On Classics, YA, and High School English: Why Teens Avoid Classics

With the whole “Book Opinion” thing on Twitter last month (if you were on near the holidays, you know what I mean), there’s been a lot of hot takes on classics and the classroom and how they apply to modern teens.

And so, I’m here to bring a little perspective as a modern high schooler in the American education system.

Some things to note before we begin:

  • I am very privileged compared to some of my peers, and I attend a largely white upper/middle class magnet school
    (public school with specialized courses that attract students from multiple zones).
  • Said school has also taught me throughout middle school.
  • What I note has worked for me and my peers may very well not work for other teens from different schools and backgrounds. Still, I’ll try to make this as applicable as possible.
  • (United States, btw. This is about the US education system and how screwed up it is.)

I think there’s always a lot of discussion about classics and teaching them in high school. I mean, we all know what it’s like in high school English classes. (spoiler alert: it ain’t good)

Students either (1) read the Spark Notes, (2) don’t read anything, (3) read the classic and do not understand any of it.

I am a goody-two-shoes and I’ve read every book assigned to me, except for Zadig (if my 11th grade English teacher is reading this, know that I’m sorry. I was busy that week.).

This doesn’t mean I understood them a lot (though, I tried), but I am a “good” student and tried to do what they wanted me to do.

But for the majority of my peers, they have learned early on in middle school to follow the culture of reading the online Spark Notes and then trying to pass the class on that. (Which works for a lot of teachers . . . sometimes better than reading the actual book?)

I know kids who haven’t read a single school book since 8th grade, and we’ve “read” a lot of books since then. I know kids who try to read the book, but give up halfway because it was too hard to understand. I know kids who try to read the book, but eventually give up because they don’t have enough time to sit down and work through the language.

And with these widespread responses to classics in high school, I’ve seen some radical hot takes like

Classics shouldn’t be taught in high school at all.

And as much as some of my peers wish this was true, it’s frankly unrealistic, especially for anyone looking to take AP Lit during high school (which is basically a given for lots of top-acheiving students hoping to improve their resume to get the holy grail: college).

So even though I would love for all high school lit to be just YA, I also know that if that was the case, I might not have gotten accepted into college. (!!!)

To create an education system not dependent on a specific set of classics and the use of classic literature extends far beyond what my mind can imagine–because you have to change not only the schools and Common Core, but you also have to change the College Board and how colleges as a whole work, which, frankly, seems impossible to me.

So maybe classics shouldn’t be taught in high school. But I’m not going to think about what ifs when faced with something as daunting as altering the college admissions process, especially when I will probably never be able to do something meaningful about it.

Instead, I’m going to talk about wielding classics in high school classrooms effectively.

Let’s go way way back to where my story begins. Middle school is a time where kids are learning that they’re going to actually have to work a lot harder to succeed in life and they start realizing that the big COLLEGE is in their future–but only if they do well.

And middle school is frankly where the bad habits kick in, at least in my school. At the end of this post, I list the English (not Spanish) reading I’ve had since 6th grade that I remember, but back to my point.

Kids start getting busy in middle school. Kids start learning that school isn’t just arts and crafts and playtime (WHY NOT, THO?) and the pieces start to fall to show what type of student you are.

And honestly, the idea of reading classics is inherently skewed against people from low income families, which are historically more POC. There, I said it.

Kids from low income families generally have less time to work on homework (i.e. they live farther and the commute is bad, their family is busier working). Especially in high school when they could work to support their family.

And sitting down for 2-7 hours to read a stuffy classic novel is honestly not in the works for a lot for these kids. (We’re not even going to start talking about tutoring.)

And so they’re already behind because kids stop reading in middle school because the books are boring and the teachers don’t try and connect it with the students (also, To Kill a Mockingbird is NOT great black rep stop saying that) and none of the books ACTUALLY represent a lot of kids, especially ones who get behind.

So the problem starts early.

And as the students go to high school, they’ve already learned “Eh, I’ll just Spark Notes it.”

It just kind of snowballs from there for so many kids. I can tell you that more than half of my class (and I’m in a rich, upper middle class white high school) still have not finished The Scarlet Letter. And they’ve actually got the resources to do so.

The way classics are taught in school largely consists of giving you the book, not giving any background, and expecting you to have fully formed thoughts on the first X chapters the next day.

