My favorite part is when she was talking about how hypocritical it is for us to teach students about literature as there being a right or wrong answer. My favorite English class in high school (and incidentally the one that inspired me to go on to major in English) was 12th grade AP where we sat in a circle the entire year and discussed the literature we read. I had never before felt my opinion to be so nurtured and loved; this was finally a chance for me to dig in and really show my feelings for what we were reading. I had this class with my "bff" who is still my "bff" today, and we often talk about how much we adored our teacher and the way she got us to open up about these books and stories. In fact, get this, I am now her colleague and see and work with her every day, as I'm back working at my own high school! I now have the very unique opportunity to chat with her about that same literature, plus so many more things, like essays, creative writing pieces, behavior in the classroom...I'm in my dream world, truly, and she gives me such wonderful insight unto my own teaching practices.
Lately, she and a few other colleagues and I got caught up talking about giving those objective tests that have such a bad stigma in our subject area. (I love the English teacher nerd conversations we have after school!!!) We all kind of admitted that we just HAVE to give those tests so that students can demonstrate that they have read and NOT just "Spark Noted" the major themes and symbols. It's unfortunate, but that's really one of the only ways. But we also all agreed that we enjoy reading the written responses so much more; the ones where students tend to bounce around and ramble on about the text, and even though the answer might not be perfect, we can work to help them get there eventually, and the next test (or essay, etc.) will have the chance to be improved upon. And that is why we all love teaching English-- for those lessons and discussions about literature or any topic, really, that get students motivated.
And by insisting that there is a right or wrong answer, we are basically saying that their opinions don't matter; that they must have thought incorrectly somewhere along the way. It's tough for students (especially seniors in high school........) to be told what to do and how to think, so this might be a chance, in the ELA classroom, for them to really branch out and say what they want to say (ahem, to a certain degree, of course!). So why should we discourage this?
Preach on, Carol Jago!
EWWW sparknotes! The problem with sparknotes is that it does not give a lot of details about things. It is basically just a summary. I think it is important, especially through review of what happened in a chapter, to understand the meaning of a book. Once I observed a teacher who put up quotes from the book and asked students to explain them. Even though there was a right answer to the quotes meaning students were able to discuss and discover the answers together. Through this idea objective questioning does not look too evil. It helps students comprehension.
ReplyDeleteI know teachers who look at sparknotes and purposely design reading check quizzes to include things that AREN'T on there! Nice try, kids!! :)
DeleteI'm a big fan of quote-deciphering! I think it forces students to really think about the theme of the book when they have to decide WHY a character is saying something...even the mood, diction, overall emotion that is portrayed in the quote truly shows us the student's understanding.
I agree with you, Lesley. Jago had some really refreshing perspectives on the limits of objective testing. I was especially refreshed by the discussion of the essay's origins in Montaigne's thought experiments. This made me wonder if I may have approached essay writing too objectively. Sure I haven't been giving multiple choice quizzes, but in assigning essays I have often tried to do the same thing--that is, make sure students PROVE they really read. And then I spend my time "correcting" these essays, and I find myself getting really tired.
ReplyDeleteI think the problem is that in real life, it's actually pretty rude to be the grammar nazi. People engaged in a good discussion are able to overlook each others' mistakes for the sake of their arguments. So I'm wondering if I need to spend less time "grading" and more time responding. My wife, who is also an English teacher, reminded me that this could have some pretty serious pitfalls-- if there is no "right or wrong" answers, can I say there are "good or bad" essays?
I had a professor at Pitt grade our papers using a digital voice recorder while she was reading. Although somewhat time consuming (but I'd imagine 5 years later there would be something less cumbersome out there in cyberspace), it was really neat to hear her genuine, unplanned thoughts on my writing. This would be a chance for us to "grade" less and really, truly respond authentically to the students. Almost like one-on-one teacher conferencing if there is no time for that.
DeleteI had completely forgotten that you now teach at your former high school and get to work with your favorite English teacher every day! I like how you emphasize that when teaching literature, there is no one right or wrong answer. I feel as if so many of our students are taught to think that way. When I first introduce the concept of discussion to my students, I put them in a circle (my like your AP class) and tell them that they are not to look to me for the "answer". I want them looking at their peers to discuss and form MANY hypotheses! I can't help but feel that the state exams are teaching our students that there is only one right answer. As a result of those objective tests, our students are losing their voices, and it's a real, real shame!
ReplyDeleteThe enthusiasm of your post makes me smile! (And makes me want to send it to Carol Jago (don't worry, I won't)!)
ReplyDeleteAs for right and wrong answers, maybe in some cases there are just more and less well supported answers. I say if a student can find textual support for an unconventional argument and make it well, she's deserves a good grade (and will probably start a heck of a conversation with the class about the book.)