More about Kim Norman’s author visits
More about Kim Norman’s author visits
Download a detailed Q&A about my school visits by clicking the doc below:

Why do authors charge fees to visit schools?
Some time ago, I heard from an author, obviously a sincere and well-meaning person, who asked to be listed on a blog I maintain which lists visiting authors. The problem with her request is this: she does her presentations for free. She says she loves it so much that the children's enjoyment is compensation enough, even if the school is a long drive from her home. I'm always sorry to turn down a request, so I wanted to give her my reasons. Here is my reply:
"Dear author,
Congratulations on your books. You sound like an upbeat, energetic person. For now, until you charge for your visits, I'm afraid I can't list you on the website. This is a list for professionals who make a living not only writing their books, but also speaking to students about them. As long as you present for free, I'm afraid I'll have to place you in the volunteer rather than professional category.
If you decide to begin charging, do let me know, and I'll be pleased to add your link. I would encourage you to consider it. Your time and talents are worth something. And you may find that when you charge, you're actually treated with more respect at the schools you visit. Not to mention that you'll cover expenses such as gas and time spent on the road. (Five hours on the road to visit a school for free? Oh dear, you are a more generous person than I.)
I have discussed this with a group of author friends, and we all agreed this was the best response to your enquiry. We love what we do, too, but we cannot afford to do it for free. You see, the trouble with your request, for us, is that when you do visits for free, you potentially lower all fees. Except for the rare bestseller or "living legend," children's book writing is not known to be a lucrative profession. Many children's authors, even those with numerous books from famous publishers, have alternate sources of income: teacher, librarian, newspaper reporter. I'm a freelance graphic artist. Speaking fees help keep us solvent so we can do the thing we truly love: writing books for children.
I know, when you look at the fees per day of some authors, it seems a large sum for "a single day's work." Take my own fee, for instance, which is in the moderate range: I charge $600 for a full day of local presentations, (within 50 miles), which I cap at four hour-long presentations. I've tried to do more, but -- especially since I sing for the younger students -- my voice doesn't hold out for more than 4 hours. Doing simple math, 600 dollars seems like a lot of money for "four hour's work." But I'm not being paid for just those 4 hours. There's the travel, of course. There is the time I spend creating a lesson plan. (Every school seems to have different needs and different ways they congregate assemblies. At one school, I might present to one grade at a time; at another, I may do K thru 2 in one session and 3 thru 5 at another. This requires different preparation for the greater age spread.) There's the correspondence time with the contact person, sometimes running to dozens of emails, the generation of a contract and other materials such as posters for the event.
It's also true that, while I work from a lesson plan, a school presentation is more like a performance than a teaching session. Most authors, even those who spent years in the classroom as teachers, say the energy-expenditure during a school visit is very different than a day spent in the classroom when they were teachers. I don't know of any actors who do 4-hour one-man performances, at least not day after day. The physical toll, especially on the vocal chords, is too great.
Now add the hundreds of hours I work every year promoting myself as a speaker: I do unpaid presentations at educator conferences, I maintain my author visit website, (now approaching 700 links; a lot of labor there), I built and now maintain my website & blog, I network, I write articles and supplemental materials for educators to use with my books. That's before you factor in the years of "apprenticeship" just to become a published author in the first place. And, of course, every hour spent speaking, driving or promoting my services is an hour spent NOT writing a new book. I would argue that you have put in similar amounts of labor, meaning your time is worth something, too.
You are the best person to make that call, of course, so I won't belabor the point. I do wish you well, and hope to hear from you in the future that you have decided you'd like to be compensated for your work.
Regards,
Kim Norman”
Contact me:
kimnorman@mac.com
13 things I’ve Learned from Author Visits
by Kim Norman
(This article appeared in the Spring 2010 issue of “The Highlighter,” the newsletter of the Mid-Atlantic Society of Children’s Book Writers and Illustrators.)


