NH literacy journeys

It is often said that high school teachers perpetuate myths about college work that are wrong. This week you visited a college class and met with former Kennett students to talk about the transition from high school to college. Please post your observations, questions and wonderings so we can discuss them in class. In particular, how well is the Kennett curriculum preparing students for the literacy demands of undergraduate work? I look forward to reading your thoughts.Penny

As I read Gillespie’s Reasons to Keep Teaching, I couldn’t help but nod in agreement. We share many of the same reasons for working so long in a profession that is so challenging. I found myself connecting most deeply with #8…in my case, teaching WRITING gives me a chance to make a claim for an art form I love and value. I believe in writing as work where no one ever becomes a master, as Hemingway said. Because each writing piece has its own challenges, the problem solving that we must use to get to the best piece of writing we can make is unique. I love the surprise of writing. It is never dull for me.Today in class the students were working with themes for their compressed autobiographies. Joe told me he is going to do a visual of a guitar, and on each of its six strings he will write about each of his six years at Kennett, from 7th – 12th grade. Across the room Allie was creating the story of her life through shoes, from purple jelly sandals to high heels. Matt is creating all he’s learned about buffalo wings and Alex has a school bus with memories from each year in each window as she moved from sitting behind the driver in first grade to sprawled across the back in 12th. Writing allows for student voices and student imagination. I love this work.