While all of our teachers love books and reading, the experience of teaching for the Institute of Reading Development is unique for every teacher. Below you’ll find reflections from both current and former Institute instructors on their experience teaching for us.
In Their Own Words
After teaching for the Institute last summer, I would be honored to teach for them again because of my deep love for teaching, for students, and for reading. I greatly benefited from my experience last summer, both personally and professionally. After participating in the training program, receiving all of the support from supervisors, and working with kids and adults of all ages, I was able to improve my own teaching dramatically. As a full-time high school English teacher, my only goal right now is to better myself so that I may best serve my students. I am constantly trying to improve and become a better, more effective, and caring instructor. My experience with the Institute was the strongest teaching support I have ever received, and it has helped me, and my current students, immensely. In addition to the great professional experience, the Institute has influenced me personally. Since teaching last summer, I find myself using "Institute techniques" in my day-to-day life. I genuinely admire how the Institute embraces a direct, and open form of communication with others, which I try to adopt in my everyday interactions. I also appreciate how warm and caring, yet rigorous and structured, the program and instruction is. I have a strong love for people, teaching, and for reading, and this job allows me to merge all of these elements.
— Christine, Detroit
Working for the Institute of Reading Development has been a wonderfully challenging and satisfying experience. I have found so much pleasure and fulfillment in helping students improve their reading skills and gain confidence in their ability to carry those skills back to school or work. Furthermore, I think the curriculum at the Institute has continued to improve each year, and I can't wait to learn how to better assist my students in their development this summer. Finally, as a teacher who has assessed her own skills, I must say that training and teaching for the Institute has been an invaluable asset for the skill-set I bring to my current position as a lecturer at the Community College of Rhode Island where I teach writing, children's literature, drama, and oral communication. I hope I have the opportunity to learn more and participate in the productive learning environment the Institute offers in its classes.
— Karen, Boston
I love to teach! I teach English at a few local community colleges right now, and as much as I enjoy it, I miss the younger students. I love to push the junior high and high schoolers to show them what they are capable of; I love helping the third, fourth, and fifth graders really grow in their fluency and enjoyment of the STORIES; I love coaching the first and second graders through struggling through (and eventually actually reading!) the words in front of them; and I love guiding the kindergarten kids and their parents through their first shared and individual experiences with books! The Institute of Reading Development allows me to transfer my personal love and enthusiasm for words, books, stories, and reading to students who aren't burdened (and preoccupied) with grades. And as such, the Institute provides some of the most satisfying and rewarding teaching I've ever experienced.
— Rachel, Los Angeles, graduate student in Classics
I *loved* teaching for the Institute last summer. Although I was initially worried about my ability to interact with children, I found the experience to be both incredibly fun and rewarding. In addition, the training made me a much more prepared, and a much better teacher not only in Institute classes, but in my college courses at Rutgers University. Finally, I cannot state strongly enough how important it is for people of all ages to become better readers. It makes people into more imaginative, critical, and better citizens and people. I enjoyed being a part of helping people become better readers, and would like to do so again.
— Josh, New Brunswick, graduate student in Comparative Literature
The teaching skills and classroom time I have gained over the past two fall sessions have helped me a great deal. I use Institute techniques everyday in my work with pre-school age children. On top of that, I love the Institute's curriculum. I tell everyone I know about this program and its benefit for young people. I am proud to perform this job and hope that I will again be a member of the Institute of Reading Development team this summer.
