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What, then, of the “silver bullet”—the teaching method that works best regardless of setting? At this point I must consider the likelihood that there is no one best practice, even as my friends and I continue to write about the methods that we learned and built on through our studies and long relationship with Hillocks. […]

The epigraph at the top of this essay describing Mr. Z as a funny guy who kept students engaged with his sense of humor makes me wary. That’s a lot of responsibility—to keep students engaged by being entertaining. I’d rather students remain engaged because of the intrinsic fulfillment of meaningful work. Even so, I understand […]

In n this time of high-stakes tests and school accountability, English classrooms have been pushed to become increasingly serious places. Combining NCLB pressures with our desires to use literature to do important cultural work—such as fighting ethnic, gender, and social-class discrimination— virtually bans humor from the classroom. This is unfortunate for a number of reasons. […]

I read students a poem at the beginning of every class. It’s my routine. I choose mostly contemporary poems in which the poet has shined a light on some segment of living, poems that can be accessible upon hearing once. Contemporary poems feature some of the best language used in America today, voices such as […]

How about our students? Are they heartened by brave and original works? Are they experiencing the deep fun of literature? Questions like those began to guide me as a high school English teacher. My work was for naught, I came to believe, if students left my class with knowledge of canonical literature and literary devices […]