Which is SO TOUGH. I try. I really do. But sometimes the book flies over my head. Sometimes I need more background on the author/situation/summary before reading (usually I do).

These books are, from face value, nothing like what we read today. It’s not clear and straightforward and the language is more figurative and obviously different + more antiquated. (Thematically, some of them are pretty relatable. But when looking at just like, the words and the language? It’s hard for teens to relate to.)

And when you don’t give us much information when starting, we’re already getting off to a bad start when reading.

You know what reading YA is like. You read the book, and if you don’t like it, you DNF it. But here? You’re not supposed to DNF it, but many do. Because they don’t like how it’s starting out because they don’t know anything about it and it’s all just a bad mess + you’re getting off on the wrong foot with this book.

So teaching classics by giving us books with little to know background/summary/info and expecting us to know what’s happening and to understand the symbolism and have fully formed thoughts when we don’t get half the words is absurd.

It’s like expecting a fifth grader to look at a differential equation and solve it when they only know how to add.

This isn’t entirely teachers’ faults. When one or two students don’t read it? Yeah, it’s probably not the teacher or the education system doing a bad job (although it could be that the teacher/education system is a bad fit for the kid).

But when more than half the class is not reading the books? This is an actual, serious problem. It could be the teaching, or what’s pressuring the teachers to teach this way *cough the education system cough*.

Teachers are amazing people, and this is largely an issue that snowballs over multiple teachers and multiple years when kids just stop reading the books.

It’s an issue that stems from not learning the critical skills early in the game on how to approach these kinds of books.

And I’m not talking about How to Read 101 or using accountable talk stems or close reading, I’m talking about learning to love literature and want to give it a chance and want to approach it and try.

You don’t have to read classics to be a good reader. But being a good reader can help you read classics.

Which is where YA comes in. It’s obvious that we can’t really teach YA in upper level classes. I might have managed to squeeze in two YA novels over my high school career (one I wrote about in my AP Lang essay last year and I still got my 5!!!), but a literary syllabus of only YA is, as we said before, not good for the students’ future according to colleges.

But YA could still help. YA helped me fall in love with reading again. It helped me be passionate enough to put effort into the classics I read this year. It helped me understand themes (Emma is basically just a tropey romance I totally called who she married from the start of the novel) and plot better (I knew there was something going on between Billy & Claggart!!! The gays did not fail me.).

YA is great for helping students learn the skills and have the passion to properly face classics in high school and college.

I’m not saying classics are good books, nor are they bad. They just are and we have to accept that they’re part of education. Which classics are good and which classics are bad is such a contentious topic and we’re never going to be able to answer that. On Twitter, one person said that The Catcher in the Rye was the best classic, others said it was bad & shouldn’t be taught. Safe to say, deciding what classics are good is a problem for another day and a different post.

YA, in my opinion, does have a place in the classroom in helping American teens. (And more opinions that you didn’t need to hear: I do think some YA novels are better than some classics, although that’s spicy tea for another day.)

So what do we do?

I mean, this is a huge thing that spans schools across America and obviously hits students from low-income backgrounds harder, unfortunately. And calssics are very hard to relate to, on a surface level and for the fact that it’s dominated by mostly dead white men and featuring characters that only appeal to a certain group of people.

The solution is complicated and hard and obviously involves combating stigma against YA novels as quality literature and reforming its place in peoples’ minds.

But what I’d recommend is to start getting kids to love books in middle school. Give them books that represent them, give them books (and graphic novels) that they love, give them things that they’re interested in and teach them to love books and be patient with them.

Reading classics is a huge monster and if we just start giving kids books they don’t really understand and expect them to do well with them from the get go, we’re not approaching this right.

Help them love books. Help them make time for books from an early age, in the classroom. Tell them about what they’re going to read and help them before, during, and after the process of reading a classic (not just after) and tell them that it will be a little hard, but they can do it and that you’re here to help.

Don’t throw them off the deep end. I’d rather be spoiled for a classic than not understand it at all.

In the end, teaching classic novels is tough, and anyone who even tries is admirable for that. We can’t cut classics from high school syllabuses currently. Nor can we replace them with YA. But we can use YA to help students understand classics better and love reading.

It’s a tough problem, and one that will continue to plague teens in schools until the education system changes. But I hope this has helped provide insight into what it’s lke to be a teen and go through modern American high school English.

