This book provides a vast variety of real life situations in which reading can be encouraged in the classroom, and organising visits from authors etc. I found these ideas very useful and I will be looking out for examples in my upcoming placement with the aim to use them as a base idea in my own teaching and classroom.
• 
  Liz Baker

  I did not expect to get as much out of this book as I did! Definitely worth a read, especially if you’re about to embark on teaching children how to love reading. Very impressed.
• 
  Petra

  Väldigt intressant.
• 
  Roberto/Isairon

  Per addetti ai lavori.
  Indubbiamente un ottimo testo di riferimento per chi ha la possibilità, per lavoro o per passione, di seguire costantemente un gruppo di bambini e accompagnarli alla scoperta del piacere della lettura. Ricco di richiami ed esempi pratici su come scegliere, affrontare e poi discutere i contenuti di un libro per ragazzi. Concetti, a mio parere, utili anche per noi adulti. Però per me, appassionato lettore e ora improbabile ma coriaceo lettore ad alta voce per bambini, è un testo troppo approfondito e molto fuori tema. Ci sono cose interessantissime, ma il più non rientra nella sfera dei miei interessi immediati. 190 pagine sono un po' troppe, per avere un po' di idee buone su come impostarsi davanti a bambini nel poco tempo che ho a disposizione e senza avere la certezza di poter leggere agli stessi bambini la volta successiva.
  
• 
  Tao Hu

  Children need to start reading from very young age. To keep their reading enthusiasm, it's important to have someone to talk to them about the books they read. Chambers gave very detailed examples of these kind of book talks with young children. It's fun to read those talks.
  
  Overall this is a great book for people who want to know more about how to raise a book-loving child.
  
  
• 
  Sophia

  I i recomend this book to everyone who work with kids and books and ppl who have kids. I don't really like fact books but this was very nice!
• 
  Alejandra Enríquez

  Me aburrió mucho, tenía cosas muy interesante pero habla largamente sobre libros no disponibles en mi idioma o país. Pero quitando todas las lecturas de libros sobre los que no tenía idea creo que da muchos consejos útiles
• 
  Ell Eastwood

  This book (which is actually two books, at least the version I read), mostly deals with how to get children to read and how to get kids to talk about what they've read ... which isn't really relevant to my life at all. I don't hang out with kids, I don't want kids, and I don't work with kids. Even so, it was interesting.
  
  Actually, it made me think about reading, how I read, and what made me a reader as a child. I have no answers though, but maybe that's not always necessary. This year I read more than the past three years combined, but I can't tell you what was different, just that something was. The same way I can't tell what made me such an active reader, while my siblings barely read at all. I don't think book discussions had anything to do with it: I can't remember having participating in those at all when I was younger. Maybe that's a shame.
  
  I did like one quote though, about how a lot of people don't read for pleasure. They read right before bed in the evening, so they can fall asleep, but that's not because they find it particularly enjoying or anything. It was an interesting observation I've never really made before, but it also makes sense: a lot of people that read a lot (myself included) can't really read before bed because we get too into it and stay up way too late. It's dangerous.
  
  Anyway, my sister is studying to be a teacher for young children, I maye have to force this book upon her.
• 
  Marta Dyet

  I absolutely LOVE this book! I think the ideas within seem somewhat obvious, read a book and have a chat about it but it doesn’t happen enough! After I read a book, all I want to do is discuss it with someone, their likes, dislikes, what they thought of the characters and so on. I think if children are given the opportunity to share ideas about books they will encourage each other to read more and discover aspects of the books they may have missed. Everyone interprets things in different ways, therefore hearing other points of view may enlighten some. It also gives children some ownership of what they have read and would like to go on to read, the books used in class don’t have to always be picked by the teacher, it can be a collaborative decision and often within the classroom there is an ‘expert’ that would be thrilled to share their knowledge and suggest further reading to others. I love the idea of always having a wide variety of books available for children to choose from, the teacher must have read a broad selection to be able to recommend. I will absolutely continue to refer to this book as a trainee teacher and include these ideas in my planning.
• 
  Elin Streiffert

  En viktig bok att läsa.
  Så otroligt mycket matnyttigt i den.
  Önskar att jag var lärare så att jag kunde använda mig av "jag undrar" med elever ofta. Börjat fundera på hur jag kan använda det i mitt jobb men också på fritiden med vänner och deras barn.
  Det är otroligt viktigt att samtala om böcker, man lär sig så mycket mer och läsning blir en gemensam aktivitet som gör allting roligare.
  
