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At the core of the perfect trap are some fundamental problems with traditional teaching that are firming linked to grades and evaluation.

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Photo by Jonathan Hoxmark on Unsplash

Many years ago when I was teaching high school English in rural upstate South Carolina, I taught all three of the district’s superintendent’s children — two daughters and a son.

The older daughter in many ways represented both a uniquely smart and hard-working student and the paradox of the perfect student.

These were the early days of me learning how to teach writing well; these were the early days when I taught with a sort of earnest zeal that can never make up for the horrific blunders I imposed on several years of students.

Setting aside everything I did wrong — reminding us all that learning to write and learning how to teach writing are journeys — I was from the earliest days as a teacher firmly committed to students experiencing writer’s workshop and writing often, authentically, and with multiple drafts for each essay. …

About

Paul Thomas

P. L. Thomas, Professor of Education Furman University, taught high school English before moving to teacher education. https://radicalscholarship.wordpress.com/

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