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Motivating Ideas to Pump Up Adolescent Readers

Posted by on in Teens and Tweens
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Jeffrey Pflaum, blogger onBAM, is also hosting CREATIVELY SPEAKING on the network's new show, PULSE (category: "Classroom Innovation").  Please check out the 12-minute podcasts on creativity, creative- and critical thinking, EI, social-and-emotional learning, and more.


Motivational Ideas for Adolescent Readers

Reading is a tough sell these days because kids have so many distractions, which includes just getting distracted while they read, losing concentration for all sorts of reasons, and not being motivated intrinsically, or from the inside out.


To help out teachers in the sadly forgotten area of motivation, I compiled a list of “sparks” to inspire adolescent readers with creative ideas and questions.  They can be used as meaningful downtime motivators, and if presented over the course of a school year would have positive effects/affects on the cyber psyches of kids today.


You can use the sparks as triggers or catalysts to jumpstart an inner-motivation to read, where students draw their own conclusions, make judgments and decisions about their reading independently, without someone “making” them enjoy reading.  While extrinsic motivation is helpful in getting kids to read, it is the testing mania, the resulting test-anxiety and apathy toward reading that are the ultimate external and internal turn-offs, respectively, to reading, in my opinion.  Studies have shown that intrinsic is more effective than extrinsic motivation, but education has come a long way to take inner- and outer-motivation to the next low, negative level: creating fear, anxiety, dread, and doubt into children and adults alike about reading.


Here are three ways you might use to implement the upcoming triggers:


  • Try starting a quick discussion of the given spark (for five minutes, ten max) to get your students thinking about reading and their desire to read.


  • Present the spark as a fast-paced writing lesson where kids write about their ideas, thoughts, feelings, and experiences connected to it and then discuss the responses (five minutes for writing and five minutes for discussion).  If you want to go social media/tech, ask them to TWEET their answers in 140 characters.


  • Throw out a spark to the class for brainstorming answers orally.  Give the prompt and ask the class: “What thoughts, feelings, ideas, images, and experiences come to mind after you heard the spark?”  (Time limit is five minutes.)


Skim through the list of eighty plus items to see which ones you like and would be most effective with your group (according to the particular class, grade and ability level).  Some of the sparks can be used with more than one of the above procedures.  Also, you might feel you’re better off presenting the spark orally, where you rather hear what the students have to say rather than taking the time to write their answers on paper.  Again, with certain prompts, you might want them to write their answers.  Writing responses becomes a more deliberate way of thinking, reflecting, and contemplating to discover a more thoughtful answer.  You should emphasize to think carefully before writing, “think twice then write, and to probe their experiences and memories for a strong response.  Discussions and brainstorming sessions are bang-bang, spontaneous thinking and responding, and may favor the quicker thinkers.  You might be leveling the playing field a little when asking kids to think-about-and-then-write their answers.


With many of the sparks, an extra moment of thought, searching, and digging, could bring the insight you want that will motivate and inspire young people to read.  Check out where I’m coming from with some sample ideas/responses to the following sparks:


  • Read and enjoy a good movie: Reading is a show, a production, performance, and if you can’t see the images flashing by quickly on an imaginary TV or movie screen in your mind, you’re missing the point.  This is true for fiction and non-fiction reading such as history or social studies where you want these subjects to come-to-life, or for students to see it in the mind’s eye.  You’re giving them another way of “seeing reading.”  This spark might be best using a written response.
  • Visualize yourself reading in a place where no one would ever read: Take the class to the absurd, the ridiculous, and they will enjoy the ride.  This spark gives them a chance to create a little humor through funny mind-pictures of crazy places you would not expect people to read.  For example, reading under water, in a cloud, on top of a mountain, or inside a soap bubble are my possibilities.  You can use this prompt orally in a discussion, for brainstorming answers, or have kids write their responses and draw quick pencil sketches of absurd places to read.  You can ask them how the absurd places will affect their reading: What might happen in these environments?  This is a “just-for-fun” spark to lighten up reading in a test-obsessed culture.

