Maybe you can relate to me. Type A. Monitor for the quickest moving rather than the shortest check out line. Get things done. A minimum of five tabs open at a time on the computer. Don’t sit still well. Sound familiar? My high capacity disposition serves me well in most areas of life except for when it comes to teaching literary analysis. Unpacking a text is slow, tedious work. Teaching students to unpack a text can be even slower and more tedious. Slow, tedious work is difficult for me; I operate best in fast and furious mode. This year, however, I am making a change: I am slowing down – way down.
I have always struggled with teaching novels. How does a teacher exactly teach a novel? Back in my day, we read novels, the teacher lectured on the novel, we tested on the novel, and then moved on to the next text. This is not really my style of teaching. My style is more creating experiences for students to interact with the text and make meaning, and while I do a good job providing these experiences, I still rush my students through the process. … KEEP READING