Posts Tagged ‘reading in class’

On the joys of teaching English

March 7, 2019

Every now and then, I remember I was a teacher once. When I meet up with former colleagues who are still working, I sigh with relief that I don’t have to return to school for training days, and listen to the ‘leadership team’ witter on about targets and initiatives and I don’t know what else, and I feel briefly sorry for those who still do have to… I also remember how different it was on the following day, when the students returned and the real work of a teacher began again – how much I loved it!

Things that I really enjoyed: reading books together in class. That was still possible in secondary school and we all loved it: reading around the class, sometimes everyone in turn, sometimes volunteers, sometimes me. We could and did pause to discuss all sorts of things: plot, character, language, how a writer tells a good story, why x happens and not y, why a writer does things a certain way and not another. All kinds of opportunities for different kinds of writing arose at various points in a novel. And everyone could express opinions about all sorts of things, practising listening and responding, learning to argue, and to support opinions with evidence…

Sometimes I would get students to present a book they had recently read to the class: a brief introduction and then read out a carefully chosen extract; explain what their opinion of the book was, and why, and finally take questions from their class-mates. Not everyone found this easy, but I felt, from a very early stage in my career as a teacher, that good speaking and listening skills were probably going to be of much greater use and importance to my students in the future than writing skills…

When we got on to individual talks to the class, we had a great time: choose your subject, and give an illustrated five-minute presentation to the class, then take questions. It was often an astonishing confidence-building exercise for students who were not very strong at English, as they used the opportunity to be experts in their own field in front of the class. As time went by, health and safety curtailed their choice of options somewhat, and having livestock in the classroom sometimes presented management issues… but I always learned lots, and I know the students did, too. I still think the best ever talk came from a GCSE student who was a keen fencer: she spoke confidently and demonstrated her skills effectively, using a male student whom she didn’t very much like as her opponent for the practical parts of her talk: he took it all in very good part. The talk filled an entire 40-minute lesson; nobody was bored, and she naturally received full marks for her efforts.

Discussions and also formal debates featured regularly, and I had an understanding with students that no topic was off-limits as long as they could approach it sensibly and maturely, and respect others’ different opinions and their right to express them: you were allowed to disagree as long as you did it respectfully and explained your reasons… I can only remember a couple of occasions in nearly thirty years when it was necessary to close down a discussion because some could not manage these rules.

Of course, students had to write, as well as speak and read. One of my favourite activities came out of reading The Adventures of Tom Sawyer with Year 8 students (age 12-13). If you can make the book work, it’s a real challenge for them: nineteenth-century language and behaviour and dealing with issues of race, childhood, schooling and lots more. The book has everything: truanting, running away from home, a murder, romance, getting lost in a cave, finding a real fortune… and there is an amazing writing opportunity immediately after the murder: produce the front page of the town paper the day after that event. There’s writing the story, editing and improving it, working out how much the reporter can know and find out, compared with what Tom and Huck have seen, and then you can go into an IT suite and they can design and produce and print their front page.

The skills of essay-writing come to the fore as students approach public examinations, and over the years I evolved a tactic which they seemed to find effective and helpful: the whole class together would plan an essay. I’d take them through the entire process stage-by-stage, from analysing the title and working out what an examiner might expect, through brainstorming and then organising and sequencing their ideas, followed by selecting evidence, and then crafting an effective introduction and conclusion. It would all appear on the whiteboard, colour-coded with different pens; we could pause the process and discuss any aspect of it that anyone wanted to, and we could also time the different parts of the activity so that students could work out how they might effectively allocate their time in an exam room. We needed a good double lesson – 80 minutes – to do the whole thing, and if time allowed, the last thing was to practise and discuss a range of opening sentences. It was pretty exhausting for all or us: the class being attentive and working against the clock, and me, controlling and managing everything so it all came together in the allocated time.

I used to enjoy giving work back to students. I’ve read some unbelievable nonsense lately about re-marking and triple marking and written dialogue between teacher and student and thought to myself, ‘How can any of that be justified in terms of time?’. Although I wasn’t particularly proud of it, my semi-illegible handwriting did me favours; I regularly did write lengthy and detailed comments and advice on students’ work, and they often had to work quite hard to decipher my runes. They asked each other first and when that failed, called me over: they actually wanted to know what I’d written, and I could briefly expand and clarify. And, of course, there were extra oral comments as I gave work back, perhaps reading out particularly good bits before I hurled exercise books back across the room towards their owners…

A good deal of being a teacher – an English teacher, certainly – is about being an actor, as perhaps you have deduced from the above: confidence builds up over time, as does the very necessary ability to be reflective and critical of what happens in your classroom, and to adapt and modify when circumstances dictate.