  • Motivate yourself to read from the inside out: This is a tough question, so I would want the class either to discuss it orally for a collaborative response, or have the kids figure it out individually in a written response.  The spark is the crux of reading in my opinion, and if students don’t get it, they will not become readers, let alone lifelong readers.  Reading is all about an inside feel, what you experience in your mind, imagination, heart, and spirit.  If you’re not feeling it on the inside, you’re not going to be motivated to read on your own from the outside.  You can lead a horse to water, but you can’t…

  • Sticks and stones and words will break my bones and harm me: Yes, for many kids, this will happen, because words are powerful, because words can hurt and/or heal.  Words can be teasing words used to bully someone, in real space and time, and in cyberspace.  They have effects/affects that can sting for years and keep people down.  This is a “triple spark”: use it to stimulate a collaborative conversation with your class, as a writing prompt to find out what individual students think about the power of words, and also, try it as a brainstorming session to get some impromptu responses.  Your words are you, you’re made up of millions of words, the words you speak, write, read, think, imagine, and experience, your life is a dictionary and a thesaurus of words, meanings, ideas, thoughts, and images that can make or break you.  Here is a spark that will bring up many experiences students have with words, a discussion that can go on for days and provide some incredible releases of pent-up experiences not spoken about or kept hidden in the children’s minds.  Everyone has a story about words…


Read the following sparks to see which ones will work with your students, the grade as well as their ability levels.  If you really get into the brainstormed ideas, statements, thoughts, opinions, and questions, you can experiment by creating your own sparks based on your own understanding, beliefs, background, and experiences in connection to reading, reading processes, and reading life.  I am setting the stage for you to connect with your own creativity and help kids discover reading in a way they never realized before.


Sparks for Reading and Other Things

1) You are what you read.

2) You are what you write.

3) You are what you create.

4) You are words, millions of words make you, you.

5) Everything you read becomes part of you.

6) Here is the magic formula for becoming a good reader: read, read, read for fun.

7) When you read, read.

8) You say all reading is boring?  Then ask yourself: Am I boring?

9) Wake up and read, wake up and read.

10) Read and enjoy yourself in thought, feeling, and creativity.

11) Read yourself to sleep and have sweet dreams.

12) It takes a lifetime to create a lifelong reader.

13) Wherever you read, there you are.

14) Read and enjoy a good movie.

15) Read: Imagine, yeah, imagine…

16) Read to believe in you.

17) Bring yourself a little peace, quiet, and freedom: Read.

18) I read, therefore I think, feel, imagine, wonder, and ask questions.

19) Find the mind’s magic reading theater and you will discover a new reading life.

20) If you can’t visualize what you read, your mind’s eye is somewhere else.

21) Can you hear your silent, inner reading voice reading?  If not, maybe your imaginary inner reading ear stopped or might not be listening.

22) Can’t imagine what you read?  Dial 1-800-IMAGINE to see the inside world.

23) When you read you need your hearts, hearts, hearts.

24) Think about it: Reading is a magical process.

25) Motivate yourself to read from the inside out.

26) Visualize yourself reading in a place where no one would ever read.

27) Reading is about the imagination, a world with no limits and all possibilities.

28) Reading life experiences live inside, expand, and change your Self.

29) Reading is a three-dimensional, holographic, virtual reality waiting that can transport you to untold visual paradises you never dreamed of seeing.

30) Reading is sitting by yourself, thinking, imagining, and feeling things inside you.

31) Reading means reenergizing, revitalizing, and rejuvenating your Self and life.

32) Read: Re-invent your Self over a lifetime journey into an endless universe of words.

33) Read the waves of words cascading from a book like you watch a good movie.

34) Reading is all about mindfulness: Where are you while reading?

35) Books are lifesavers for kids that come in all your favorite flavors.

36) When are you in the mood to read: always, sometimes, or never?  Why?

37) Read and feed yourself some delicious, tasty, sweet words.

38) Read it twice and get it right.

39) Rate how relaxed you are when reading on a scale from 0 to 10, where 0 = not relaxed, and 10 = very relaxed.  Give reasons for your rating.

40) You don’t need to read graphic novels because they’re already living in your mind.

