NCTE 2015 Reflections

I had a great time at NCTE this year. I have, as usual, a lot to process. I walked away with some great ideas, too.

I really liked the High School Matters session, which I typically miss. I have a lot of great ideas for books to read, especially after also going to Carol Jago’s “share what you are reading” session right before High School Matters.

I went to the CEL roundtable last year and found it to be just as good this year. The Carnivals of Truth: Rainbow Perspectives on Critical Issues in ELA Roundtable was also excellent but poorly attended (more on that in a moment). I got some great stuff I can take into my class next week. Because there were few attendees, I was able to talk one-on-one at length with the presenters and ask them some questions about their work with students.

I love this photo with Kwame Alexander, Gary Anderson, Russ Anderson, and Jaclyn Han (I’m photobombing in the back).

I also enjoyed the session presented by friends Glenda Funk, Paul Hankins, and Lee Ann Spillane with Melissa Sweet, Word by Word: The Art of Crafting Responsibility and Creativity. I pulled some ideas for how I might use art and picture books with my own students.

My favorite artifact of that session is noticing that Glenda, Lee Ann, and I have matching haircuts and part our hair on the same side.

Now for the part that’s going to get me in trouble. But I’m trying to be a bit braver about discussing things that make me uncomfortable. I tend to be a kind of positive person, and I avoid conflict if I can. But I feel I should speak up.

I am really concerned about NCTE. I’m concerned that we have a few very popular voices and that those voices dominate the discussion. I am concerned that a handful of folks who have written some popular books have been elevated to rock stars and that we are not listening to others. More people should have been at that Rainbow Perspectives roundtable. But they weren’t because that session was up against some popular voices. Let me be clear: I don’t necessarily blame the popular folks for being popular.  I don’t know that these few folks necessarily cultivate a cult of personality, but what if they didn’t present every year? Just a thought I’m putting out there. I know full well I’ve presented several times, too, and perhaps it’s not fair of me to criticize, especially because the voices about which I speak are strong educators and advocates for what is best in English classrooms. Maybe I’m wrong. Perhaps they deserve to direct the conversation.

My own session proposal was relegated to a poster session. Now, it is true that I have presented before, but so have the folks I’m talking about here, and from my point of view, they presented the same thing they have done in the past. It’s an important message that they have, and it should go out. I declined my invitation to present writing workshop and Socratic seminar as a poster session because it would not have worked. I cannot understand how NCTE thought it would. And I also cannot understand why we hear from the same voices every time. I cannot understand why proposals that involve people reading their papers are accepted. If I want to read a paper, I can read a paper. I go to sessions to learn about others’ ideas with the hope of adapting them for my own practice. I cannot understand why such presentations were given a room while my voice was effectively silenced in this conversation. I don’t mean to sound bitter because I’m not. I had a good conference, and I listened to some very good presenters. But I had some pretty good work to share, too, and it doesn’t fit on a poster.

It’s pretty easy to put slidedecks online or share links via URL shorteners. I don’t understand not putting your materials online, especially if you’re going through a slidedeck too fast for me to take notes. In 2015, this shouldn’t be a problem. I have to be firm on this one and take a stand. Participants will enjoy your sessions better if they are not scrambling to capture everything you say because you have not posted your slidedeck or materials online. NCTE makes this one easy, folks. You don’t even need to have a website or storage space. Having said that, if you don’t intend to share it, is there anything wrong with telling the audience and explaining your reasoning?

I have to admit I wasn’t happy about the protest. First of all, I fully support a boycott of Pearson. I support protesting their intrusion into education. I don’t agree with the things that company is doing. That said, the folks in the booth are not the people we are angry with. They are not the people we really need to listen to us. They are just some folks selling books and materials. Putting myself in their place, I would have felt mortified. True, they could work for someone else. But sometimes we don’t have a lot of choices about work. The people NCTE members need to mount a protest against are the Department of Education, the state governors, the legislators, and the administrators. By all means boycott Pearson by refusing to purchase their products. The protest was not aimed at the people that should have heard it. If we really want to be brave and reclaim education,  we could try directing that protest to the right people. Perhaps it’s not my place to say anything because I’m not a public school educator. I work in private school, and Pearson does not test my students nor does it/will it test me. Maybe I don’t have a right to speak out on this issue at all, as a result. But you know what? Some of the folks in the protest are also not K-12 public school teachers. If we care about education, we should be able to speak about issues that concern us, even if they don’t touch us in the same ways.

