It is so tempting to center ourselves in our work as teachers. It makes sense why this might happen. As an old friend of mine says, “We make the work, we do the work, we grade the work.” We stay in our own classrooms, or now, as COVID may have it, behind our own screens, as our students rotate in and out, traversing a broader educational landscape and navigating the complexities of their lives beyond school. I’m sometimes guilty of thinking...
I’ve been thinking a lot about something my maw-maw used to say. These near five weeks of social distancing and wobbly online learning have reminded me of how I sometimes felt as a new mom—that overwhelming frustration and resignation when the baby would whine and cry and fuss without end. If we were having a day like this, my new baby squirming out of my arms in supreme dissatisfaction, Maw-maw would nudge me, in the way only a grandmother can and say, “Well honey, how do you feel when you’re tired or hungry? You’re not very happy either.”
I am about to tell you how I became a teacher. I became a teacher because for either the most naive or idealistic reason, but probably a combination of the two. It is because of poetry. I love it. Love it with a sustaining, carry my favorite collections as holy, memorizing poems to give myself the shivers at will love.
"When it comes to writing and mentor text study in a literature intensive course, I rely on a few tricks of the mentor-text trade that encourage students to deliberately craft their writing, not just get words on the page in the allotted time. The best way I know how to do that is to the use the literature itself as our mentor texts." Here are 3 tips for using the literature you're already studying to guide your writers. @ncte #nctevillage