41) What happens to the words you read?  Where do they go?

42) Read to lose yourself in a book and find yourself again.

43) Reading is about self-discipline, -control, -belief, -confidence, -esteem, and -love.

44) The peace of reading: What’s that?

45) Reading is not about speed, but understanding, passion, and self-motivation.

46) Can a book change your life?

47) Can reading everyday change how you see your world and the world?

48) Reading means being present, alive, awake, alert, and aware.  It’s about the NOW, the HERE-AND-NOW.  Now, are you THERE?

49) Reading is about listening, observation, and concentration.

50) Reading is creative like writing.

51) Reading is an inside job, where you take your Self on a tour of the inner landscape of the mind, imagination, heart, and spirit.

52) You are never alone reading a book.

53) Sticks and stones and words will break my bones and harm me.

54) Read to be free and to breathe fresh air into your head: how sweet it is.

55) Books are like dogs: man’s best friends.

56) Read, writing, reading, writing, reading, writing, and so it goes, round and round.

57) Reading is a “magical mystery tour waiting to take you away.”

58) Reading is like listening to a concert of words playing in your imagination’s theater.

59) Reading is a see cruise: Won’t you take me on your see cruise?

60) Reading takes you on a journey through a dark inner landscape of mind-pictures, feelings, thoughts, meanings, and experiences to the lights in your imagination.

61) There is an imaginary TV screen in your mind?  Where else would you see the 3-D movies words create?

62) Rate your ability to concentrate when reading on a scale from 0 to 10, where 0 = poor, and 10 = excellent focusing skills.  Give reasons for your rating.

63) Reading is silent communication making lots of noise in your mind and imagination.

64) Have you ever seen a purple apple?  Now you have…

65) Reading drops you in the eye of your imagination where you experience a surreal universe totally different from the real world.

66) Take this book and shove it—inside the imagination’s self-amusement park.

67) Whenever I read, I know who and where I am.

68) TV puts beautiful pictures in your real eyes; not reading, it puts incredible pictures in your mind’s eye.

68) Picture this: Reading on a cloud floating in a blue sky.

69) Reading-in-the-zone means you zoned everything else out.

70) Wonder, wonder, always wondering, whenever I read.

71) There’s no place like home—like inside a book.

72) “All we are saying is give peace a chance”: Read.

73) Reading means re-creating a writer’s imagination inside your own mind.

74) Reading is talking to your Self while watching pictures flash in your mind.

75) Are words just black-on-white, or are they something else?

76) Rate your ability to change words into mind-pictures: Excellent, Very Good, Good,

Fair, or Poor.  Give reasons for your answer.

77) Multiply tornado x snowstorm: What picture do you visualize?

78) Add fireworks and stars: What mind-picture do you see?

79) Divide the sun into ocean: What do you imagine?

80) 1,000 butterflies x 1,000 butterflies triggers what picture in your imagination?

81) Fog + smoke creates what picture in your mind?

82) Sadness + love snaps what photograph in your mind’s camera?

When I finished brainstorming these motivational ideas for adolescent readers, a bunch of questions came to mind, and that is how I will end the article:


  • Whatever happened to motivation in reading?
  • Whatever happened to affective education?
  • Do we really know what a response to literature is?
  • Whatever happened to “Becoming a Nation of Readers” (1985)?
  • Where has the state of reading come since 1968 (when I began teaching)?
  • Why have we forgotten that reading is a creative art like writing?
  • Where has the magic in reading gone?
  • Why is the achievement gap still a frontier we haven’t crossed?
  • Why can’t we, as educators, educate educators?
  • Why are we sill confused about teacher training and PD?
  • Who’s kidding whom?


