I had weekend duty at my school on Labor Day. For those of you who might teach in other settings, weekend duty is fairly common in boarding schools. When we have students living on campus, making sure their needs are taken care of takes many hands, and the faculty living on campus cannot always meet those needs on their own. We are often given choices about which types of duty we might prefer. Sometimes we are not able to have our first choice. I was lucky, however, and was able to monitor the school library during my four-hour shift. I like working in the library, as it’s quiet, and the only real travel is checking on students who might be working downstairs.
A small group of junior and senior girls came to the library and worked for most of the four hours I was there. As I prepared to close the library and they were packing up, I couldn’t help but overhear their conversation. One girl was finishing up their summer reading text, The Scarlet Letter. She remarked that the book was “horrible,” and that she felt like she had to “translate almost every sentence.” A senior girl remarked, “Wait until you get to Huckleberry Finn.”
I happen to love both of those books. I didn’t read either one until I was in my 20’s, and perhaps I came to them at the right time. I don’t always think we teach books when students are ready for them, when the time is right. On the other hand, I have had some success teaching both of those texts, or at least it seemed from my perspective as if students were engaged. Every single student? Honestly, no, but it’s fairly difficult to achieve 100% from any class. Enough students that I could see value in teaching the texts? Sure.
I don’t necessarily think these texts have no place in high school. I also don’t think we should do entirely away with teaching the whole-class text in favor of all student-selected books. There are a lot of reasons to read, and the whole-class text can be taught successfully. I am curious about the approaches to these two novels, The Scarlet Letter and Huckleberry Finn, in the girls’ classes. These are both hard-working, bright girls who are invested in their education, so I don’t think it’s the girls here. I’m sure if you polled more of our students, mine included, they might have similar stories.
I do independent reading in my classes because students need to make time to read, and they need choices about what they read. They need to learn what they actually like to read, and like anything else, the more you read, the better you are at reading. Having said that, I remain convinced that the whole-class text study also still has a place in English classes.
So what do we do? If we see value in teaching a text, how do we engage the students? What choices do we offer about studying the text?
Stay tuned. I feel a blog series manifesto coming on.
Another good question: do you tell the students how much you enjoy having them in your school?
Students at my school are polite. They often hold doors, offer to help, and greet people politely when they meet others campus. One thing they often do as they pack up their things and leave class is say “Thank you.”
And I say “thank you,” too.
It’s important that students know that they are the reason you are there. And it’s important that parents feel you are happy their children are in school.
I worry sometimes that we send a different message. I know we have all had teachers or known teachers who inspire the question “Why are you teaching?” They seem to dislike students. They seem to dislike their colleagues. They don’t want to do the work of teaching. All of us have bad days, but I’m talking about people who spend years like this.
I will never forget this one guy I worked with in my first year. He taught history. We earned one sick/personal day per month, and he took his as soon as he earned it, like clockwork. He hated the school, he hated the kids, and he hated many of the people he worked with. I’m not sure why he was putting himself (and everyone else) through such a miserable experience.
If we are in a teaching situation in which we genuinely feel that level of unhappiness, we owe it to ourselves and to the students to get out and find something else. It may just be the school. I speak from the experience of having stayed in teaching jobs in which I was unhappy. There was always something I could find to enjoy about each of these jobs, but ultimately, if you are not happy, you won’t be able to make the students feel like you’re happy they’re in your class or your school.
Slice of Life is a daily writing challenge during the month of March hosted by Two Writing Teachers. Visit their blog for more information about the challenge and for advice and ideas about how to participate.
Teaching was the first career I ever considered, and I actually do remember making that decision. I was in first grade. My experience with education was not that expansive at that point. I couldn’t possibly have had any idea exactly what age group or which subjects I would teach when I grew up. I don’t think I had even considered high school. I’m not sure I even knew the subject of English existed. But I was pretty set on teaching. My teacher that year, Mrs. Jones, awakened my curiosity about dinosaurs and books. Aside from an incident when she embarrassed me in the midst of scolding me for talking with a neighbor, I remember her fondly and remember wanting to be like her.
