Linda Rightmire delivers workshops and individual mentoring sessions on a structured partner reading approach she developed. She is also a teacher on call in the Kamloops-Thompson School District in British Columbia where she has published dozens of articles in the district’s annual newspaper inserts.

You’re an active user on Engage. What value has the site had for you as a teacher?

I love getting the big picture of trends across North America. I have been challenged in my thinking by some of the discussions.

Teachers in the United States are very focused on how best to implement the Common Core State Standards. As a Canadian educator, how do you feel about the current focus on CCSS?

Naturally, this fits into "the big picture of trends" rather than something inherently practical for Canadians. I see this thrust as a reflection of the great diversity in teacher training (everywhere, perhaps?) and the various student populations that teachers are working with. It's been fascinating to see essentially the same struggles many teachers here face: "prescribed learning outcomes" from curriculum documents appear too numerous and too often unreachable.

To be honest, I'm left with the notion that Finland has much to teach our administrators—support your teachers in their day-to-day heroism. People go into teaching filled with idealism, and are ground down by the daily-ness of facing so many demands, from behaviour issues to ongoing admin tasks.

September 7th marks International Literacy Day. What do you think is the most pressing issue or challenge in global literacy today?

I believe we are in a time of great turmoil and some will say opportunity. But literacy (and critical thinking) will share the top spot with numeracy and scientific literacy as we go forward. Children must be taught to love reading and to read widely, to develop both compassion and reasoned judgment. This can only be accomplished by inspiring students to work holistically and to develop their skills in their out of school hours.

In short, everyone must "raise their game" to enact drastic improvements personally and societally.

Too many of our children believe intelligence is fixed at birth, but teachers know about "neuron plasticity" and "brain-based learning"—our kids should, too. Teachers will be amazed by recent works such as THE WOMAN WHO CHANGED HER BRAIN, by Barbara Arrowsmith-Young—a story of huge efforts paying off in the cognitive area, using semantic and logical exercises to re-wire the less developed brain area. I got shivers reading this book.

As a literacy educator, how do you motivate kids to want to read?

The simple but broad answer: be excited! Be organized and over the top with your enthusiasm for sharing books and authors. Use a variety of sources including the city library, and carry on reading to kids past the primary grades.

As to a specific answer, I swear by a version of daily structured partner reading, loosely based on the early Anna Ingham work. If you are too casual in your set-up of partnering, weaker students often read very little. But research is strong in its support of daily oral reading with feedback and support, and of student choice within a variety of appealing texts, at an appropriate level. Add in some "expert help" and you have much of Allington's "Five Missing Pillars" of reading instruction. This structure also enables you to use quality parent volunteers quite effectively. I am always keen to share my system in greater detail.

What books or genres do you recommend to parents/families looking help their kids become more literate?

Paul Kropp in his book, THE READING SOLUTION, says parents must practice "the three Rs" —read with your child every day, reach into your wallet to buy books and magazines, and rule the TV and computer with reasonable limits. His book has great sidebars on everything from the Caldecott award winners to top young adult books. He discusses various types of school reading programs and how you may wish to interact with your child's school and teacher.

I think it's common for parents to stop reading to their children as they move up the grades —and there are so many great books for grades two and up to share with kids. A personal favorite is the Moominland series by Tove Jansson. Old now, it still receives reviews comparing her writing with the great children's authors of the past. Try COMET IN MOOMINLAND and FINN FAMILY MOOMINTROLL as fun starters. There have been children's plays and so forth based on this series from Finland—both charming and profound, with wonderful line drawings by the author.

What books influenced your decision to become an educator?

My background was first in early childhood education, and I recall books by Sylvia Ashton-Warner and John Holt. I was struck though by the idealism of the Kennedy era and the 1960s in general when I was a teen.

The most inspiring work on human potential and learning I have found is that of Joseph Chilton Pearce, in THE BIOLOGY OF TRANSCENDENCE. He makes a compelling case for a much more profound interpretation of the influence of a parent and a teacher on a child, in what we normally call "modeling."

What do you consider to be your proudest career moment?

Sometimes achievements with particular students go largely unnoticed (except by yourself and a couple others), but they seem major when considered in the big picture. At the other end of the spectrum, district-level achievements do give a kind of esteem, not to mention more scope to work with groups of teachers, publications and so on. But I have to put my favorite memory, I think, at the top.

In my last full-time assignment, I had had a fantastic year returning to the "regular classroom," with a grade three group in a lower SES neighbourhood. Naturally there were many challenges. I left that position early due to an illness—I was off for the last month of the year. Two weeks before the end of school, I returned to visit and my grade threes had organized a party for me. In the midst of the benign clamour and giggles of students at the piano and marimba, I received about fifteen minutes worth of hugs from two dozen eight-year-olds—my kids and I loved each other very much! It was a festive end to a wonderful year (illness aside). It was definitely a highlight of my career.

What do you like to do when you’re not wearing your educator hat?

We have lived rurally for many years. In the summer, my garden and a bit of hiking compete with my passion for reading. I love cooking and especially for friends and small gatherings. Music is also a big part of both my home and social life. I consider myself very fortunate!

What’s the best advice you could offer someone new to the profession?

In THE WORLD IS AS YOU DREAM IT, South American shamans tell the American author John Perkins, "camay means 'to breathe wholeness into.'" We must "breathe wholeness into" our task. We must always remember we are really doing one thing—not so much the dozens of state mandated outcomes and so on. We must put our joy into a holistic endeavour that aims to create the best, fully functioning adults we can. Of course, this is a task the teacher shares with the parents.

Sometimes I see teachers that are very busy making their programs amazing—and such organization and long hours go into their day. But they sometimes are "too busy" to just stop and be with a child in a quiet way—to share the joy of a heartfelt connection, a little laugh or shared delight, a hug.

Take time to really connect with each child, and share some joy and affection.