References and resources for information about motivating adolescent readers:

  • Motivating Teen and Preteen Readers: How Teachers and Parents Lead the Way by Jeffrey Pflaum (Rowman & Littlefield Education, August 2011)
  • GREENLINE newspaper article titled “Local Educator’s Book: Love of Reading from the Inside-Out” (2/4/12) by Greg Hanlon
  • QUEENS TRIBUNE newspaper article titled “Book Inspires Reading in Cyber Age” (3/1/12) by Ross Barkan
  • Book review by Kecia Burcham: http://www.examiner.com/review/motivating-your-kids-to-read.
  • Internet radio interviews about the book: See “OnlineWithAndrea” with Andrea Garrison (BlogTalkRadio, 4/23/12); “Raising Great Men” with Marie Roker-Jones (BlogTalkRadio, 5/10/12); “Healing Through Creativity” with Dr. Desiree Cox (WebTalkRadio, 2/6/2); “Pure Imagination” with Rachel Trachtenburg and Julia Cumming (Progressive Radio Network, 4/6/12); and, LearningRx with Martin Krueger (Toginet Radio, 5/17/12).
  • BlogtalkRadio Profile Page for Jeffrey Pflaum: www.blogtalkradio.com/jeffreypflaum, “Creativity, imagination, and Motivation.”
  • Jeffrey Pflaum’s website at: www.JeffreyPflaum.com.
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Jeffrey Pflaum has been an inner-city elementary school teacher in Bedford-Stuyvesant and Williamsburg, Brooklyn, New York, for thirty-four years (NYCDOE, retired in 2002). He worked as a creative writing, whole language, social studies, gifted/talented, physical education, and mentor teacher in grades K – 6 and special education. Pflaum coached middle school boys and girls basketball teams and one of his players became coach of the Pace University team. Tennis was also taught on the elementary school level to lower grade kids as part of the NY Junior Tennis League Program founded by Arthur Ashe.

Pflaum considers himself a teacher-developer-researcher experimentalist who created successful education projects in emotional intelligence, social and emotional learning, reading, writing, poetry, thinking, creativity, vocabulary expansion, concentration, and intra- and interpersonal communication skills. He has written articles for professional newspapers and publications about his curricula. Various programs appeared on web sites such as ERIC and CASEL/Collaborative for Academic and Social and Emotional Learning (“Experiences, Reflections, and Insights”).

One program was featured at the International National Council of Teachers of English at NYU as one of the best examples of English Language Arts in the NYC Public Schools, K – 12. His students’ poetry and prose have been published in college, writers’, gifted secondary, and children’s literary journals, magazines, newspapers, and by major commercial book publishers; read on public radio (Poetry-In-The-Morning, WNYE-FM, sponsored by the Teachers & Writers Collaborative/NYC); and, won honors and awards from PBS, Channel Thirteen/NYC. One student, Noel “Speedy” Mercado, became a top NYC disc jockey on WKTU-FM.

Pflaum published an inspirational book about adolescent reading lives titled MOTIVATING TEEN AND PRETEEN READERS: HOW TEACHERS AND PARENTS CAN LEAD THE WAY (Rowman & Littlefield Education). For book reviews, go to http://www.examiner.com/review/motivating-your-kids-to-read to see Kecia Burcham's response to the book, and also, The Teachers College Record for Karen Polk's insightful article. For Karen Polk's review (8/24/12), from the Teachers College Record, google "MOTIVATING TEEN AND PRETEEN READERS - Teachers College Record."

Go to www.JeffreyPflaum.com for more articles on "Contemplation Writing," Meditative Writing Ideas, Internet radio interviews, published student poetry, and newspaper articles about his book on motivating adolescent readers and Inner Cities Arts Project. His recent interviews on Contemplation Writing can be found at these "Pure Imagination" links: http://prn.fm/2012/07/14/pure-imagination-071312 and Pure Imagination - 07/13/12 | Progressive Radio Network. A second interview on "Connect With Julianna" (Toginet Radio Network) about "Contemplation" or "Music" Writing can be found at these links: http://bit.ly/iTFbk7 and http://bit.ly/t5FA0W; or, Connect with Creative Educator and Author, Jeffrey Pflaum.

Pflaum is currently a regular blogger on The BAM Radio Network's blog, ED Words, where posts about a plethora of his projects can be found at: www.bamradionetwork.com/edwords-blog/blogger/listings/jeffpaul. Also, he is a contributing writer for EDUCATION VIEWS at: www.educatnviews.org/author/jeffreypflaum/

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