by Ron Litz
The pandemic suspended our traditional classrooms and methods of teaching, forcing many of us teachers to revise our long-established approaches in order to better meet the needs of our students. As we return to normalcy, we should remember that many of these changes can and should be carried forward into the traditional classroom. As a seventh-grade history teacher, I found that while teaching virtually I made crucial adjustments to four main areas of my practice: establishing connections with students, designing student schedules, introducing content, and assessing student learning. These changes, necessary for a successful online learning environment, will also improve my students’ in-person learning experience.
Continue reading “What I’ll Take Back into the Classroom from Teaching Online”
This post is excerpted from the book Creating Confident Writers: For High School, College, and Life by Troy Hicks and Andy Schoenborn (W. W. Norton, June 2020).
Perhaps one of our most important jobs as writing teachers is to help our writers understand that literacy is much more than reading, researching, and academic writing. For many students, the only real changes they see in their ELA and composition courses over the years are that the mechanical demands become stricter (with specific attention to MLA, APA, or other style guides) and the papers get longer. It is an unfortunate reality that turns many of those same students away from writing or, worse yet, forces them to see school-based prose as the only kind of writing that counts.
Continue reading “Given a choice, some students will choose to write poetry.”
By an anonymous sophomore
The age-old high school social dilemma of where to sit at lunch has finally been solved—it only took a global pandemic.
I am a sophomore who attends a private school in Manhattan. My school has recently announced that they will be switching to an optional hybrid model after previously stating that they would remain remote until mid-January. I was extremely happy and proud of my school when they initially announced they would be remote for at least five months, and I was shocked and upset when they declared their decision to switch. Upon receiving the news, my parents informed me that the decision to attend school in-person or remain in my pajamas was mine.
Continue reading “Going or “Going” to School: One Student’s Decision to Remain Remote”
The last pieces of writing I see from students
each year are reflective in nature. Some celebrate areas of literacy growth and
proudly exclaim, “I am a writer!” Others share classroom routines, like
creative writing and poetry, that have stuck with them throughout the year.
There are a few students who are gracious enough to thank me for enlivening a
love for reading and writing that they had lost over the years. These
reflections would brighten any teacher’s soul.
Continue reading “Summer Reading: The Freedom to Choose”
When I was a kid,
I always kept a novel on my lap during class, hidden (I thought then) from teachers’
eyes. Between math problems and history lessons, I’d sneak-read a few
paragraphs. Summer was, for me, a chance to binge on books without interruption
or subterfuge. It still is.
As a teacher I’ve purposely overlooked the lap-reading of my book-obsessed students, though I do insist that they keep up with the actual classwork, as I did when I was on the other side of the desk. Indulging them isn’t an exercise in nostalgia but rather a chance to learn about the genres and authors they treasure, which I then explore during the gloriously free hours of summer vacation. Some works have become part of my teaching strategy; many have given me a connection to students I couldn’t reach in other ways.
Continue reading “Summer Reading: Exploring Student Choices”