— Michael, Kansas City, graduate student in Theater and Dramatic Criticism
Teaching for the Institute of Reading Development has easily been the most enjoyable, and rewarding job I have ever had. Every year before coming back I am asked a variation of this question, and every year I as I answer I am wondering: why wouldn't I want to come back? In what other job could I meet people like Jim or John? Jim was a level 7 student in Festus last fall. He was a successful business man who had never read an entire book in his life. He admitted he had never seen the value in reading and was taking the course more because he felt embarrassed that his son was better at reading then he was. During our course he finished two books. Jim couldn't stop talking about the second book. Something clicked inside during those pages and one could clearly hear the joy in his voice. He had found the intrinsic value to reading. John was also a level 7 student in that same class. John had never gone to college, and twenty years later found himself beginning that process, but without the skills to keep up. John brought a passionate energy to the class from day one. He knew there was something here to learn and he was determined to learn it. As his reading speed doubled and then tripled, John's excitement couldn't help but overflow and be shared by the rest of the class. Taylor was an eighth grader in my level five last fall, in Festus. She missed the second week of class and showed up to the third week with no homework done. When I asked her about this she told me, in front of her mother, that everyone knows she is lazy and can't be trusted. There was a great deal of work put in by mother, student, and myself, but Taylor had her homework done for weeks four and five. When she left the class she had not only doubled her initial reading speed but had more then doubled her self respect. These are just the first three stories that popped into my mind as I sat down to write this. They are all from one term of teaching and are only a fraction of the stories I could tell about just this term, let alone the many others I have had the privilege of teaching. How could I not want to be a part of these stories? In addition to all the opportunities to give the Institute has also given a great deal to me. It has constantly challenged me to grow as a person. The nature of the work and the support given by the management is such that I do not believe it is possible to work a summer with the Institute of Reading Development and not leave a better person.
— Jason, St. Louis, MO
Teaching in the summer of 2006 must have been the most difficult thing I have ever done. I put a lot of pressure on myself to succeed with every student and their parents. Every day I felt as though I was learning more than any of my students; maybe not about reading (that too though), but about myself. In the end, it was worth it. The Institute of Reading Development's program, along with my supervisors, helped me to have many successes along the way. I believe that fluent literacy and good reading skills are very important. I am now volunteering for Reading is FUNdamental in Austin, because I'm a nerd, I missed reading with kids and talking to adults about what I love best: books.
— Ramona, Austin
I have a passion for reading and for teaching. Working for the Institute last summer improved my skills both as a teacher and reader. I like the challenge of working with lots of different age groups and I appreciate the well thought out curriculum that the Institute offers. I like the fact that your organization has a heart and is very thoughtful in the way it treats its employees. I also learned a lot of skills for creating the classroom that I really want.
— Adam, San Francisco, graduate student in Education
Working for The Institute of Reading Development has been one of the best experiences of my life. It is a company that has designed and implemented a program that I truly believe in, and therefore has made the job experience extremely rewarding. Furthermore, the Institute treats its employees with respect, support, and fairness. Both summers that I worked for the Institute were filled with challenges and triumphs; I became a much stronger individual and confident teacher. My supervisors created and provided an extremely positive working environment that allowed me to utilize my strengths. They were and continue to be supportive and helpful, and always treat my questions and concerns with the utmost care and attention. The Institute of Reading Development is a company that I am proud of and am even more proud to have been a part of.
— Tami, Honolulu and graduate student in Theater Performance
I of course have the 3 or 4 students that especially stand out in my memory of last summer; the ones who came into my classroom jaded by their negative reading-experiences and left it with a new excitement. Those types of "reading-victories" certainly make teaching with the Institute of Reading Development exciting. But something equally powerful is knowing that every student who participates, even those who don't show me an "aha moment" will end the summer with a set of skills that they can use the rest of their lives. On a very practical note, I also owe much of the success that I'm currently experiencing in teaching, to the skills I gained as an Institute teacher. I know this is often said, but teaching for the Institute of Reading Development was the most difficult yet most rewarding job that I have ever had. I would love to teach with the Institute for a second summer.
— Heather, Philadelphia
I know that the classes offered by the Institute of Reading Development truly make a difference in the lives of the students, and teaching these classes is very rewarding. I am able to see the improvement in reading skills, increased love for books, and heightened discipline in my students through the course of each class. I am very passionate about teaching reading: I believe that the ability to read and effectively absorb material from books is the basis for success in this world. I want to play a major part of helping students become more successful in their lives, and right now I know that teaching for the Institute of Reading Development is the best method by which to achieve my goal.
— Suzanne, Atlanta
My love for reading has always been strong but teaching with the Institute of Reading Development has increased my love for reading as well given me a passion to want to share that love with so many young people. Working for the Institute was one of the most rewarding work experiences that I have had since I began working at the age of 17. The classroom taught me so much about myself as well as helped me be better prepared for my teaching assistant responsibilities at Syracuse University. I was able to build such good relationships with my students as well as their families. I also gained a strong bond with my fellow regional teachers and my supervisor.