Assigned Reading Over the Years

I go to a school where it’s elementary to high, so part of my preparation for APs and college started in middle school and I included the books I remember from that time period! If I bolded it, it means that was an independent reading that I had to do, so I chose my own book within their guidelines.

6th: As You Like It, some Poe poems, and more I don’t remember.

7th: Anne Frank, Animal Farm, Taming of the Shrew, some classes read The Jungle but mine did not, and more I don’t remember.

8th: To Kill a Mockingbird, Of Mice and Men or The Pearl or some Helen Keller book or Fahrenheit 451, Anthem, Lord of the Flies

9th: The Absolutely True Diary of a Part-Time Indian (*rolls eyes that this still hasn’t been taken off the syllabus*), How to Read Literature Like a Professor, The Odyssey, Things Fall Apart, Antigone, and then more modern works of your choosing (I did A Step Towards Falling by Cammie McGovern, The Book Thief, I Am the Messenger, and I Am Malala)

10th: Their Eyes Were Watching God (my favorite assigned book ever), Romeo & Juliet, A Modest Proposal, Young Goodman Brown, The Great Gatsby, Into the Wild, The Adventures of Huckleberry Finn, The Sun Also Rises, The Crucible

11th (AP Language): Othello, Beloved, Emma, Sense & Sensibility, Zadig (I didn’t read), Candide, Ready Player One (I wrote about this during my exam), + various short stories (mostly Twain + Thoreau)

12th (AP Literature): Brave New World, 1984, The Scarlet Letter, Frankenstein, Macbeth or Hamlet, The Stranger, Billy Budd, Benito Cereno, Medea, A Doll’s House, The Short Happy Life of Francis Macomber, Greenleaf, The Child by Tiger, A Rose for Emily, The Minister’s Black Veil, Metamorphosis, In the Penal Colony, The Hunger Artist, A Worn Path, Hunters in the Snow, A Good Man Is Hard to Find, some read The Handmaid’s Tale instead of a billion short stories but my class did not, and more to come?

and somewhere along the way, some students read The Kite Runner and Cat’s Cradle and The Giver, but I never did. I also read A Midsummer’s Night’s Dream sometime?

What do you think? What was reading classics like for you in high school (US or otherwise, now or in the past)?

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32 thoughts on “On Classics, YA, and High School English: Why Teens Avoid Classics

  1. I remember reading The Great Gatsby in my AP English class (11th grade) and realizing that this was not for me regardless of the fact that I loved reading. I realized that I didn’t want to be an english major in college, although most people expected me to (I’m instead an Art History and History double major). I reread Gatsby last year, and I definitely understood it more, and I wrote a ton of notes, but while I was reading it under the pressure of needing to have amazing analysis, English wasn’t something I wanted to be doing.

    Liked by 1 person

    1. omg yes!!! so many classics I have meh relationships with and it’s so disappointing and not at all representative of modern reading :///

      Like

  2. As someone who is studying English education right now a lot of claims are so valid not only to your experience, but on the whole front of our education system. If I can be candid the problem is that many teachers go into English because they like to read, but in all honesty I don’t think that’s enough. To teach English effectively you have to truly understand the context of the story, environment, author, and the society all while relating to the students you are teaching. Teaching Great Gatsby is fun and all, but if you can’t get your eleventh grade class to see the value of not only the story, but its generational impact then its lost. Even further classics are not the best for representation and I think that these are important discussions in class to be had. Why isn’t the book a good representative of a race, gender, class, or society? How is it offensive and why is it damaging to the society of the time and how has it impacted our current viewpoints on the whole? If one does not address the large umbrella then the love of reading can’t be ignited. Literature isn’t just a novel. It’s a collection of a society. It’s themes and stories that paint lifetimes of ideas and motives. It bridges centuries and decimates decades. These are the things that make teaching classics important. However, classics should not be the only thing taught. I will fight for The Hate U Give to be taught in my class because it’s relevant and if I can’t teach I’ll find loopholes in the already shoddy system to ensure that the students who need to be impacted by the story will find a copy in their hands. Too many stories are overlooked and I can’t teach them all, but I can try to incorporate as many perspectives from marginalized groups in a more privileged story when it comes to steering classroom discussions. Great post!

    Liked by 1 person

    1. Yes! This is all so true and a lot of it is about getting the students to understand context and everything. Also, I think THUG is very good and deserving of being on so many curriculums and comparative lit with THUG could be super helpful. And thank you! So glad you enjoyed reading!

