Reading Literature as Exploration, first, made me reflect on my own growth as a reader and, second, my growth as a teacher. My passion for reading kind of disappeared when I hit junior high and continued on throughout high school. I always used to think it was because I didn't ever seem to like the books that my teachers chose for me to read, but now I understand that it might have, in fact, had something to do with the way literature was taught. It was a very traditional school - we completed book report summaries and took quizzes and tests, but I was never really able to connect to these texts or was expected to gain my own meaning. I simply took notes on the teacher's explanation of the deeper meaning. I remember dreading having to read in class or for homework; it was so boring! As I visit schools around the district now, I still see this type of instruction occuring in many English classrooms, although probably less frequently than in the past. I remember my first year of teaching getting caught in the same trapped thinking of, "Well, I must check to see if they read on their own, so write a summary." Not until we discussed levels of questioning as a department, did I realize how there really was not much thinking involved in this activity, and from my own experience, summarizing actually kind of distances you from what you're reading.
Additonally, many of the books we read in high school would be considered "classics". When I didn't see the beauty in these books, since I was too busy working on day-to-day assignments, I began to feel there was something wrong with me. I began to turn to wriitng as an emotional outlet and didn't really see the purpose in reading books. However, the summer of my junior year I read Of Mice and Men, not because it was required of me, but because I was bored and it was sitting on our bookshelf. It was actually the first book that ever made me cry. So, I find it interesting how I had to escape school to begin connecting and appreciating literature. The following year, my passion was alive again. I had an excellent teacher who facilitated activities and experiences in which we became the Holocaust victims and Vietnam soldiers whom we read about. I began to see and understand the humanity, or inhumanity, present in literature, as Rosenblatt discusses. This caused me to want to read more.
Wow, the power of teaching. It's kind of scary!
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4 comments:
I really liked your comment about how when you didn't see the beauty in the classics you began to think something was wrong with you. This is something I tried to write about in my post, but you captured what I was trying to say so much better. Our choices and ways of teaching make many students feel that something is wrong with them, that they're not smart enough, or that school/reading isn't for them.
As you said, the power of teaching. We need to broaden our idea of what texts are and which ones are acceptable in school. No one should have to feel something is wrong with them because they don't like a book!
And Of Mice and Men sucked the life out of me; just goes to show how different people respond differently. And that's okay! :)
I loved Of Mice and Men, also....But your post made me think of books that I've had a strong emotional response to....I think my first real put down the book and sob was Podkayne of Mars by Robert Heinlein (talk about NOT a classic) -- but there's this amazing scene when this innocent "savior" figure gets torn apart by this hating crowd...It was the first time I ever "got" the notion of sacrifice in a religious sense. And, perhaps because of the emotional connection, it stuck.
While we're sharing our emotional book stories, I'm going elementary here for a second...
The first book I ever got emotional about was, in retrospect, really dumb. It was a mystery about two girls trapped in a spooky old library during a blizzard. I was so moved by the ending, when everything turned out alright, when the world was right, and the characters (and I) had grown up somehow through this experience. When I was done reading it, I hugged the book. I thought, "Dear God, thank you for letting a book make me feel this way." No kidding.
I suppose we could argue that some books make for better conversation that others, but it would seem that we can be moved by all kinds of books, classics and not. That was the book I was emotionally ready for. Maybe something to keep in mind as we think about our students and what they might choose to read, what they are ready for...
I agree with Audra, when we consider what our kiddos might truly identify with and invest themsleves in we must be open. I myself an not a big fan of Flat Stanley, too shallow of a fantasy. I was ready to throw it out and then Jorge writes me a letter speaking to the profound transformation Flat Stanley goes through on his quest. He related to the character's travels... I was left with my mouth wide open.
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