  Det var vissa saker i boken som inte var så viktiga för mig kanske, men det är en en fempoängare för det var bara bra saker i den. Har låtit det ta tid att läsa igenom hela boken och det var bra för man kan inte ta in allting på en gång. Då hade jag nog missat en massa som jag nu har kunnat fundera över ordentligt.
• 
  pchvsk

  El enfoque «Dime» se sustenta en la conversación y la conducción entre el maestro y los estudiantes. Su importancia radica en las preguntas que se proponen para mantener una charla desde un punto de vista que mezcla lo académico y lo informal y de las competencias lectoras necesarias en el maestro.
  
  Recomendado para todos aquellos que deseen promover experiencia significativas en la lectura literaria en pequeños y jóvenes.
• 
  Nina Rumack

  This is a very good book and a very effective approach, have tried it myself with high school students, in Sweden, and it worked very well, a lot better than I had first expected, I am looking forward to work more with this approach!
• 
  Debbie Shewell

  Inspirational
• 
  Sílvia Aguilar

  El tfg de vegades té coses bones (o això és l'excusa que em dic a mi mateixa perquè no estic llegint res més que llibres per la uni✌️)
• 
  "Robert Ekberg"

  En [jag] betygsätter [recenserar] ju inte tankekorn [lol].
  
  Hursom: Chambers är en svårt ivrig läsfrämjare. Som en Kjersén Edman. Fast sympatisk. Och då framstår Chambers som inte särskilt sympatiskt. Till skillnad från en [jag] annan [nej, jag] som ju tvingas skryta med min ödmjukhet. Kjersén Edmans värv recenserar [betygsätter] jag [en] inte här. Det vore ohederligt. Jag låter eldsjälar brinna i frid [fred].
  
  Jag tror läsfrämjande handlar om något så trist som sunt förnuft. Och att det främsta verktyget för det är magen [alt. en smula fingerspitzengefühl].
  
  Det faktum att det heter hakparentes är skrattretande. Som en skäggfrisyr.
• 
  Veronica Molina

  Inspirador, clave para todo mediador. Pero sí encuentro que, aunque haga énfasis sobre eso, este libro debe leerse con experiencia previa en el tema. Los escenarios se ven muy ideales, y la tendencia del lector me imagino que será a copiarlos. Eso es imposible, y llevaría a unas frustraciones terribles...
  De alguna manera esperaba que me entregara respuestas, pero las preguntas que hace son muy buenas. Las respuestas las debe encontrar cada uno en su contexto.
• 
  Jennifer

  I read this as an assignment for a class. Good concept, would have like to seen it a bit more developed with more details and examples. There is still a lot of useful ideas about how to teach children to analyze literature and engage in the texts they are reading. I will use some of the strategies with my children.
• 
  Magda

  Una lettura obbligata per gli addetti ai lavori, con tanti suggerimenti e spunti da usare in classe. Due annotazioni importanti: Chambers fa tanti riferimenti al mondo anglosassone, dove la lettura a scuola ha più peso che qui in Italia. Seconda annotazione: questa edizione avrebbe bisogno di essere aggiornata sia per i titoli proposti che per una revisione generale.
• 
  Thomas Brevik

  If you want to think and write about children, reading and literature, this book is your best ally and friend. Interesting, well written, deep without becoming difficult by an author who has enormous experience and an deep and true love of reading and literature.
• 
  Clare Harding

  Very readable on the theory and practice of setting up a classroom environment that encourages reading for pleasure. The second section has good detail and case studies to exemplify effective book talk.
• 
  Clementine Hinlopen

  Easily written and inspiring book about how to engage and motivate children to read! Not only to read but also to talk about the book. This book left me inspired and eager to try this out in my own classroom!
• 
  Seaside Sparkles

  The first part of this book (easily 5 stars) has well and truly inspired me. I have so many notes and can’t wait to implement these ideas in autumn. The second part ‘Tell Me’ is more intriguing as I try to work out how this communication will look in my special school classroom.
• 
  Montse

  Una buena introducción de cómo acercarse a los niños sin subestimarlos.
• 
  Marina

  Sííí, qué ganas de tener un taller de lectura con niños.