— Erica, Virginia Beach, graduate student in Communication and Rhetorical Studies
Her name was Ivy. It was my first day of teaching with the Institute of Reading Development, and the class was almost finished with Balto. I asked the class, "Balto became very famous for his exceptionally brave effort - who in this classroom thinks that they will become famous like Balto?" Not one hand remained down; the students were excited and gleefully bouncing in their seats, waving their hands frantically, eager at the prospect of telling everyone his or her answer. As expected, I was suddenly standing in front of future basketball stars, rock stars, actors, soccer stars, and rap stars. And then I called on Ivy. She was a little shy at first, and in a soft yet powerful voice, answered: "I want to build homes for people who don't have any, because my family used to be poor and we didn't have one, and. but now we're okay. you see, I just want to give back to them." I almost cried. I wanted to hug her for not only her enormous level of compassion (and at such a young age!) but how, on some level, she intuitively connected with the altruistic sensibility of Balto. My experience with Ivy that day left me absolutely glowing, and I learned from her as well; I learned how rewarding this job really is in a single instant, and I was, through Ivy, reintroduced to amazing power of literature.
— Elizabeth, Washington, DC, graduate student in English
Teaching for the Institute of Reading Development last summer was a wonderful experience. The Institute provided me with my first experiences teaching a class. Some of the things I found myself loving most about the job were: reading in front of the class and engaging the younger kids in reading activities to get them excited about reading and absorbed in the stories; teaching comprehension and absorption with discussions, tellbacks, and note-taking skills; pushing my students to work really hard and watching them improve before my eyes, with their word-decoding and comprehension skills, and their reading speed. I felt like my students were getting many benefits out of being in my classes, and I loved knowing how much I was contributing to their learning experience, especially their learning how to learn. Reading and learning have been central to my life, and they continue to be as I read for pleasure, for personal enrichment, and as a professional student. I feel that when I teach classes for the Institute --at any level-- I equip my students to be successful at learning, both in and out of the classroom. Also, teaching for the Institute of Reading Development last summer taught me how to work hard, how to conduct myself with maturity, taking on responsibility and being accountable to my supervisors. I learned repeatedly that it is good to make mistakes, and I was encouraged to learn from my mistakes and keep trying; I learned not to expect to be shamed for my mistakes or uncertainties. Teaching for the Institute taught me how to teach, and how to interact with people of all ages verbally in a meaningful way. I want to continue to grow personally as a teacher and as a human being by working for The Institute again this summer.
— Scott, Toledo, graduate student in Philosophy
Working for the Institute of Reading Development has been both very challenging and rewarding. In fact, it is the most challenging job I have ever done. However, over the past two years that I have taught for the Institute I have seen great improvements in myself as a teacher and a person. I enjoy being challenged and seeing growth in myself. I also love seeing growth in my students. The Institute creates an environment that pushes me to grow and challenges me while also allowing me to push and challenge my students. The hard work added to the rewards of seeing a student's reading abilities increase make teaching for the Institute something that I want to continue.
— Elizabeth, Atlanta, PhD Candidate in English
Teaching for the Institute of Reading Development last summer was certainly one of the best work experiences that I have had. There are several reasons that contributed to the positive experience, but the most important one was watching what happened to students. Standing in front of my classroom, I watched more than a handful of students experience books in a way that they most likely didn't believe was possible before. How this happened varied: My young students read words they could not have read before or fell in love with (or got annoyed with) a character in a book they read themselves. My older students laughed out loud while they were reading, got mad at characters, got mad at me for stopping their reading, jumped into conversations about what they were reading, cried, disagreed with me, agreed with me, and even began reading more entirely on their own.
— Jeremy, Atlanta, graduate student in English
I also learned so much about myself as a teacher. I had previously only taught college students, so first of all, teaching with the Institute of Reading Development exposed me to students of other ages, and that proved to be an extraordinary revelation for me. Not only did I love teaching younger kids, but I also learned so much as a teacher from working with those kids. Thus, secondly, I have become a better teacher, and I want to keep exercising my teaching muscles to become even better. I also enjoyed the sense of accomplishment that came from feeling like I really helped some of these kids. I saw them having fun and increasing their reading skills, and as a teacher (and someone who always wanted to be a teacher), that is amazing to see. Finally, I so enjoyed sharing my love of reading with my students. I knew I would love that aspect, but I don't think I was quite prepared for the thrill of introducing my kids to so many beloved books from my own past. Henry Huggins alone was worth it!
