As hard as it can be to really reflect on our own blind spots (they're blind after all!!) I think that one thing I tend to really hold up above others is when kids make thematic connections or make comments that suggest a lot of deep thinking. I think this is definitely something that reflects my vision of an ideal literacy class, and it's not "bad"...although I'm sure it does leave some kids a little perplexed about how to do that and feeling a little like "Well, I can read just fine - see, I knew what the story was about too!"
I do know that I tend to be most interested, in my own life, in political and social justice topics. So when kids go in that direction, I definitely get more interested (as a person). I'm sure students know this is an interest of mine even if there are lots of other ways to respond to literature too. I think even in the discussion transcripts I posted earlier this month, although I didn't talk much at all, I bet my body language or facial expressions communicated how I might have reacted to certain topics coming up. I know I was pretty intrigued when some of my kids started discussing current landlord issues and I bet I communicated that intrigue even wordlessly.
Although I've found that I haven't been a very good teacher when I teach a text that I really love. I've found that when I teach a book that I feel lukewarm about (i.e. The Odyssey), I have been more open and interested in the students' perspectives... when I taught Pride and Prejudice I was (gasp) not very open to alternative perspectives and definitely not open to anyone critiquing Jane Austen's writing style!
I'm not proud of this, but I think that sometimes it can be harder to teach what we love! I wanted all of my students to read P and P the way that I did, and this, of course, is not what's best for students.
As hard as it can be to really reflect on our own blind spots (they're blind after all!!) I think that one thing I tend to really hold up above others is when kids make thematic connections or make comments that suggest a lot of deep thinking. I think this is definitely something that reflects my vision of an ideal literacy class, and it's not "bad"...although I'm sure it does leave some kids a little perplexed about how to do that and feeling a little like "Well, I can read just fine - see, I knew what the story was about too!"
ReplyDeleteI do know that I tend to be most interested, in my own life, in political and social justice topics. So when kids go in that direction, I definitely get more interested (as a person). I'm sure students know this is an interest of mine even if there are lots of other ways to respond to literature too. I think even in the discussion transcripts I posted earlier this month, although I didn't talk much at all, I bet my body language or facial expressions communicated how I might have reacted to certain topics coming up. I know I was pretty intrigued when some of my kids started discussing current landlord issues and I bet I communicated that intrigue even wordlessly.
You bring up such a great point here, Katy!
ReplyDeleteAlthough I've found that I haven't been a very good teacher when I teach a text that I really love. I've found that when I teach a book that I feel lukewarm about (i.e. The Odyssey), I have been more open and interested in the students' perspectives... when I taught Pride and Prejudice I was (gasp) not very open to alternative perspectives and definitely not open to anyone critiquing Jane Austen's writing style!
I'm not proud of this, but I think that sometimes it can be harder to teach what we love! I wanted all of my students to read P and P the way that I did, and this, of course, is not what's best for students.