      Like

  3. What a thought provoking post. I can’t imagine expecting someone to understand certain classics without background first. I’m not sure what the answer is, but the love of learning and the love of literature is key. Good foundations are essential. The college board reading list is huge. I’m not sure my kids got through it but we tried.

    Liked by 1 person

    1. thank you! and yes, the background is something I find to be really essential. the AP lit reading list is not something you have to read all of, but you do need to read a decent amount. the list IS huge though and so much of it is soso

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  4. I had similar experience in high school. I grew up in a small country in central Europe, but it seems school things are not very different. We were given a book to read, before we learned the context. Not enough time to read said book… so lot of my classmates came to the conclusion that reading sucks and books are bullshit.

    I wrote my thesis about highschool kids’ reading habits too, and lot of them mentioned they don’t read for fun because for them reading=homework and they never understood the books they had to read for school.

    Liked by 1 person

    1. Yeah, it’s disappointing that this is some of people’s first exposure to “real life” reading. And your thesis sounds awesome! Classics have spoiled reading for so many people gah

      Liked by 1 person

  5. In my school (british curriculum), they literally just told us to read Pride and Prejudice over the summer without any background or anything and only 6 or 7 (of 14) actually finished it before school started again. I personally struggled with it as well until they went over the background about a couple weeks before we had to start our essays, after that it was SO MUCH EASIER and my essay went pretty well but only because of sparknotes and shmoop and a billion other websites lol.

    I really enjoyed it after I understood what was going on and am slowly delving into more classics (I’ve added Jane Eyre and Crime and Punishment on my list for now) but the system needs to get better at that, this put so many people off reading in my school who weren’t fond of it from before. I understand books aren’t everyone’s thing but the system really worsens it for some people. Its such a shame.

    This is such a great discussion post as well oh my god

    Liked by 1 person

    1. yeah!!! summer reading is honestly the worst and I know like 99% of the people don’t do summer reading especially because of the lack of teaching that goes along with it. they’re usually not bad books, but the way they’re introducing it is like “hahaha look at how bad reading is don’t you love this???”

      and yeah. thank you so much!!!

      Like

  6. Wow, I just literally wrote a post about required reads at school and I didn’t even know about this twitter drama?! What a timing, lol.
    Firstly, I loved this post. There were a lot of insightful informations about the American educational system, that I am not at all familiarized with. I live in Brazil, and we’re also required to read classics all throughout high-school. They are also very important to get us into university, since the most prestigious college entrance exams ask you questions about said books. Still, I know three of my classmates who have read all of these classics.
    I completely agree with what you said about some students being already behind. I also come from a private, upper-class school, so I’m not saying that was the issue with my classmates, but in the bigger spectrum, so many teenagers struggle through classics – and therefore lower their chances of getting into a good college – because they weren’t given enough resources.
    At my school, we’re asked to do required reads throughout middle school as well. But they’re about one book a year, and hardly ever there’s a big assignment or project that can truly spark a discussion on class. In fact, the way required reads have always been dealt at my school is as they were homework and never really openly discussed on class, with the teacher’s support and insight. So, basically, no one’s actually engaging students on reading books. And then when we get into high school, we’re supposed to read classics with an absurd language from the 1800s and understand enough from it to take a test. I’ve always been a reader, but so many of my classmates have hardly ever picked up a book before reading those classics. And the expectations are just absolutely unrealistic.
    Even though I love books, I don’t think I’ve read one single book that has been assigned to me throughout high school. My literature teacher has always done a very poor job engaging the conversation with teenagers. At the end of the day, we are on the age of internet. Spark Notes or any summary online takes much less time than reading the actual book. And if we don’t feel motivated to do so, we won’t. I don’t think the problem is with the classics, but rather with the idea of them that is set upon teenagers and that few teachers try to deconstruct.
    Anyway, I apologize for writing a whole essay here. I just have a lot of feelings about this matter and I really, really appreciate you bringing up this discussion πŸ’›

    Liked by 1 person

    1. Yes! I totally agree with everything you said and don’t worry! I loved reading this comment (also if you wanna link me your post, i’d love to check it out!)

      it’s interesting to see how it is for non-US folx–did y’all read any local literature or non western stuff for class? also, the twitter drama was more like people giving off kinda bad hot takes ahahhaah