I remember putting my stuffed animals and dolls in circles and lines and giving them assignments to complete. I remember reading to my sister. My best friend in elementary school swears that I used to go over the material we were studying in school with her. I wish I could remember that.
I thought briefly about being a lawyer in seventh grade after doing a project in which I played the role of a lawyer, but I think my understanding of what lawyers did was quite narrow. I assumed, based on what I had seen in TV and movies and read in books that all lawyers were trial lawyers, and being a trial lawyer didn’t appeal to me. It wasn’t long before I was back to my original plan.
In middle school, I fell in love with French class. I thought I might teach French. I took French in high school, where my teachers were admittedly a lot less inspiring than my middle school teachers (with the exception of one teacher in my upper level French classes). I thought I might one day teach French. I can’t remember if I was told I should also study Spanish, or if I assumed I should, because many of the world language teachers I knew taught both languages, and I just didn’t have any interest in teaching Spanish.
I honestly don’t remember exactly when I decided to teach English. My middle school English teachers were good. I loved reading and writing in their classes, and I have fond memories of projects I did. That changed once I was in high school. I started out in Honors English classes, which were fine, but not all that interesting. I found the ideas shared by the other students intriguing, but I felt they were smarter than me. I understand now that they were just faster and more extroverted. I took regular-level English classes the rest of high school. My tenth grade English teacher was probably one of the worst teachers I ever had. I learned so little in her class, and it was incredibly boring. All I really remember was doing exercises out of Warriner’s grammar books at my desk.
I had a decent first semester eleventh grade teacher, but I remember feeling desperate at that stage that I was missing something. I asked her for a reading list, and she brought me a box of books. I don’t think anyone had ever asked for such a thing from her before. At any rate, I wasn’t in her class long before I moved, and my new English teacher in Georgia was my favorite. The class quickly became my favorite class. I absolutely loved her. I still do, as a matter of fact, because we have remained friends. I was lucky enough to be in her class again senior year, too, though not for first semester. I had a miserable experience in that class with a teacher who did not reward my hard and honest work on a research paper and gave my then boyfriend a good grade on a paper on which he had made up sources and which didn’t meet the assignment requirements. It was so unfair. It still rankles. I am not saying my paper was amazing. It probably wasn’t. But it was the honest work of weeks spent in the library reading Robert Frost’s poems and conducting research.
If not for my second semester junior/senior English teacher, it’s tough to say if I would be teaching English. In some ways, I learned what kind of teacher I didn’t want to be from the other teachers. It is a shame when a kid who loved to read and write as much as I did couldn’t enjoy high school English classes, though. I have tried to do better with my own teaching. I believe I have.
In some ways, I think the fact that I decided to teach long before I decided on who and what to teach contributed to the way I teach. I could easily have taken a different path in terms of subject matter or age group. As a matter of fact, I have taught pre-K and every grade from 6-12. In my role as a tech integrator, I’ve also taught adults. As a result, I don’t have ideas that work of literature X simply must be read at a certain age, but I do believe we should scaffold and build skills in reading and writing.
I was always going to be a teacher, even if I didn’t know the particulars in first grade when decided on that path. There was a period of time about four years into my career when I thought perhaps I shouldn’t be teaching. It lasted a few months before I was back in a classroom again. Being a teacher is such a part of my identity that I can’t imagine doing something else.
Slice of Life is a daily writing challenge during the month of March hosted by Two Writing Teachers. Visit their blog for more information about the challenge and for advice and ideas about how to participate.