The Minneapolis Convention Center was a great venue. It was easy to navigate (that was refreshing for a change), and the rooms were a good size, so plenty of people could fit in the various sessions offered. Also, there were plenty of amenities such as snack bars, bathrooms, easy recycling. It was close to the hotels and restaurants as well as public transportation. NCTE is doing a much better job at least determining rooms for sessions. I didn’t go into a single session that was too full for me to find a seat. There were some issues with the coat check station, but those were the only inconveniences I experienced with the venue.

I realize some of the points I’ve made here are not popular ones, but I do hope we can have a civil dialogue about these issues. NCTE is important to me. I have been a member since I was in college preparing to be an English teacher. NCTE has been critical in my evolution as a reflective teacher of English language arts. I have actually left another organization because it is plagued with problems related to, for lack of a better way to put it, a sort of rock star faction that took over the organization and turned it into something cliquish and deeply uncomfortable to experience. I can’t foresee attending that other organization’s conference again. Ultimately, I could let it go because it wasn’t important for me to involve myself in that organization. But NCTE is too important for me to lose to that mentality, too.

As always, I appreciate the work that NCTE does to bring authors to the conference. I was able to meet and have books signed by Alison Bechdel, Deborah Wiles, and Laurie Halse Anderson.

Alison Bechdel

Deborah Wiles

Laurie Halse AndersonI plan to go next year in Atlanta. Despite some of the issues I raised, I still value NCTE as the best conference for professional development.

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Slice of Life #16: NCTE 2015

Slice of LifeI spent a good part of today looking over the workshops for the NCTE Annual Conference. I am noticing a few interesting trends.

First, there seem to be quite a few workshops focusing on using our voices for advocacy. It’s not really surprising that in a time when many teachers feel silenced or ignored, it’s great to see NCTE encouraging teachers to find their voices, and especially to blog. Many folks will say blogging is on the way out, but I maintain it’s still relevant (of course, I must; I’m blogging at this very moment). Time is a very important reason teachers give for not blogging (tech know-how is another). The tools are pretty easy to learn (most of them are WYSIWYG and are familiar to word processor users), but time is not so easy. I maintain, as I frequently do, that we make time for the things that are important to us, and if blogging is important, then we’ll make time for it.

Second, I’m noticing that I am much more drawn to Rainbow Strand and LGBT Strand sessions than I have been in the past. I have been doing some work with inclusive classrooms at school, and I find myself connecting to ideas around diversity. In fact, I have begun to approach my teaching of American literature through this lens.

I am also noticing argumentative writing as a motif in the sessions. I am really not up on the Common Core. I imagine this must be a part of it? (Folks who might not know: I teach in an independent school, and we have created our own Portrait of a Learner.)

I am not sure I can articulate this half-formed thought, but I’m going to try. I find myself at a crossroads of sorts. I’m trying to figure out what I believe as a teacher. I’ve shifted a lot since I started writing this blog. I have written about ideas and beliefs here, and I find that I no longer agree with myself. I don’t think I’ve really processed some of the ways in which I’ve changed. What is non-negotiable? In particular, as my role as a department chair/leader, what do I need to do to bring my department to the place where I want it to be and where the school wants it to be? Like I said, these thoughts are not fully formed. I am trying to figure out exactly who I am as an English teacher. I guess, in some ways, I am working on some identity issues. Perhaps that is why I am so attracted to discussions about students’ identities. I don’t know.

Am I going to see you at NCTE?

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