Class Never Ends

Class Never Ends

As a teacher, I frequently hear, “When does class end?” I respond, “Class never ends.” I want my students to learn that they can never stop learning. My approach to teaching English focuses on the social justice principle that everyone deserves access to the highest levels of writing, reading, and thinking. Differentiated instruction helps create the multiple pathways needed to get there. Differentiating curriculum provides teachers with the multiple entry points they need to meet each student at an ideal learning junction. Lev Vygotsky called this the ‘zone of proximal development’ and Mihály Csíkszentmihályi called this ‘flow’ — both theories articulate the dilemma of a student in a classroom where the discourse, while worthwhile, does not link up to one’s readiness to engage. Students have a role in this interchange, and I help them practice to advocate for themselves, for they know best what lines of inquiry and types of work electrify their passions to stay in the room long past the bell. Maintaining...
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