I have an American lit class that meets after a half hour period we’ve designated for collaborative learning and talking and working with peers and teachers. Many of my students came to class quite early today. Some of the students were discussing a quiz in history, sharing strategies they’d used to study and lamenting faulty memory when reading their history textbooks. I shared with them that my 8th grade math teacher had taught us the SQ3R method for reading textbooks, and since they hadn’t heard of it, I explained it to them. I mentioned I found it helpful for reading history textbooks in particular, but that I thought it also worked well for science. Maybe not so much for English, and I never used it in math. One student mentioned it was kind of strange that a math teacher taught it to us as it might not have been directly helpful in studying math. I said she was the kind of teacher who shared general success tips, such as study hints and note-taking methods, with us, even if it wasn’t necessarily going to help us in her class. She also taught us how to take cluster or web notes. I have never found that technique useful myself, but I’ve taught it to students who have found it quite helpful. My teacher—I still remember her name, Mrs. Sands—cared about our success and not just in her class. I knew she cared about us.
What I like best about teaching is not necessarily teaching the subject, but helping kids learn, whatever it is. I love sharing ideas and hearing from students. The conversation I described was a five-minute conversation before class, but it was a lot of fun for me, and I felt like we shared a bond over the study tips. Will they give SQ3R a try? I don’t know. But it only took a few minutes to show, and it didn’t take a lot of effort either, that I cared about my students’ success, and not just in my class.
I was in a colleague’s classroom either late last week or early this week (I forget which), and he had a small stack of writing taken up from his seniors. I noticed the names of former students, so I peeked (my colleague didn’t mind). I pulled the second paper out of the stack and started reading. It was good. I felt so proud of the student who wrote it. He had spent two years in my English classes, and he didn’t have a lot of confidence when he came in, but he worked very hard. He came in to work with me. He revised. He volunteered to have his writing workshopped. He is reaping the rewards of the effort he put into improving his writing. Of course, writing is an integral part of the English classroom, and we should be teaching students to write for a variety of audiences and purposes. It’s such an important skill to take forward, and I loved helping this student learn how to improve his writing. But make no mistake: he did the work that resulted in that improvement. He’s carrying that success forward in his English classes this year, and I don’t doubt he’ll carry it forward to future writing he does.
It doesn’t take a lot of work, I don’t think, for us to show our students that we are interested in their lives and struggles beyond our classroom walls. They will remember how we cared for them many years after they no longer remember content. Relationships are important. I remember most of my favorite teachers because of a combination of how interesting their classes were and now much we connected as people beyond the subject. I can clearly remember having teachers who made me feel invisible in the classroom, and I knew they didn’t really care about any of their students, or at least I didn’t feel it. In fact, I have had teachers who really seemed to dislike their students. I am not sure why they were teaching. Students are what I like best about teaching. More importantly, students are why I teach. And perhaps most importantly of all, I really like my students.
I’ve been thinking quite a lot lately about how important it is to meet students where they are. I am not saying we should not have standards, but we are going to have students in our classes, and they are going to be all over the map when it comes to backgrounds, experiences, interests, and ability (for lack of a better word).
I know sometimes I am frustrated that my students don’t know something I would have expected them to know. Granted, I also teach in a private school. Just like any other school, however, we have students from a variety of backgrounds. With those caveats in mind, I would venture to guess that all of us have heard teachers we have worked with who complain about students not knowing something. It might be nice if we didn’t have to fill in what we perceive as gaps, but it’s not realistic, given the different places from which students arrive in our classes.
It took me some time, but I have come to the conclusion that we really need to meet students where they are. I know that many teachers are stressed about high-stakes tests, and yes, that’s not something I need to worry about, so maybe it’s easy for me to talk. Bottom line, I think students need to feel we like them and care about them. Otherwise, it can be hard for them to invest in our classes. Did you invest in classes in which you felt the teacher didn’t like you? I remember I didn’t. Oh, I did my assigned work, but I wouldn’t ever put myself out for a teacher who didn’t care.
I try to see to it that all of my students make some progress while they are in my classroom. For some students, that means feeling more confident. For others, it means turning work in on time. For others, it means reaching for AP classes. Maybe I will feel differently about this issue next year (though I suspect I won’t), when I am teaching an AP class myself, but I am going to try to have the attitude “How can I help this student be successful on the AP exam given where they are now?” rather than “Why is this student in AP?”
Right about this time of year, teachers everywhere (particularly secondary school teachers) are looking at the calendar and freaking out about what they haven’t covered.
