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
By Karla Hilliard These past four years, Jess and I have collaborated with a core team of teachers who serve on the WVCTE Executive Committee. Together, we have worked to re-establish the West Virginia affiliate of NCTE in order to do the important work of connecting teachers across the state. Read more…