Connolly+LENS3+(True+Notebooks)

In our literature circles, we talked a lot about the appropriateness of True Notebooks and whether it would have a lot of use in the classroom. Initially, we all agreed that there would not be a lot to do with this book and questioned whether or not it would truly hold students’ attention. Because True Notebooks is non-fiction, the book does not have a lot high-energy climactic plot events, but rather focuses on the dynamics between the individuals at Central and Mark’s experience there. As our discussion developed, we opened up more to the book’s use in the classroom and discussed how it could be used to inspired students to write. I like the idea of students being able to have their own ‘true notebook’ where they can feel free to write about anything they want and not worry about receiving a grade. I think the reason that Mark was able to build such respect and trust with his students while keeping them engaged was because the students were free to write about anything without being judged. The freedom to write was exceptionally significant to the kids at Central because the rest of their lives were so restricted. I also think that for all students that may be reluctant to write, a personal notebook would give them a low-stakes place to practice. From my personal experience, writing is skilled that needs to be practiced in order for it to develop.

I also think that this book would be good to use across the curriculum. There are a lot of social issues that the book touches on that would be a really great conversation starter in a social studies classroom. As an example, Mark often thinks about and asks others if it is right to charge a juvenile with an adult sentence. Although Mark never really gets a straight answer from the people that he asks, it is a question that is left to linger in the readers’ minds. I know that before reading this book, I probably would have given a pretty straight answer to the question; however, after getting attached to the kids at Central and learning of Mark’s experience, I would have to think about it a little more. In a social studies classroom, students could discuss whether or not they think that this is a fair thing and discover what different opinions exist on the topic through research. This could also be an opportunity to analyze the government’s judicial system and why certain establishments exist in society.

This book could also be of use in a psychology class. Students could look at how the environment at Central is affecting the adolescents’ development. They could also study the effects of different authoritative dynamics at Central. The Stanford Prison Experiment, for example, examined how the idea of authority changes the way that individuals behave in certain situations. This experiment was also conducted in a prison setting, which makes it even more relevant to True Notebooks. The juveniles at Central are subjected to some very authoritative figures (like the guards and directors), but among the workers as well, there are a lot of strange authoritative dynamics. While Sister Janet does not hold a defined position of authority at Central other than a volunteer, she seems to hold a significant amount of power over others at the facility and is frequently able to persuade others. Among the juveniles, there is also a definitely hierarchy of authority. In Mark’s writing class, the students that have been in the class longer use their experience to gain authority over the new students. Certain students make sure that the others stay in line and do the work without Mark having to assert his authority.

We also talked about the use of profanity in the book and whether it would be appropriate in the classroom. I think that if the only reason someone would choose to not use this book in the classroom was because of the language, that would be a shame. Students, especially in high school, are already exposed to a lot of vulgar language and the profanity used in the dialogue could be used as a discussion starter.