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CURRICULUM & LEARNING ENVIRONMENT * 2 HOURS * LEVEL 2

Guide to Goosebumps

Course Menu

Page 15

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Common Questions and Comments

"What if parents get upset that I am letting their children read Goosebumps books?"
​-Sara
This is a reasonable concern and brings up an important point. With frequent communication with families this source of upset can often be avoided. If you have an established relationship with parents you can explain why you allow student choice in books and get their feedback. They may still disagree which is completely fine. Work together to smooth out any wrinkles.
"I don't think kids should be allowed to read scary books at all but my lead teacher doesn't see a problem with it."
-LeRa
Consider a compromise, then. Open communication truly is the key with any co-teaching situation and the more willing you are to work through it together the better results you will see.

"There is a child in my class that gets really scared from Goosebumps books. I don't know what to do."
-Yunjie

It is important to discuss the scary elements with the child so that they know it is a work of fiction. Reread Page 10 Future Fears for some more detailed information on helping children work through their fears.
"Goosebumps books are not quality literature and do not serve any purpose in a classroom in my opinion."
-Annie

Thank you for sharing your opinion. I would urge you to take a fresh look at Goosebumps books and think outside of the box about potential purposes in the classroom. Please refer to these example lesson plans in the training for inspiration:
  • Goosebumps Blob Math
  • The Scarecrow Walks at Midnight
  • Build a Story Tower

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  • Child Care Training
    • A-B >
      • 123 Dance with Me
      • A Directors Guide
      • A Teachers Guide to Pinterest
      • A Vaccination Conversation
      • All Aboard: Creating an Inclusive Classroom
      • Art and Sensory Experiences for Infants and Toddlers
      • Art Integration
      • Back to School Transition Tools
      • Basic Sign Language in the Classroom
      • Basic Signs for Babies and Toddlers
      • Beyond the Classroom: Engaging Families
      • Block Play for Infants and Toddlers
      • Bright Minds ​STEM Play for ​Infants and Toddlers
      • Building Community Through Circle Time
    • C-D >
      • Chicka Chicka Boom Boom in the Classroom
      • Child Abuse and Mandated Reporting in Washington
      • Children and Nature
      • Classifying and Sorting
      • Cooking Up Fun
      • Developing Minds and Bodies Tummy Time for Infants
      • Dream Team Successful Teambuilding
    • E-I >
      • Easing Separation Anxiety
      • Executive Function
      • Exploring the Magic of Harry Potter
      • Fantastic Mr. Dahl
      • Guide to Goosebumps
      • Infant and Toddler Temperament
      • Introduction to Planning Activities
    • K-M >
      • Keeping Children Safe and Healthy
      • Managing Your Time
      • Math Exploration
      • Mildred D. Taylor and Cultural Awareness​
      • Mindful Leadership
      • ​Motivating Morale Keeping Staff Around
      • Music and Movement for Infants and Toddlers
      • My Brain Craves Action
    • N-P >
      • Nap Time
      • Operation Military Families
      • Ouch Infant and Toddler Biting
      • Picture This
      • Positive Strategies for Classroom Management
    • R-U >
      • Reinforcement and Redirection
      • Simple Science
      • Spanish in the Early Childhood Classroom
      • Speech and Language Milestones
      • Supporting Families with Special Needs
      • Supporting Self-Esteem
      • Teaching with Tolkien
      • The Child's Developing Brain
      • The Infant and Toddler Classroom
      • The Infant and Toddler Teachers Role
      • The Wonderful Author of Oz
      • Theories of Child Development
      • Understanding Autism
    • V-Z >
      • Where the Wild Things Are
      • Worldwide Art
      • Yoga with Children
  • Need Help
    • About Us
    • Certificates
    • Lesson Plans for Young Learners
    • Terms of Use