      Like

      1. All our reads are local literature, either from Brazilian or Portuguese authors – mostly Brazilian though. I think the only non-western read we were requried to was an African-Portuguese author who wrote about the independence of Angola. Not that anyone was surprised, but it was the book my teacher gave less importance to and we discussed it for like, 2 classes, before we already had to read something else. Β―\_(ツ)_/Β―

        Liked by 1 person

  7. Thanks for this post! It’s very insightful, and I’m going to share it with some teacher friends of mine. I wonder if one way to make classics more relatable–since, as you say, they will keep teaching them no matter what–would be to pair them up with YA retellings? Obviously there aren’t retellings out there for every classic, but they are available for quite a few and could provide great discussion. Of course, that means even more reading.

    Liked by 1 person

    1. of course! glad you enjoyed! and honestly pairing them with retellings is helpful! I read Kiersten White’s Frankenstein before the real one, and I understood it soooo much more than my classmates who did not read Kiersten White’s one. Not only did it let me familiarize myself with the plot of Frankenstein in a way I could actually comprehend (modern language!) but seeing the contrast provided a form of criticism (not enough focus on women, victor is a monster, etc.) on the classic work that also helped me as I read.

      I’d definitely think pairing Elizabeth Frankenstein with Frankenstein, Pride with Pride and Prejudice, Brightly Burning with Jane Eyre, Beowulf with The Boneless Mercies, etc. with each other could actually be really beneficial!

      Liked by 1 person

  8. I’m a community college English teacher. Most semesters, I have my Comp 1 students read YA novels. Most of them come to hating reading. Most semesters, one or two will change their minds about that over the course of the semester, most don’t.

    People always look at me funny when they find out how few classics I’ve read. “How can you not have read that? You’re an English teacher.”

    And frankly, sometimes I think if we are going to teach classics, they should coincide with history classes that focus on the time periods the books are set in.

    Liked by 2 people

    1. Honestly, that’s an awesome idea to get some of them to love reading, even if it’s only a few! And yeah, there needs to be a lot more context introduced in the classroom about history etc.

      Liked by 1 person

  9. i freaking love this post, vicky! it was so well written and you put into words what i could never say when my parents asked me why i didn’t read school books when i love to read. i dreaded anything on high school reading lists because of how unexciting school makes it, but out of all the english classes i’ve taken in my entire life, only four of them stand out to me and it was because my teachers helped us understand what the books were about before, during, and after we read it. i could name many classics from these classes (e.g. death of a salesman, the mayor of casterbridge, hamlet, rosencrantz and guildenstern are dead, the three theban plays) that i loved because my teachers were so passionate about the stories they assigned. and they pushed my class to get into the material and it honestly made me miss talking about several of them.

    additionally, my teacher had us choose what was the last book we would read and the way he described the books made it more interesting (though, if you asked me which books and how he explained them, i wouldn’t be able to recall them but it was funny) that the class was as excited to read something for the break!

    Liked by 1 person

    1. YESSSSS

      and yeah, I totally know the feeling, Patty! especially because people are like “you’re a reader, why don’t you like classics” and the great teaching is so important to actually loving and understanding a work.

      and that’s awesome! like the way I describe a rose for Emily is so much spicier than what people think and that can also push people to read it!

      Like

  10. I’m from Europe (Slovakia), but compulsory reading is a problem here too. You’ve made some great points! I also think students should be required to read less… As in, they can learn about all the important books, but if they were to read only some of them and had more time to do it, I believe it would be more effective. Alsooo a big problem is teachers that think there’s only one correct way to interpret a book (THEIRS) and disregard any attempt at individual thought. I’ve seen it happen too many times and it is just sad.

    I also want to tell you that I’ve only recently discovered your blog (and this is my first ever comment), but I really love it and I’ll keep coming back, so thanks for being such an awesome blogger. ❀

    Liked by 1 person

    1. yeah! I think giving us more time could definitely help. And yeah, being more open to different thought lines and interpretations could be really helpful. and oh my gosh, that is so sweet of you! thank you <333 (sorry this comment is so late! it got lost in the shuffle <3)

      Like

  11. I sometimes worry that English class isnt what it was when I was in high school. My AP English teachers really cultivated an experiencd where we not only read, but really examined the time period, the author, and used their books to better understand literary devices and the themes in the books. For me, I loved classics because it was never about holding them on a pedestal but rather learning about literature from where a lot of modern lit came from (though I do agree as an adult, the roster of classics is very limited in terms of types of authors and types of characters and perspectives; it’s very white and heterosexual and that is certainly a problem.)

