A Philosophy of English Instruction

By Ladd Wendelin

November 2011



“This above all: to thine own self be true.”

from Hamlet, Act I, Scene 3

 

LITERATURE

Literature is an expression of the human condition and experience. It encompasses our thoughts, our hopes, fears, and aspirations. It is the conflict we create with other peoples and/or things, and feel within ourselves. Literature also provides the answers we seek to everyday problems, or at least grants us a momentary lapse into realms beyond our own experience through the power of our imagination.



English teachers empower students by exploring this diversity through literature by way of differentiated instruction, inclusiveness, and seeking out relevant connections between our lives and of those as presented in the text. Through prose, poetry, essays, fiction and non-fiction, amongst other genres, I firmly believe in the importance of exposing students to the vast literary landscape, both in terms of voice and style, in accordance with their needs as learners for their betterment as well-rounded readers.



Not every student is a born reader. Some students struggle finding the motivation to read or fail to see the necessity of reading. Others struggle with language barriers or learning disabilities that prevents them from staying abreast of their peers. As a teacher, through a careful and systematic approach, I believe it’s possible to reach every student. This would involve discovering the learning needs and personal interests through conversation and observation, or drawing from any previous knowledge or skills that might assist them in the task at hand. I would also seek the advice and counsel of colleagues, or ask them to collaborate or assist in meeting the needs of the student in question.



Differentiated instruction and a variety of adaptive techniques drive the actual teaching of literature. However, learning is not a one-way street. Critical thought is an implicit given when reading; it’s the brick and mortar of any meaningful interaction with literature. In this, I see myself a guide, asking prompting questions to stir thought, analysis, even debate while engaging in student-led discussion. Ultimately, my goals in the classroom include fostering the ability for any student to question their assumptions as readers, supporting the validity of their unique reactions to the literature, and helping students formulate substantiated, confident opinions of what they’ve just read.



As teachers, we must communicate the necessity of reading and writing. Literature is a written expression of thoughts and feelings, allowing us to connect with one another’s minds; be that with a favorite author, book, or with others engaged in the same reading experience. As a teacher, my objective is to foster a community of readers that embrace literature as both a deeply personal and highly social exchange that will sustain their intellectual development long after they’ve left my classroom.



A passion for reading, language, and writing is something I very much want to impart to my students. While I believe in the rewards of reading those tried and true classics such as Huck Finn, To Kill A Mockingbird, or The Crucible, inevitably literature catches up with the times as authors seek to appeal to younger readers, whose interests as readers can often seem stubborn, fleeting, and always gravitating towards latest trends. In short, students need to find the motivation to read in themselves.



Young adult fiction is certainly one way in which this is accomplished. But moreover, it is where certain themes and motifs overlap that students can discover the timeless appeal of classic texts. To this extent, I would welcome a diversity of literature into the classroom – anything to capture the minds, attention spans, and imaginations of the students in a constructive and fruitful way that will benefit the class as a whole.



​The ability to discuss literature and ascertain some meaning from what’s been read with those who’ve also experienced the same work is just as important as the ability to read in the first place. Through student-led discussions, think-pair-share, and probing questions that go beyond mere comprehension, my intention as an English teacher is to provide the necessary supports to assist students in reaching a deeper, meaningful, more personal understanding of what they’ve read.



In doing so, my goal is for students to not only discuss what they’ve read with others, but also express that learning in unique and creative ways through personal choice. With pictures, presentations, web-based applications, portfolios, and other forms of technology, I believe in the importance of choice and allowing students to express their understanding of the literature in a unique and personal fashion, that it enhances the character and atmosphere of the learning environment itself.

 

WRITING

Writing is our best and greatest outlet with which to express our hopes, fears, dreams, and visions of the world for all posterity. For me personally, the writing process is a journey into the spiritual, physical, and metaphysical realms of one’s being. The price of admission requires every sense and a good amount of energy, and yet it’s as freeing and liberating an experience as any.



The writing process has given my thoughts and ideas clarity and focus that from a distance seem cloudy or indistinct. Writing has refined my desire to express myself before a large audience with sketches, plays, and theatre reviews, allowing me to further explore the depths of my character and soul. For students to indulge in and master their skills as a writer is perhaps the most important ability for any teacher, across all disciplines, to impart to students, for these reasons and others.



With a desire to share in the power of the writing process, I believe in maturing the unique voice of the writer with thoughtful instruction and an array of pre-writing, drafting, and creative writing exercises which will seek to awaken that spark of inspiration and motivation in the student. Independently, students will be able to write with self-efficacy and a critical eye in editing and revisions. Together, students are free to share their writing experiences with classmates in pairs or groups. I would also encourage students to share their writing with friends, family, and peers outside the classroom. The overall effect of this is a classroom that fosters intellectual and personal growth in writers, but creates a network of support and community. In this way, writing is not relegated to the classroom, but something that permeates, describes, and enhances every aspect of their daily lives.