— Kirsten, Institute teacher in Chicago, graduate student in Medieval History
Working for the Institute of Reading Development last fall and summer was wonderful. Reading is something I have always loved and I cannot imagine my life without that passion. My position at the Institute helped me to instill that passion in others - others who had never before viewed reading as something pleasurable. It is incredibly rewarding to see the development of students' reading skills over the brief span of five weeks and to hear them tell of how much their opinions about reading have changed. It is also rewarding to see the faces of the younger children light up as you go through a book with them and to see the great strides they make in reading ability. Actually, one of the things I enjoy most about working for The Institute of Reading Development is that I get to work with students of all ages. I get to help the very young children become excited about books and reading; I get to help older children develop their skill so that reading is more enthralling and less of a chore; and I get to help older readers realize that reading is not just about words on a page but is an experience that should be enjoyed. My own passion for reading makes helping each age group with their particular skills and seeing them develop to enjoy books so much more a fantastic experience.
— Briena, San Francisco
Last summer and fall were some of the most exciting and fulfilling times in my life. They were an awesome challenge and I feel like I gained as much as I gave to my students in the program. At first, I was nervous about the job - I had never taught so many different age groups and didn't have as much experience as I would have liked to. Nevertheless, the classes went extremely smoothly and were very successful. I feel as if I lived up to the challenge, really helped my students progress, and grew as a teacher and a human being.
— Christopher, Las Vegas, graduate student in English
I am applying to work for the Institute this summer because I want to be back in the classroom, delighted and mystified by the responses of my students. I am anxious to be back helping students gain the skills and confidence that they need to make books an integral part of their lives. Teaching last summer was very challenging, but extremely rewarding and almost always fun. I enjoyed the intense two hours of demanding and receiving excellent work from my students and seeing the progress they make from week to week. I look forward to that end-of-the-day exhaustion and satisfaction that is the result of enthusiastic, focused teaching. Another summer working for the Institute will also allow me to improve upon what I learned last summer and become a better instructor. Reading is exciting. Teaching reading is an exciting summer job. I want to spend this summer energized by the work my students and I will do together.
— Laura, Denver
I remember two students in particular who significantly affected me. The first is Dakota, a student I taught during my second semester level 5 class in Jacksonville; he was a particularly bright young boy, yet scattered and inconsistent in his work. Catching this early in the semester, I explained my expectations and saw significant improvement. Whereas in the second week he'd forgotten to do his homework, by the fifth week he had poured his creative energy into his home practice and mastered the skills I'd taught in class. His father was positively beaming during our final conversation and had renewed hope for his son's success in school. On his last day, he also brought in a newspaper article highlighting his recent victory in a Kingfish fishing contest. Another student who left a lasting impression on me, Emily, was also in a level 5 class of mine, this time in Lebanon, Pennsylvania. She was very eager in class, mastering the skills, dutifully reading during assigned times, and raising her hand at every opportunity. At the end of the semester, her mother approached me and said that not only had Emily's reading coach at school seen a significant improvement, but also that Emily had gained so much confidence, she was reading all the time to anyone who would listen. She went from dreading reading (hence the need for the coach at school) to sincerely enjoying it.
— Stephanie, Denver
Teaching with the Institute of Reading Development last summer proved to be one of the most fulfilling experiences of my life. I was given the opportunity to share my deep passion for reading with hundreds of students in a truly unique and dynamic classroom atmosphere. I found every work day to be a real pleasure. I was truly rewarded each time I witnessed a student begin to see reading as a delight instead of a chore, each time I saw students taking real pride in their work, and each time I watched my students become completely absorbed in their books. Moreover, though, each class brought with it real challenges that provided me with the opportunity to grow and mature as a teacher.
— Khristina, Providence, PhD Candidate in English
I want to work for the Institute of Reading Development again because last summer, teaching for the Institute helped me realize what I wanted to do with my life: I want to teach. The Institute is a company that genuinely cares for the success and well-being of its students and its employees. And working with the Institute gives me several valuable opportunities: the avenue to share my passion for reading with my students; extensive training and in front of the class experience; the chance to positively impact and shape people's lives. There's no doubt that I never put so much of myself into a job before.
