The Numbers (Revisited)

Last week, I wrote about the role of numbers in defining success for Wendell the World's Worst Wizard. At the time, I felt like the numbers were a key part of how we defined success. Then these things happened: When he thought I wasn't looking, my son was reading chapters ten and eleven, because he wanted to find out what happened next. Meanwhile, I pulled a stack of illustrations that Micah had created about the scene we had read aloud at night. It was a clear reminder that the initial goal of writing something that Joel and Micah would love turned out to be a success. Fifteen classes have now chosen this as a read aloud. I've gotten to Skype with three of them. I've had the chance to live tweet as Wendell while kids asked amazing questions. I've watched as a few kids wrestle with Scratch while they try and create a video game from a broom and mechanical dragon chase scene. Then there was this: I got to school early this morning and a kid named Connor had drawn a picture of Ash Lee (Wendell's dragon that can't fly) dreaming that she could fly. A few students set up a Twitter account and we got a chance to tweet back and forth. I know the term "magical" feels like a hyperbole, but that's honestly how it felt. The response from kids has been immeasurable. There aren't any numbers that can quantify this. I am honored and humbled by the excitement and the interest of kids who are reading Wendell the World's Worst Wizard. In terms of numbers, it may never take off. But I can finally, honestly say that I am okay with that. If your'e interested in the book, you can find the paperback here or the e-book here (all proceeds from the ebook go to a student STEM project).