I think one of the most challenging parts of teaching is the teaching not of what, but how.
How to read. How to write a thesis statement. How to identify an unclear pronoun reference.
It’s easy enough, in many ways, to define rules or to explain whens and whats and even–sometimes–whys. But hows are tough, because as teachers we ourselves don’t often remember how we learned the things we know.
For example, right now I am (re)introducing my AP Lit kids to poetry, and many of them have all sorts of negative associations. It’s boring, it’s confusing, etc. But I suspect the real problem is that most of them don’t know how to read a poem. They do not know how to enjoy it. (I, for example, feel the same way about football.) As Marianne Moore observes, “we do not admire / what we cannot understand” (“Poetry“).
Normally, I teach a simple process of how to read a poem in class by modeling it for the kids. I “think aloud” through a poem with them, usually with an overhead projector. This actually takes quite a lot of time usually, however, and does not leave much time left over for the kids to try it themselves in the classroom.
So this time, I am going to try something a bit different. After this past week of not analyzing poems– (maybe I’ll do a post on that later)– I am going to do a bit of a “flipped classroom” approach where my students will watch short videos of me “thinking aloud” through that same process I always teach. That way, the direct instruction part can be something they observe and think through at their own pace at home, and I’ll have more time in class to give them in-person assistance.
They’ll watch the video once without taking notes, then watch it again, pausing it wherever they like in order to take notes and jot down ideas on the steps I am suggesting. I’ll give them tips on what to try before I assign the homework, and I will try to get them to focus on the how, the process I am teaching, that can work with any poem.
Then, when they come to class next time, they will try doing this process for themselves with a poem of their choosing, but with me available and present to coach them through it.
Here’s unedited, stream-of-consciousness videos #1 and #2 I think I will be assigning this week:
Video 1 has students first read the poem out loud, and then track where the poem seems “positive” or “negative”.
Video 2, below, has students then determine what kinds of “positive” or “negative” tones the speaker is employing. I’ve called this developing a “tone map” in the past.
What I’m trying to do here is to teach the “how” — to unpack, for students, how I go about reading a poem. I also am trying to model for them that it is okay to be uncertain, to explore, to make guesses.