— David, Long Island, graduate student in Secondary Education in English
I had a great experience teaching last summer. I was able to help many children and their parents appreciate books and reading more, and I felt appreciated as well. I teach college English during the fall and spring semesters and it's refreshing to get out of the "college bubble" for a while and teach other age groups the values of honing good reading habits and skills. The compensation is wonderful for such a temporary job, and I felt well-supported by my teaching manager.
— Jared, Dallas, graduate student in English
I loved working with the kids and helping them to get excited about reading and overcoming difficulty. I also enjoyed working with the adult professionals in the Level 7 courses. More than any other teaching position I've had, I felt that in my experience last summer I was actually making a difference. Case in point: one of the students in my Level 7 courses approached me after the final class and told me that the teaching and the curriculum had given her the confidence in reading and critical analysis to work for higher academic/professional goals.
— Ryan, New Haven
Working for the Institute of Reading Development has been the most positive working experience I have ever had. Simply, the Institute makes a difference. Session after session, I'm continually amazed at the progress I witness in students over such a short time. What we teach, and how we instruct, not only aid, our students. We make a lasting difference in parents. Countless parents have thanked me for teaching them how to read with their child, and how to continue their child's development towards fluency or continue to develop critical reading skills. After each class, I know that I made a difference--whether a child had their "breakthrough" moment, and took a significant jump forward in their skills, or the foundation for their breakthrough moment was established, every time a student is in an Institute class, they are growing. The Institute's 'It takes a village' approach towards teaching creates such a positive environment for learning--and is something I hope to perpetuate in my own classroom. Because of the experience I've had with the Institute of Reading Development, I no longer plan to obtain my PhD in History. After graduation, I will join the Education department at CU to obtain Colorado Teacher Certification. Although I'll always enjoy historical research, I fell in love with teaching, and feel I can make the most impact at the front of a classroom. Many school districts in the Denver-Metro area need a teacher that is positive, and dedicated to every student in the classroom. I owe the Institute of Reading Development a debt of gratitude for helping me discover my passion. I want to work for the Institute again this summer so I can work with my future Brandons, Devons, Amandas and Elias--the student's you never forget, and that will never forget you.
— Michele, Denver
Last summer, working for the Institute was challenging, exciting and just plain fun. I grew a lot on both a personal level and as a teacher; I found strengths I didn't know I had and discovered many areas in which I hope to improve as a teacher. I found everyday to be an exciting opportunity to impact the lives of others and share my love of reading.
— Pamela, St. Louis
Working for The Institute of Reading Development provided me with an extremely positive experience last summer. When I started teaching, I felt supported and prepared. Each day I could enter the classroom with confidence, teach lessons, interact with students, communicate with parents and act as an authority figure. Having an outside network of teachers and a challenging supervisor made me feel I could tackle any problem with a reasonable solution. In addition, I felt the Institute provided me with adequate compensation for my efforts. This job allows me to forget the idea of "work" and instead I am able to develop personally and professionally by sharing my passion for reading with others. I cannot think of anything I would gain as much from this summer and I'd like to come back again.
— Amy, Detroit
If I could choose one aspect of my job that I most liked from last summer, it would be the personal connection with my students. I really enjoyed seeing my students' progress and their growing excitement as their reading and study skills improved. Furthermore, I cannot think of another job that I would have this summer where I could make such a lasting difference in peoples' lives, by teaching them such valuable skills and tools to improve their lifelong educational experience.
— Brittany, Salt Lake City
Part of the reason I continue to enjoy working for the Institute of Reading Development is that I am asked to constantly be part of the learning process. I am quite certain that my abilities as a teacher will be consistently challenged this summer, but I have seen what the challenge of teaching for the Institute produces. The consistent result from the challenge to aim at becoming an excellent teacher for the Institute has, in my experience, always been classrooms full of children who enjoy reading a great deal more than they did prior to entering my classroom. Having kids do hard, worthwhile and entertaining work with books has become an integral part of my experience with books.
— John, Washington, DC, PhD Candidate in Philosophy
I have been teaching this year. While I enjoy my work, I miss having the opportunity to get kids excited about books full-time. I share Paul Copperman's conviction that books should transmit our highest values; not pedantically, but through a process of questioning and personal discovery. Books provide a platform for kids to examine the deeper issues in their own lives. I want to work for the Institute again because it gives my students and I the chance to read deeply together.
