Teaching well means being willing to experiment and then analyze the results. How did the Kittle/Gallagher model of book clubs work for me? Read on, dear reader.
Walter Dean Myers, author of Monster, Fallen Angle, and Scorpion, among others young adult novels, was quoted in the New York Times as saying, “Books transmit values. They explore our common humanity. What is the message when some children are not represented in those books?” As a self-professed ‘book nerd’ I found my friends in … Continue reading Finding All Students in Text
by Adrin Fisher There’s more than one way to skin a cat. This gruesome proverb, with roots in Renaissance England, describes precisely how a teacher in the early twenty-first century should be teaching Shakespeare: however she can. During my career, I’ve taught at least one play by The Bard per year—sometimes three. That’s no surprise. … Continue reading On Teaching Shakespeare and Skinning Cats
by Cheryl Stahle Can you imagine being only allowed to write 500 words every SIX MONTHS? In the recently released book, The Prison Letters of Nelson Mandela, readers explore an intimate portrait of this complicated activist, husband, and father who for 27 years, found ways to communicate to the outside world his hopes, fears, frustrations … Continue reading 500 Words At A Time
BY: LIZ KEIPER “Am I really teaching my students what I need to teach them? I mean, I’m meeting the standards, and they’re doing work, reading things, writing things, and whatnot, but… Are they really getting… what I want them to get from this?” I’m pretty sure that every teacher has moments of existential crisis … Continue reading A Lesson I Love: Channeling Understanding by Design to Create Themes