I would also like my students to express a developing mastery in just about every kind of writing within the context of the classroom. With the wealth of literature available, my intention is for students to be exposed to all styles of writing – from poetry to prose, narratives to journaling, informal to formal writing. Through exercises and assignments, I would emphasize the ability to approach any given style of writing with ease, confidence, and familiarity.



Knowing whom you are writing for is almost as important, if not moreso, as knowing what to write. Generally speaking, I would encourage an intrinsic worth and appreciation for writing in students, but with the understanding that in the case of informative or persuasive writing, the writing will be different in voice and character. To that extent, I would encourage students to consider who they are writing for, in addition to why we consider audience when we’re writing for the public at large.



Central to the developing experienced and able young writers is the ability to write about any subject in a clear, concise, and formal voice. Should students decide to pursue a higher education, the ability to compose a sound, content-rich academic paper will prove especially invaluable. With support, guidance, structure (deadlines, number of sources, objective writing, etc.), the academic essay will serve an important role in my classroom as students develop their skills in research, organization, and formatting an otherwise strong paper. I would like students to write their hearts, but also develop their skills in formal, professional composition.



In my own writing, I’ve found collaboration with others through peer review and editing to be critical in developing a solid piece of work for an authentic audience. Likewise, I can see these same qualities benefiting my own classroom, helping students better define themselves as individuals and as a community of writers. Still, I also acknowledge the independent spirit associated with writing. In that circumstance, I would appropriate a balance of both independent class time and collaborative, peer-to-peer work. Voice in writing is something that is best learned through osmosis, gradually, and with practice. Collaborations and peer-to-peer review improve the value and quality of writing through sharing and personal response.



As a responder to my students’ writing, my goals include being critical and honest, but not overly critical. I value substance over style, quality over quantity, but not to the degree that grammar, spelling, or mechanics are flatly disregarded. They matter. While I recognize the importance of voice in writing, such as dialects or unique expressions of the author, I believe that correct grammar and punctuation is a virtue and something that should be integrated into the context of the instruction, i.e. grammar should not treated as a separate subject in terms of instruction. However, it deserves some attention if mistakes prove consistent throughout a student’s writing. I would allow a bit more leniency in this respect with more responsive or personal writing, but with formal research papers, I would place more value on grammar and mechanics.



LANGUAGE AND GRAMMAR

Language is a living, changing, and dynamic force - far too fluid to prescribe a set of immutable standards to it.  Grammar all too often leers its ugly head and tells us how words function in a sentence, how they’re used, and when to use them. However, style and voice tell us that once you’ve learned the rules/standards, then you should proceed to break each and every one of them in your own unique fashion.



While I’m no dogmatic Prescriptivist in this sense, I believe grammar greatly informs our practice as English speakers and writers, both formal in grammar education and contextualized grammatical studies. Philosophically, I think it’s healthy to include aspects of both into instruction. In the classroom, this manifests itself as modeling good grammar and speech within the context of the lesson or instruction. But again, grammar merely informs and improves our writing. It should not dictate when someone is otherwise diligently working to express his or herself on paper or in speaking.



It goes without saying that there are a multitude of dialects and ways of speaking English. In this regard, style is a very flexible concept in terms of oral and written communication. In my classroom, I would not disregard how an individual’s unique dialect or other forms of expression shape how they communicate meaning. By embracing the diversity of writers and English/non-English speakers in the classroom, if we take the time to be considerate of the fact, then I believe we’ve accomplished a worthwhile goal and made our classrooms better for it.



Like any educator, no matter what the subject matter, English teachers are purposeful and intentional in their practice. Learning can be fun, and it should be. But on the other hand, it is also a discipline. To that end, English teachers must show students how by demonstration, modeling, and guiding them toward more holistic and analytical ways of interacting with the literature through reading.



I want students to experience texts that foster insight, character development, and a greater awareness of the many writers that have given voice to the human experience. Through discussions on literature and writing, reflection, pro-active questioning in pursuit of higher-order thinking, we can engage our students’ in a more thorough and thoughtful manner. To accomplish this, it requires careful planning, confident execution, practicality and thoughtful reflection as students become responsible and independent readers.



Finally, I believe in the potential to activate and inspire young minds to become active readers, expressive and dynamic writers, and responsible, experimental practitioners of the English language. Together with my students, my desire is to learn more about how great authors have used language to indulge in and explain life’s eccentricities, inspire a new generation of writers, and continue to develop lifelong learners through reading and writing.