I once astounded a faculty meeting by suggesting that a way round this would to be to teach the specific effects of a technique. I spent 5 minutes using alliteration as an example before a colleague put their hand up and said, "How can the students learn that when I don't even know it?" - as if that was the argument winning point...
Thank you again, David. Your bracing prose and my professional experience unite to produce an insatiable want-to-read-on-ness.
I guess most kids in most schools don’t really know why anyone should read the stuff we put in front of them. I like your suggested strategies for helping students move beyond cliche analytical throwaways. Thank you again.
This is fantastic insight, as always. Thank for breaking down this persistent classroom challenge and providing such actionable strategies to move students forward. I'll be sharing this with my colleagues.
I once astounded a faculty meeting by suggesting that a way round this would to be to teach the specific effects of a technique. I spent 5 minutes using alliteration as an example before a colleague put their hand up and said, "How can the students learn that when I don't even know it?" - as if that was the argument winning point...
Oh my actual god
Thank you again, David. Your bracing prose and my professional experience unite to produce an insatiable want-to-read-on-ness.
I guess most kids in most schools don’t really know why anyone should read the stuff we put in front of them. I like your suggested strategies for helping students move beyond cliche analytical throwaways. Thank you again.
Thanks Benjamin- you’re too kind
This is fantastic insight, as always. Thank for breaking down this persistent classroom challenge and providing such actionable strategies to move students forward. I'll be sharing this with my colleagues.
You are most welcome
Wow! Such eloquence on this subject is a golden tonic first thing this morning! Thank you David. Very useful too, as always.
Thanks Stephen