I know that I haven’t posted in quite a while which isn’t fair to you, my readers. The truth of the matter is that I’ve been so busy between my internship, grad school, and the snow (so much snow!) that I haven’t been carving out proper time to sit down and blog. I have a lot of assignments going on for grad school right now as my semester only has about a month left. (Total craziness, I know!) I promise that with the start of a new month tomorrow (March starts tomorrow, guys!) that I will do my best to post more regularly. In the meanwhile, please don’t forget about me, because I certainly haven’t forgotten about all of you.
I think it’s easy to believe that literature consists only of books and articles. Literature is something that’s read, right? That’s what we’ve always believed and what we’ve always taught to the next generation. And I think that it’s a fair argument and it’s set up on a sound foundation. But in today’s day and age with the world ever evolving, is it maybe time to reconsider things?
Wouldn’t it be a good idea to consider the wide array of things which students these days can analyze? They can analyze movies, for instance. They can pick apart a movie the same way they pick apart and analyze a book. Students might even be able to go into deeper analysis of some areas because of the visuals being presented. This also might be an area of analysis that students are more willing to delve into because it’s something they’re more accustomed to. They’re used to watching TV and movies and they’re used to having conversations about them with their friends. Wouldn’t it be great to bring it into the classroom and allow students to be more comfortable with what they’re doing instead of forcing English standards and ideas onto them?
I also think that music would prove a great source for analysis. It’s something that many students are constantly plugged into, and it provides many of the same parts of analysis that reading a poem would. I think that analyzing songs would be great because students are more likely to relate to them, or at least relate to them more easily. It also would be, in my opinion, a good gateway into poetry. I think it’s hard to just throw students into poetry and expect them to relate and analyze; songs would be a good stepping stone along the way.
I’m sure that there are many more resources available which we could bring into our classrooms for analysis, but I think that these are two great places to start. I think what’s really important to consider is what our students relate to to start with, and work on bringing that into the classroom. If we make the classroom a more relatable place students might be more open to English and all the parts that come with it.
don’t sweat the small stuff.
Sometimes you’re going to make a mistake. Or say something you shouldn’t have. Or make a comment on an assignment that you regret. Maybe you’ll lose your cool one day. These things happen because we’re all human. The key is to not get stuck there. You have to be able to pick up and move on. It’s better for you that way, and you need to provide a good example for your students.
Just listen to your students.
Listen to your students objectively and non-judgmentally. Sometimes they don’t need you to say anything. They just need you to be there, to listen, and to care. It’s amazing what you can learn about your students and from your students by just listening to them.