I, like many teachers, have fallen into the trap of thinking that certain content has to be covered, even at the expense of engaging in deeper learning, because of time constraints. I should have known better. Because my family moved around quite a bit, I went to three different high schools. I had what I perceived as “gaps” in my education. I didn’t read The Great Gatsby. I didn’t learn much about history after World War II. I could think of other examples of things everyone is supposed to learn in high school, but you get the general idea. I’m not sure if I realized I had gaps when I was in school. I did have a sense that I missed things because the school I left hadn’t covered them yet, and the school I moved to had already covered them.
At some point I started to worry I wasn’t ready for college and asked my English teacher for a reading list. Just to cover my bases, I found a library book that had a list of books every student should read before they went to college. I’m not sure, but I think the list was about 100 years old. It was a great, long list alphabetized by title. I stalled out in the middle of Agamemnon. I managed to make it through college without reading Agamemnon, and given I graduated magna cum laude, I suppose I did okay. In fact, I managed to make it all the way to last summer before finally reading Agamemnon, and though I enjoyed it just fine, I think I could have lived my whole life without reading Agamemnon and nothing dire would have happened.
The longer I teach, the more convinced I become that the most important thing we do is help students learn how to learn. If you can learn how to learn, you can teach yourself anything, and if you need help, you can generally figure out who can help you learn it.
I have loved reading since before I could read by myself. I taught myself all about dinosaurs when I was little. I found all sorts of books about dinosaurs. As I grew older, I turned to books to learn about ancient Egypt, the Middle Ages, and making soap. Books are a great way to teach yourself.
If we English teachers can cultivate a love of reading and help students learn to think and learn, the content we use can take a variety of forms. Students don’t have to read Agamemnon in particular in order to be prepared for college or the world. But they do have to learn to read critically, identify themes, analyze ideas. The particular content we use doesn’t matter as much as what we do with it. Just because I covered material doesn’t mean students learned it. I have learned over time that if I really want students to learn content, then I need to let them wrestle with it. That takes time. If I rush it, students will not learn it. Oh, they might know it long enough to do some assessment, but they don’t really learn it. Are they going to be able to apply the information? Who decides what information is critical and what isn’t? And why?
When I first started teaching, the textbook was my crutch, and I covered it. It’s liberating not to have a textbook. It forced me to think about broad themes and ideas and create units of study based on those big ideas. Unless I completely misread my students, I think it’s more engaging, too.
In Understanding by Design, Grant Wiggins and Jay McTighe urge teachers to ask, “What should [the students] walk out the door able to understand, regardless of what activities or texts we use?” and “What is evidence of such ability?” (17). Only after those questions are answered should teachers ask, “What texts, activities, and methods will best enable such a result?” (17). Much of the time, the texts come first. After first reading Understanding by Design, I realized my problem as a teacher was that I relied on covering material, and then I was upset when students didn’t learn. As Wiggins and McTighe state, “When our teaching merely covers content without subjecting it to inquiry, we may well be perpetrating the very misunderstanding and amnesia we decry” (132).
We don’t have all the time in the world to teach everything worth knowing. There isn’t enough time in a lifetime, or even in several lifetimes, to do that job. As teachers, we do have the ability to ignite curiosity. We should be figuring out how to create curious learners instead of worrying about covering material.
I came across these resources that might be of interest:
I went to see Ferris Bueller’s Day Off in the theater the summer before I started ninth grade. We had just moved to Maryland Heights, MO, and I would be attending school at Parkway North High School in Crève Coeur in a few weeks. I didn’t know anyone. I remember feeling scared and stressed. How would I be expected to dress? How would I make friends? Why hadn’t my mother signed me up for band?