— David, New York City
I had a wonderful experience teaching for the Institute of Reading Development last summer. I found the job to be fun and challenging. The teachers and teaching supervisors were incredibly supportive and helpful. I learned so much about myself as a teacher and really found that teaching is something I want to continue to do in my life.
— Susan, Los Angeles, graduate student in Theatre
Simply put, I had a wonderful experience working for the Institute of Reading Development last summer. The training and lesson plans were excellent in preparing me for the classroom, and the practical experience I gained was invaluable. More important, however, was that I really had fun with my students and I enjoyed the classes I taught. I hope to continue this job each summer for as long as I have no other conflicts.
— Katherine, Baltimore, MD
My first summer teaching for the Institute of Reading Development was a very positive experience. The hands-on training and classroom experience last summer provided the foundation to which I hope to build. My classroom experiences were not always perfect; I was faced with challenges that required me to evaluate my teaching, seek help from other teachers and Institute supervisors, and go back into the classroom prepared to overcome any obstacle.
— Kendall, Minneapolis, graduate student in Communication and Journalism
There is so much about teaching Institute students that makes me a better teacher all year long. The skills we teach truly change lives. There have been so many times that I have called on a student on the first day of class, and I can see in his eyes that he believes he cannot do what I am asking of him. Still, that is the same kid whose hand is up again and again by the third or fourth week of the course.
— John, Oklahoma City
I LOVED working for the Institute of Reading Development! I had never worked with children younger than 8th grade, and I loved working with the younger kids. I also discovered that upon returning to my regular teaching assignment at the University of Arizona this fall, that I am a much better instructor because of the training and experience that I received this summer. It was really great to work for a company that cared equally about what we were teaching and about us as both teachers and employees. It was a great experience, and I really hope to have the opportunity to do it again this summer.
— Rae, Tucson, graduate student in Art and Photography
Each semester of teaching renews my excitement and vigor since I am able to see the actual progress taking place before me in dramatic ways. To be a part of that process along with the students is humbling as well as inspiring. Another extremely important and perhaps more practical reason is that each semester of teaching also provides me the opportunity to grow as a teacher and as a leader. The skills I have obtained through this program can and are utilized in many other areas of my life including teaching at the college level. My confidence, problem-solving strategies and skills, and other pedagogical tools have been bolstered and reinforced by my teaching for the Institute allowing their manifestation in other crucial areas. And since my ultimate aim is to teach at some level, I seek out all and any opportunities to advance that goal. Teaching for IRD is fun whether I am teaching 5 year olds or 25 year olds. The enjoyment that fills a classroom environment is something that drives me on and the students in turn. I am constantly reminded of the wonder and even mystery that comes from really delving into books and identifying with characters and situations.
— Cyrena, Tampa, graduate student Philosophy
I had an absolutely amazing experience teaching for the Institute last summer. As a new teacher, I was very nervous to be in charge of ten classes per week. But after completing training, I was also confident that I had all the tools needed for success. Teaching all the different levels of classes allowed me to use a different part of my personality every day. I could have fun playing games with my level R students, then change gears to challenge my level 6 students to really push their speed-reading skills to the next level. At the end of each five-week session, I could see a real change in many of the students, some of whom only needed that extra bit of encouragement to see their true potential.
— Rozanna, San Diego, graduate student in Creative Writing
One of the lessons I've been carrying around with me since I read Steinbeck's Grapes of Wrath in high school is that if you've got something, you should share it. The Institute of Reading Development has given me so much. The classroom management skills practiced during in-person training, the continued support of the weekly meetings once class was in session, and especially the fast-paced experience of teaching eight different levels of students, in multiple locations, has given me the confidence (and the proof) that I can stay focused, organized, and motivated pressure. Teaching is how I choose to give back. Besides wanting to share my knowledge and skills, I truly believe both in the Institute's philosophies about how students learn to read and in the Institute's practices. I saw first-hand what the reading and note-taking methods could do for the students. Their hard work was inspiring. I had a level 5 student during my second session last summer who came in reading under 100 words per minute. Not only did he double his speed by the end of the first day, but he continued in the other four weeks to not only improve his speed but all areas of his reading efficiency. By the end of the class, his mother hugged me and said that he was reading anything he could get his hands on at home and that his homework was already showing signs of vast improvements. And he, of course, is just one of many, many examples of success.
