Why Do High Schoolers Read to Kill a Mockingbird
Shannon: Hither's why we teach To Kill a Mockingbird
The Peel District School board has recommended that its teachers not teach To Kill A Mockingbird.
Although the board argues that is not a ban of the volume, teachers are reacting. As a retired educator with 30 years of experience as an English teacher, at both the school and commune level, I accept many concerns with the recommendation and with the process, as it undermines the professionalism of teachers and ignores the purpose of teaching literature.
To Kill A Mockingbird is about discrimination – racial, economic and the fear of the unknown. It is almost a child'south coming of age equally she learns this lesson. Yes, the book depicts racism; it does non promote information technology or ignore information technology. As all literary works depict conflict, it would exist incommunicable to suggest that nosotros avoid any literary work that portrays evil. The truthful learning behind teaching literature comes from the study and discussion of these profound issues. To Kill A Mockingbird teaches the value of empathy and understanding differences. The novel offers splendid learning opportunities such as discussion, office-playing, and historical enquiry, assuasive students to delve into these issues and appreciate them and the work itself.
The historical context of the novel is crucial, every bit the book non only introduces teenagers to the issues of the by, but besides leads them to brand connections to the globe in which they alive today, making this decades-former work very relevant. Fifty-fifty the objectionable language decried by some is an excellent "teachable moment" and a chance to talk virtually why linguistic communication evolves over time. Having an open and honest discussion well-nigh this is essential in agreement the context and providing an atmosphere of respect and trust.
An argument confronting the book is that students may feel uncomfortable with the topic. Obviously, we desire our students to feel respected and physically safe. But it is becoming a agonizing trend, even in postal service-secondary didactics, to avoid bug that volition provoke reactions. It is only by discussing these issues and reacting to emotions in a safe classroom environment, amid students of dissimilar racial groups, and with a teacher'south leadership, that students will larn from the work itself, and from each other, and be able to brand sense of such issues in a complex globe.
Deciding on literary texts is a rigorous and ongoing process, both at the school and the district level. It is generally collaborative and fluid, with educators at various levels giving input to generate choices, and discussion is always actively encouraged.
The Peel District School Board'south recent directive perplexes me. As someone who has worked at the board level, I saw my function as someone who supported teachers. I am dismayed by what could exist interpreted as a lack of trust towards those at the school level. It is little wonder that teachers in schools are reacting negatively and assertive that their professional judgment volition not be supported. The idea that teachers must present lesson plans to principals if they want to teach this book is not only insulting to professionals who take successfully used this novel, just as well highly impractical.
A loftier schoolhouse principal only does not have time to check daily lesson plans of each staff member. Singling out teachers who want to use this book is an alarming concept. Certainly, lesson and unit of measurement planning is something that should be, and is, discussed inside an English section, but equally a department head, ultimately, I had faith in my colleagues' professionalism within their own classrooms.
So, why non choose some other book? Many accept argued, and rightly so, that other proficient options exist. Could we not cull something more than recent, or something Canadian? Maybe. These are reasonable questions. Every bit teachers, we aim for balance in our literary offerings and the days of didactics merely canonical literature are long gone.
Just why not teach this one if it offers rich opportunities to explore the issues and the history, while offering students the take chances to read this archetype? Though nosotros try to offer varied and independent choices in guild to encourage a love of reading, sometimes the teacher is going to make the call, for good reasons, and using his or her professional judgment. In the end, for educators, it is nigh educatee engagement and learning, and the decision processes we make to ensure that.
Denise Shannon is a recently retired English teacher with the Ottawa Cosmic Schoolhouse Lath. Over the course of her career, she taught loftier schoolhouse English, was a section head, a board program consultant, and taught a Senior English Didactics Methods course in the Kinesthesia of Education at the University of Ottawa.
Source: https://ottawacitizen.com/opinion/columnists/shannon-heres-why-we-teach-to-kill-a-mockingbird
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