![]() I had become familiar with the subject matter, the social and cultural contexts, and most of the theoretical approaches to reading deeply.īut in the classroom I was imitating my wise and considerate professors and rarely trusting my own insights or speaking my own words. Graduate school at the University of Southern California had taught me what to say about novels, plays and poems, and how to say it. ![]() I could address the words but not the spirit of the piece. I could communicate my appreciation for the texts and their creators, but knew I was teaching very little that was truly original about what my students and I were reading. ![]() Since childhood I have been an avid reader, and so a delight in the printed page, with a fondness for words and what could be done with them, were already deeply rooted long before I had begun to teach.īut, like many teachers at the beginning of their career, I was an outsider looking in. ![]()
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