Obviously the larger message of the film was one calculated to appeal to people in my age group: the sort of carpe diem theme I would later visit in the poetry of Robert Herrick and Andrew Marvell (and they were writing in the seventeenth century—there truly is nothing new under the sun). But there was also this notion of defying authority, represented in the movie by the dean of students, Mr. Rooney. Authority wants Ferris in school instead of out and about in Chicago, where he will actually learn important stuff about life. Perhaps no scene embodies the uselessness of school as well as Ben Stein’s famous economics lecture:
Despite the fact that this film turned 25 years old (yes! I checked Wikipedia!) this past summer, it still resonates. My students were talking about it, in fact, just this week. There is no doubt that it has become a pop culture icon, and it’s interesting to look at its critical reception. Richard Roeper is a big fan. His license plate even says “SVFRRIS.” He says the film is
[O]ne of my favorite movies of all time. It has one of the highest ‘repeatability’ factors of any film I’ve ever seen… I can watch it again and again. There’s also this, and I say it in all sincerity: Ferris Bueller’s Day Off is something of a suicide prevention film, or at the very least a story about a young man trying to help his friend gain some measure of self-worth… Ferris has made it his mission to show Cameron that the whole world in front of him is passing him by, and that life can be pretty sweet if you wake up and embrace it. That’s the lasting message of Ferris Bueller’s Day Off. (Wikipedia)
Steve Almond says, it is “the most sophisticated teen movie [he has] ever seen” and added that it is “one film [he] would consider true art, [the] only one that reaches toward the ecstatic power of teendom and, at the same time, exposes the true, piercing woe of that age” (Wikipedia). National Review writer Mike Hemmingway says, “If there’s a better celluloid expression of ordinary American freedom than Ferris Bueller’s Day Off, I have yet to see it. If you could take one day and do absolutely anything, piling into a convertible with your best girl and your best friend and taking in a baseball game, an art museum, and a fine meal seems about as good as it gets” (Wikipedia). One of the film’s stars, Ben Stein, describes it as “the most life-affirming movie possibly of the entire post-war period” (Wikipedia). I found it interesting that such a diverse group as Wolf Blitzer, Dan Quayle, Michael Bublé, Simon Cowell, and Justin Timberlake call it their favorite film.
I remember the film resonating quite strongly with me and other members of my generation. It remains a cultural touchstone. We have all felt like taking a day off without permission, playing hookey, and getting away with it. But I was thinking quite a lot about the film’s message about school, particularly in light of Steve Jobs’s recent death. In his commencement address to Stanford in 2005, Jobs admits to dropping out of college after a semester and auditing classes he found interesting: famously, he credits one class he took in calligraphy for awakening an awareness of and interest in typefaces that would inform development of fonts on Apple computers. Neither Jobs or his sometime friend and rival Bill Gates graduated from college. I have heard them cited in arguments that college is unnecessary, and the message that school isn’t really necessary and actually can impede your real learning is a big part of Ferris Bueller. I’ve not necessarily heard either Jobs or Gates make that argument, but the fact is that both of them learned by taking a risk and jumping in, failing, then trying again. I’m not sure school could have taught them what they needed to know to do that, beyond the basic skills. Frankly, I have never heard anyone advance the argument that Ferris, Cameron, and Sloane would have spent their day better in school.
I don’t think it hurts us to examine whether what we’re teaching students—and the way we’re teaching them—is relevant to their lives, both in the present and the future. Sometimes I think we do a poor job of communicating the relevance of what we teach to our students. I overheard a disagreement about this issue the other day between a colleague and student, and the colleague walked away, while the student remained unconvinced. Listen, I am not sure I would have won that argument either, but I cringed a little when the “I’m the adult with the experience” card was played. Students will use math, science, art, literature, social studies, and all of the other subjects we teach. They might not know it, but they will. We can take this lesson from Ferris Bueller: we have a long way to go help students see school as compelling, and it starts with relevance. A student can’t give me a higher compliment than to tell me something I taught them was “relevant.”
Perhaps if Ferris’s teachers had thought about that issue, he and his friends wouldn’t have had to take the day off to learn.
Another lesson we can draw from Jobs is to remember our “time is limited” and we shouldn’t “waste it living someone else’s life.” One can hear echoes of Ferris Bueller’s statement that “Life moves pretty fast. If you don’t stop and look around once in a while, you could miss it.”