    YA in high school lit would be insanely beneficial. I read YA and adult books in all genres, and there’s literary value in reading from and learning from them! Especially when your students are the target audience. You need to give students a reason to want to learn about and engage with literature and while it can be found in classics there should be a consideration for students outside of the bracket of people who would connect with and care about those books.

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  12. I love this post and could not agree more. I do think reading should be introduced way earlier, and you’re right, there IS a problem when not even half of the class is reading these books. I, too, went to a majority white middle school and then a diverse high school. And reading was awful in both of the schools! I’m doing my major at university in North American literature and I kid you not, a third of the class does not even START reading the book (I know, right????).

    I read an article a few years ago (I think it was a piece by the NYT) but unfortunately I didn’t bookmark it. It showed that in inner-city schools where the drop-out rate was high, as soon as they introduced relevant (read: diverse and modern) readings, the statistics almost instantly improved. I am a person who loves classics and who wishes everyone would too, but is it really realistic to expect 16-yo to read a book that does not speak to them in their free time when they don’t even have reading habits?

    I think more pilot programs like this, in which you revolutionize the syllabus and introduce works that speak to the students personally, would be amazing. And it wouldn’t even have to be a “kick-the-classics-off-the-list” kind of thing. A LOT of modern diverse books (YA, for example) have underlying themes that could be connected to classics. Why not assign students to start out with the YA book and then have them connect the dots with the classic? You’d tell them that the YA bases itself on the classic and I bet that would at least make some people more interested in finding the underlying pattern.

    Something that also contributes to people not reading classics is the elitism and gatekeeping associated with them. Why shame people for not having read this or that book? This semester, I had a lecturer who asked us all the time if we had read/watched this or that film/book (off the syllabus). When most people said “no,” he would just say “How lucky you are! I wish I were in your situation! I wish I could read/watch book X/film Y for the first time again…” I think that’s a great way to handle this kinds of situations…

    Sorry for such a long comment, but your blog post really made me think!

    Liked by 1 person

    1. Yes! This is awesome and I think an incorporated modern work + classic system could be really beneficial if schools tried! and the gatekeeping is real, esp. with those 100 classics you should have read lists etc.

      it’s crazy to think that English teachers KNOW no one’s reading it but they still do things the same way anyways. and your comment was wonderful, glad this post made you think! ❀

      Liked by 1 person

  13. This was such an interesting read and I have to say I entirely agree with you! I went to a middle ground school in the UK, not rich but not poor either with a healthy mix of backgrounds including a large Muslim percentage alongside a lot of white Catholics and neither of those different prominent groups seemed to actually do our assigned reading. I did just because I would read anything I got my hands on and I also saw it as a point of pride to be able to say at age 12, 13, 14 etc that I’d read x classic – even if I didn’t entirely understand what I’d read!
    Your point about Emma being a tropey romance also made me think of another suggestion – we break down classics and compare them to modern day equivalents so kids have an idea what they’re getting into and not blindly stumbling into a stuffy Dickens novel, eg Pride and Prejudice is a romcom; there’s going to be a misunderstanding, a fallout, a grand gesture and a reconciliation. Get kids to think of books or even films they like that follow that same pattern, then they have a guideline taking them through the book already that they can build themes, character development etc around.

    Liked by 1 person

    1. yeah, explaining or making the summary sound fun/interesting/relatable can really help people getting into a book!!

      and yeah, it’s crazy how even the privileged kids don’t read it :S

      Like

  14. I am *SO* happy to know that American public school has not changed in the 10+ years since I graduated. β€ŽπŸ™„

    It’s really sad that a lot of potential literature lovers are turned off from books and reading by the things they’re forced to read or the speed at which they have to finish texts while in school. And it’s doubly sad that most curriculum is structured around what Spark Notes can provide. It’s like, we don’t give kids things to which they can relate and then we don’t bother to focus on anything but point-by-point regurgitation. And then we complain when they don’t feel engaged???

    Liked by 1 person

    1. smh I wish they’d do better about the curriculum. it’s so hypocritical because they want us to learn but don’t normally teach us in the way that lets us learn????

      Like

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