1. Pre-Ks, Kindergartners and first graders do not really ask questions. They TELL you things. Some things they tell you are very entertaining, but a dozen "I-have-a-dog-too" refrains can eat up precious time. I've learned to only invite questions from 2nd grade and up.
2. The best presentation is one that combines education and entertainment. I want them to be entertained: they'll pay closer attention and will remember everything more clearly. But I want them to walk away with skills and knowledge they can apply to their own reading and writing. This is doubly true in this age of standardized tests.

3. Sometimes kids forget why they have their hands up... and they are not offended if you tell them, "You can put your hands down now."
4. Even if the child posing a question has long, curly locks and a pink hair bow, I NEVER assume gender. Long-lashed boys with collar-length hair and pixie-haired tomboys in jeans can make gender a real guessing game. When I repeat a child's question, I no longer say, "He/she asked..." Now, I always say, "The question was..."
5. Every school seems to have a "Mr. Jenkins" who knows how to make the microphones and projectors work. Mr. Jenkins is often at the other end of the building when you need him.
6. It's rare, but sometimes assemblies are abruptly cut short. And frequently they start a little late because classes were slow to assemble -- which means I may now have to do a 50-minute presentation in 40 minutes. For these reasons, I always front-load my presentations with the most important material. If I must draw things to a quick close, I know the students have received the most important information.
7. I can't rely too much on PowerPoint. It's better to mix it up: first a little talking off the cuff, then something on PowerPoint, then a song or chant or hand prop to share, then readers' theater, then MAYBE something else on PowerPoint... but that's my limit for PowerPoint.
8. Questions keep the audience awake. Even if I AM using PowerPoint, it's not just reading or talking on my own. I constantly ask questions. "Can anyone give me an example of a verb?" "What does 'quoth' mean?" "Anyone want to guess how long it took for this poem to be published?"
9. Treats are not necessary. I used to offer treats (like stickers) for participation, but have found it's unnecessary. Even "jaded" 5th and 6th graders are eager to participate. Also, the disappointment is too great for those who don't win the treats.
10. Teachers know their students. For reader's theater, I try to get teachers to choose my readers. This can alleviate embarrassment should I happen to call on a child who is not a strong reader. If it's a non-reading activity, I let teachers know this, so they can feel free to call on a bright, eager student who doesn't happen to be a strong reader.
11. I need to involve the audience. Even though I'm using a few chosen "actors" for my readers' theater, I always make sure there is something for the audience to do, too. (For instance, some unison phrase they can all chant on cue.)
12. My presentations must be for the STUDENTS. I may toss in a rare, occasional aside that teachers will enjoy, but I keep my interaction focused on the students.
13. School visits are a lot of work, but they are also a lot of FUN!
2011-12 AUTHOR VISIT & SPEAKING FEES
$225 for each presentation, day or evening, up to one hour per presentation. Book signing may extend beyond that hour at no additional charge. (See “SPEECHES” below for in-state and out-of-state rates for keynote/conference/banquet speeches.)
$450 for half-day (2 presentations, up to an hour each--scheduled no more than one hour apart, please! See below for special information about distance.)
$675 in-state (Virginia) for
3/4 of a day (3 presentations)
and $900 for full-day (4 presentations) plus expenses over 50 miles for any of the above.
Because of drive time, in-state visits further than 75 miles from my home near Norfolk, VA will be considered at LEAST 3/4 day, ($675), even if fewer than 3 presentations are needed. (And, of course, the usual $900 if 4 presentations are requested.) Lodging needs vary, depending on distance and presentation schedule.
Outside of Virginia: $1100 per day (up 4 presentations per day) plus travel & lodging expenses.
SPEECHES: (Banquet, conference, keynote & the like) $450 within 80 miles of Smithfield; $675 in Va beyond 80 miles; $1100 out of state.
Email for more info:
Want to know more about my author visits? Download my brochure!
(Click on the brochure
image below to download a 2-sided
8.5 x 11 brochure.)