I think it’s important that our students don’t feel time spent learning from us is time wasted. I hope instead that they feel it is preparing them for what they want to do and awakening their curiosity.
And we should feel it’s important and relevant work to spend our days teaching them.
Severus Snape can be a nasty piece of work, can’t he? He happens to be my favorite character in the Harry Potter series, but I admit much of my affection for him may be down to Alan Rickman’s portrayal. As J. K. Rowling herself has said of Snape, he’s not a nice guy. My daughter Maggie and I are reading Harry Potter and the Prisoner of Azkaban, and we just finished the chapter in which Snape finds the Marauders’ Map and is subsequently insulted by it. Each time I re-read this series, I pick up on nuances I missed before. This time, I noticed Snape seems to know exactly who Messrs. Moony, Padfoot, Wormtail, and Prongs are, though Lupin plays dumb as though he assumes Snape couldn’t have known the nicknames he and his friends used in school. Lupin also seems to be using Occlumency on Snape—Harry notices Lupin’s face goes blank and guesses he must be doing some “quick thinking.” Of course, none of this is exactly the point of my post. With all the hubub surrounding the release of the final Harry Potter movie, and Snape’s vindication (as well as Alan Rickman’s performance) making news for those who hadn’t read the final book, I thought it might be interesting to examine his skills as a teacher.
Most people will read the title and wonder how it’s even in question. After all, Snape is sarcastic and bullies students who are afraid of him (Neville). He is disrespectful to his colleagues (Lupin) in front of their students. He favors students in his own house, Slytherin. He takes away points and gives detentions, sometimes for hardly any reason. Is there anything good about him?
As we learn in Harry Potter and the Deathly Hallows, Snape has been protecting Harry out of love for Harry’s mother, and he has taken on the seriously dangerous role of double agent in defiance of the most dangerous dark wizard in recent memory. But what about his teaching? Does he do anything right?
Harry inherits Snape’s old Potions text in Harry Potter and the Half-Blood Prince. It quickly becomes clear that the notes in the text teach Harry more than he has learned from Professor Slughorn, and he quickly becomes a star in Potions class. It occurred to me that though Harry buys a reference text for Snape’s class (1,001 Magical Herbs and Fungi), any time students are brewing potions, he puts instructions on a chalkboard rather than having students read out of a text, as Professor Slughorn does. One can assume he is sharing his recipe refinements with the class, and perhaps if he didn’t scare them so badly as they worked, they might produce the same quality work as Harry does using Snape’s text in sixth year. Dolores Umbridge questions whether he might not be challenging his students too much—she mentions the Strengthening Solution students are preparing when she observes his lesson as being inappropriate for the students. Snape is also capable of brewing immensely complex potions, such as the Wolfsbane Potion he brews for Lupin during his tenure at Hogwarts. He also is able to brew some concoction that extends Dumbledore’s life after he tangles with the Horcrux made from the Resurrection Stone/Peverell ring belonging to Marvolo Gaunt. Sirius Black reports that Snape arrived at Hogwarts knowing more curses than many seventh-year students, and it is clear from his Potions text that even as a student, he was inventing spells and curses.
Hermione compares Snape’s teaching of Defense Against the Dark Arts to Harry’s teaching of the DA. She mentions they both speak about the Dark Arts with reverence for the sort of power and harm it can cause in Harry Potter and the Half-Blood Prince. Snape is the only Death Eater described as using a Patronus charm. In addition, as Snape is escaping Hogwarts after killing Dumbledore (by agreement with Dumbledore), and Harry is chasing him, Snape easily deflects all the curses Harry attempts to hit him with and leaves him with what I feel is extremely important advice: that Harry needs to work on nonverbal spells so that he will have an advantage as he gears up to face Voldemort. I don’t think Harry recognized it as such at the time—he wasn’t in any situation to take instruction from Snape at that moment—but it does become important later. In addition to attempting to teach Harry nonverbal spells, Snape also attempts to teach Harry Occlumency so that he can close his mind against Voldemort, one of the most accomplished Legilimens. Though Harry doesn’t master either nonverbal spells or Occlumency under Snape’s tutelage, he does learn the disarming spell, Expelliarmus, at the dueling club meeting run by Professors Lockhart and Snape. Harry uses this spell in Harry Potter and the Goblet of Fire when Voldemort rises again and attacks Harry in the Little Hangleton graveyard. It later becomes his signature. Later, he uses it to defeat Voldemort utterly. A spell to disarm rather than attack—I’ve always found it interesting that Snape chose to demonstrate that particular spell at the dueling club. You can say what you like about his personality, but you can’t deny he knows his subject matter—both Potions and Defense Against the Dark Arts. Knowing one’s subject matter does not necessarily make one a great teacher, however.