— Nicole, Washington, DC, graduate student in Poetry
Last summer was a great working experience. While the job was tough, especially in the Vegas sun in summer, it was very rewarding in a number of ways. I learned how to be a better teacher, a better administrator, and a better possible father. I also learned a lot about children, teaching, and communication in general. I hope to continue this experience, because I feel I still have something to learn from this organization. I support its goals, its basic ideas, and I just love working with children of all ages, as well as reading, of course
— Jeffrey, Las Vegas
I have loved my job with the Institute for the last 3 years. It not only gives me an opportunity to work with all age groups, it also gives me an opportunity to hone my skills with the current age group I work with: high school. It is a perfect job for a full time teacher with summers off.
— Kari, Los Angeles, graduate student in Education
Last summer changed the way I teach. This year I have returned to my teaching at Michigan State University with more energy and focus, thanks to the training and experience I received last year. I have communicated clearly my expectations to my students and held them accountable for meeting them. I have really worked to give each student individual attention in the way the Institute does, teaching to students' specific strengths and challenges and doing so efficiently. I love the dynamic I now have in my classroom--the students recognize me as the authority and they know I care about their learning. They also make my class a priority for their studies, even though it is not in their major field of study. (I teach a humanities course this year, and most of my students are science majors.) Last summer, I really enjoyed working with children and their parents. Although the children's energy could be challenging at times, it was also exciting and helped keep me motivated. It was tremendously rewarding for me to communicate with parents, and this is something I look forward to doing again this summer. I was amazed at how helpful I could be in guiding parents' at-home work with their children (despite the fact that I am not a parent myself!). Finally, one of the things pulling me back to the Institute is the professional interaction with other Institute teachers and supervisors. Everyone I met during training and over the summer impressed me as smart, fun, and immensely capable of achieving tremendous success. This is exactly the kind of crowd I want to run with!
— Michelle, Detroit
Working for the Institute of Reading Development was one of the most challenging and rewarding experiences I have had. I benefited greatly from the excellent training and supervision. I deeply enjoyed teaching the different grade levels and interacting with students and parents. Most importantly, I enjoyed seeing how my students improved in just five weeks; the progress they made was remarkable and it was so rewarding to know that I had been part of making a difference in their lives. I became a better teacher over the course of that summer. Since then, I have continued to grow as an educator and a person.
— Karen, El Paso
As I say to the students and parents during the parents' meeting of every one of my opening classes: "I am a doctoral student in English at Brandeis University. I love to read. I love it so much that I am pursuing a career as a professional reader. The most rewarding part of my summer is trying to pass the love and excitement that I have about reading on to my students." I am excited as well by the other meaning of "love of reading." Though I am continually gratified by the closeness that reading allows me to achieve with my students, I am always more deeply moved by the loving bonds that are forged between families as a result of regular reading at home. In addition to passing my love of reading onto students, I am deeply committed to teaching the skills component of the Institute's courses at all levels as the best way of introducing my students to the unique personal satisfaction and process of self-exploration that I believe can be achieved only through reading. In addition, I take teaching for the Institute and continually improving my teaching very seriously as a matter of professional development. Teaching for the Institute has made me feel much more comfortable as an instructor in my college courses, both as a teaching assistant and as an instructor of first year writing courses. In fact, I have even received a teaching award for my college teaching that I can trace directly to the extensive classroom experience I've gained teaching for the Institute of Reading Development.
— Ryan, Boston, PhD Candidate in English and American Literature
I have grown personally and professionally in the past eight years with the Institute of Reading Development. The working environment is remarkably challenging and at the same time remarkably supportive. It requires constant growth and reflection on my part; I also see this on the part of other Institute staff. As I continue with a career in education, I am continually struck by the quality of training the Institute offers, both the initial training, and in the years since. The work is good, both in that I enjoy it, and in that I believe leading people to a greater love of and facility for reading makes the world better.
— Karl, Minneapolis, graduate student in Education
In the past two summers teaching in these reading programs, I have had a positive difference on the intellectual and imaginative lives of many people, young and old. And that feels really good. I feel I have become a better, more confident teacher with each session. I want to be a professional educator, and I feel that the intense preparation, attention to individual students and the challenging pace of the Institute's summer programs enable me to further hone the myriad skills that help contribute to my effectiveness as a teacher.
— Mark, San Diego