I particularly loved working with sixth-formers, for they really kept me on my toes; even if I knew my stuff – and I did – I never knew from what angle their questions or comments might come. Keeping one step ahead of them was exhausting, as well as very satisfying. They got special treatment in some ways: we were a little less formal with each other, and we always set the room out in a circle to create a seminar-style atmosphere, as well as to emphasis equality, rather than use the serried ranks of desks or tables that larger classes required. There was tea and mince pies at Christmas, too. Practical criticism – working with unseen texts – was what I liked most of all, feeling more and more the enabler rather than the teacher as the two years of the course ticked away and they all in their different ways became more perceptive and confident as interpreters and critics of literature…

There is no better profession – and I think that word is so important, and so under-respected nowadays – than teaching. I have been very fortunate in my life’s work.


Reading in class

March 25, 2016

It’s coming up to five years since I said farewell to the classroom, and I find myself thinking quite a lot about what I used to do, and how and why; clearly processing something here, so I thought I’d share my musings, which are related to the broader issues of reading and literature.

Many young children are fortunate in being read to regularly at home; the most obvious example is the bedtime story. Then they are read to frequently at primary school, and enjoy this, too. I always felt that there is no reason that this should stop at secondary school. After all, many adults enjoy listening to audiobooks, perhaps while commuting. So, I always made it a practice to read whole texts with my classes; in the early years of secondary school, there was free choice, but later on the books were dictated by the demands of GCSE.

I always chose books that would be a challenge, in terms of language or subject matter; they were books that students often said they would never have chosen to read themselves, but nevertheless they were glad to have read the book in class. And we read the entire book, word for word, cover to cover. I really think this sharing and (perhaps) enjoying together was really important; there was no sending them away to read a couple of chapters for homework so we could get through it more quickly. The exciting bits we shared; the boring bits we shared, too, and out of them might come all sorts of interesting discussion: OK, that’s boring to you, so why do you think the writer did it like that?

All sorts of activities sprang from the book: looking up and learning new words; discussion of all sorts of topics and issues that came up – the story could be paused so that opinions could be aired. Anything was grist to the mill. Writing activities offered themselves: creative responses, dramatic or analytical ones, reviews and opinion pieces.

Everyone got to read. I would read frequently, to keep that pace of the story going, to pick up the threads after a not-so-good reader had finished, to ensure that we got to a suitable place to stop at the end of the lesson (didn’t always manage that!). Sometimes students volunteered; usually between a third and half the class were game for that; often I picked on students or read around the class, to ensure that all got the necessary practice. So much was gained by this sharing, it was clear to me; an outsider might think it was all a skive or a doddle for the class, when it was so much more. There was learning and enjoyment at the same time – what more could one ask for?

Teaching English

March 24, 2016

I became an English teacher because I loved reading and hoped to be able to pass on some of my love and enjoyment of literature to my students: we all start off very idealistically! But, beginning from this enthusiasm meant that reading was always at the core of my work as an English teacher, and everything else grew from it. This approach was encouraged in the – now much-derided – past, long before the National Curriculum, datasets and all the other craziness which drives people out of the profession, by my first Head of Department.

Every class had a class reader, which the teacher chose, and as many as possible of the different aspects of English arose from that reader: vocabulary and dictionary work as well as new spellings, creative and analytical writing opportunities and speaking and listening work, which could and did obviously include cross-curricular themes. You would aim to get through a book a term, and would hope to read the entire book aloud in class. Everyone could read aloud, and this also offered opportunities for weaker readers to practise.

It wasn’t a perfect approach to teaching the subject – you still needed to bring in grammar and punctuation exercises and comprehension practice at various points, but throughout my career I never came across an improvement on it: certainly I ran a mile from any scheme that offered an English course from a textbook.

We did end up having to do rather more preparation than we otherwise might have done, because all the activities we wanted had to be created de novo – they weren’t available in a textbook or via pre-produced worksheets. But within a co-operative department resources and ideas could be and were discussed and shared, even co-produced. And once you’d created them, you had them for future reference, which meant that over time, as you developed a repertoire of texts and activities that could work with particular classes and ages groups, preparation became far less onerous; this made it easier to taken new texts on board from time to time. With suitable tweaking it was an approach that worked at Key Stage 3 and also at GCSE, and the methods could be applied in slightly different ways to Shakespeare and other drama, and poetry too.

OK, I liked this approach, but what about the students? I have to say that, once I’d ruled out books that didn’t work, my classes seemed to like what they got. They enjoyed the books, admitting they liked them, even while saying that they were not books they’d ever have chosen to read themselves. That was fine: I was extending the range of their reading, and stretching them to boot. They seemed to learn: their grammatical knowledge, their comprehension ability, their range of writing and their confidence in speaking and listening progressed as it should have done, and they achieved the exam results they were capable of. And we all got along pretty well: job done.

Picking the books I used was crucial: I never used a book I didn’t like, or that I felt we ought to read, because it would be good for them, or because it was a classic. I would never inflict Dickens, or the Brontes or other such weighty and worthy tomes on my classes. This doesn’t mean we read lightweight tosh, either: there are lots of good, well-written books suitable for young adults, or even specially written for that market. Anyone – this includes you, Mr Gove – who thinks you raise standards by force-feeding young people classics as if they were French geese just doesn’t get it.

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