Snape has several faults that prevent him from being a good teacher. But it could be argued that he is certainly one of Harry’s most important and effective teachers, and perhaps one of the teachers Harry learns most from.
I am kind of proud to say I didn’t look up anything except whether it was 1,000 or 1,001 Magical Herbs and Fungi as I wrote this post. I have apparently read this series rather closely. I also Googled some links I share in note 4.
I keep a Severus Snape action figure on my desk and have a Lego Snape keychain. I’m a big fan.
I hope I didn’t annoy readers too much with this bit of Harry Potter indulgence.
I love teaching literature. I’m not second-guessing my decision to move into technology. I really love working with technology, and I am excited that I’ll be able to do more of it. I’m also excited to be able to help my colleagues integrate technology or learn about technology. I will also still be teaching a British literature course and a writing course. However, as I teach British Romanticism, I have been thinking about how much I enjoy the material, and one thing I fear is that down the road, my school will decide not to let me teach it anymore. Frankly, I’m not sure I could let it go. I’m certainly not ready to let it go yet. I think it would be good for me to remain in the classroom, even in a diminished capacity, because it will keep me fresh for some of the ideas I want to help my colleagues implement. I am also happy at my school. I know that I can possibly team-teach some material with English teachers, but I must admit that if they remove me entirely from the English classroom, I will not know what to do with myself. At my core, I am a British literature teacher. It feeds my soul. Time will tell how it will work out, but I know I am not done teaching English. photo credit: ailatan
I know I said I would talk about tools on Wednesdays, but something came up. A student left a comment on my book blog post “Do You Hate Holden Caulfield?” It seems he had a rather negative (or I should say perceived it was negative) experience. If I understand his comment correctly, he felt silenced in the class discussion because he did not agree with his teacher’s opinion, and he had previously seen his teacher shut one of his peers down for voicing a contrary opinion.
Obviously I was not a member of the class, and I don’t know what was said. I told the student that what I thought had happened was the teacher really enjoys this book and wants students to enjoy it, too. It can be hard when students don’t love the books we love. But we shouldn’t dismiss opinions because they are different from our own. Students do not have the learning and the background with our subjects that we have, and they can make judgments based on much less information than we have. I think it’s our job to challenge students to explain why they make those judgments rather than attacking them for being “wrong.” I think they learn better from us if they feel listened to. I want to emphasize that I don’t know what happened in that classroom, but it sounded to me as if the student was describing a classroom in which he didn’t feel free to share his own conclusions. What he asked me was whether it was OK or right to hate Holden. I gave him my permission, for whatever it’s worth, and I shared my own journey with that character.
I will never forget sharing in an English Education assignment that I didn’t particularly like T.S. Eliot. I guess I hit a nerve because my professor treated me to an embarrassing public lecture on why I was wrong. I still don’t particularly like Eliot, but I understand his importance, and when he comes up in my curriculum, I teach my students to appreciate his work. But all that lecture did is make me dislike Eliot more, and it’s not poor Eliot’s fault.
So how can we share books we love with students and give them permission NOT to love them? How can we challenge them to justify their judgments? I think you should start by being honest with your students about your feelings for a book. They are surprisingly gentle (or at least, my own students have been—your mileage may vary considerably). I think the last message we want to send our students, however uninformed or incorrect we feel they may be, is that their opinions really don’t matter.