Originally published September 7, 2015. Lesley Roessing has been an invaluable resource for Ethical ELA, and her contributions on the Facebook page Teaching Teens and its book groups are just priceless. Thank you, Lesley. ____________________________________________________________ In Losing the Fear of Sharing Control: Starting a Reading Workshop, Lesley …
National Poetry Month comes around every April, and it is a time to remember and to celebrate poetry as writers, as readers, as human beings. Most ELA teachers know that reading poems and writing poems go hand in hand. Still, not everyone has uncovered and …
From Train Wreck to Triumph! My Experience Teaching ELL Students in a General Education Classroom….We. Can. Do. It. by Sarah Dollah-Said I have been a teacher for over a decade now. I’m totally aging myself, but in that decade I have seen trends in education go …
An interview about at the ideas that started Ethical ELA.
Teachers often try to hook students by finding books that “they can relate to” and what that usually translates to is books that deal with the same issues or kinds of people that teenagers encounter in their daily lives. But I often try to search out books that kids can’t relate to, at least not entirely. I want to expose them to lives that are nothing like theirs.
by Cameron Gale Huck Finn was going the way of Hester Prynne in my American Heritage classroom. Which is to say, he was getting chipped and chopped into smaller and smaller segments that I could spoon-feed to my students. Gone were the first eight, then …
Why encourage students to read comics in English class? Because reading comics is reading. Because comics are art. Because comics examine humanity and what it means to be vulnerable. Lifetime comic lover Paul Brzegowy talks about the story and art of comics.
Two pre-service English teachers talk about their dreams, music, lit classes, and the teachers they are becoming.
Write a stanza or story inspired by this piece by Kendra Baird.
Kelly Mogk talks about the ethics of writing in schools focused on grades and scores. She says, “When students submit a piece of work to me, my first thought is always the same: First, do no harm. I want to develop writers that can express themselves with ease, and more than that—I want them to see themselves as writers and find joy in the learning.”