It's the start of class, and the opening task is to read quietly. "Can I go to my locker to get my book?" a student asks. I give a disapproving look, because she should have her book with her, but I say yes. I have no extra copy to offer, and I don't want her to spend the period unproductive. Another student asks to get her book from her locker. I'm irritated, but I say yes.


"If both of your parents are immigrants, do they deport you too, or do you get put into a foster home?" one of my middle school students asked yesterday afternoon. "I've asked this to some other teachers, but I still don't know the answer," she added. It had been on her mind all day. I've taught through four presidential elections. This one feels in no way normal.


What can we do to move forward in the moment when our agenda and a student's agenda seem to clash?


How exactly do we help students to be able to read complex texts on their own? Do we give them texts that are well above their reading levels and apply as much scaffolding as we need to get students through it? Or do we meet readers where they are with more accessible text selections first and build their independent reading skills?


In the launch of her new blog, Ariel Sacks explains what she means by teaching for the whole story and why she's doing it.


The opinions expressed in Teaching for the Whole Story are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

Follow This Blog

Advertisement

Most Viewed On Teacher

Categories

Archives

Recent Comments