Connecting School and Home Experiences

When I was younger, I remember curling up on the couch in awkward, uncomfortable positions, and reading for hours. I went from reading the Barbie Adventure books to Harry Potter, all on that ugly, almost guppie green couch that our cats went to town on with their claws. I remember crying on that couch after finishing the last Harry Potter book (I know I'm a total nerd). While thinking about the experiences I had with my discipline at home, I asked myself: why that green couch? Why not my bedroom or the rocking chair or the comfy recliner? As I reflected, I remembered another image, almost identical to the first picture I described. 

My dad. My serious, hard-working, intelligent, police officer dad, would lie on the couch with his nose stuck in a book. I don't know why I didn't think about it first, but now that I remember, he was always on that green couch, too. I can also picture the shear volume of books stacked next to his bed, getting higher and higher after each book was completed. And now that I think of this, I also had a large collection of books stacked in my room. I think this is what first influenced me to read and really connect with English. I was not just encouraged to read books as a child, but my dad set an example for me. Reading was something worth spending time on, a hobby that gave you all kinds of knowledge. I think this shaped my feelings about reading and my opinion that reading is an investment. 

English teachers can demonstrate the value of reading by reading themselves. You practice what you preach. If your students see you reading, see your collection of books, hear you talking about the novel you are reading, this gives them an example what a passion for reading can look like. English teachers can also draw from students' backgrounds and connect them to the literature, without even knowing it sometimes. Students can connect their own experiences (whether known or unknown by the teacher) to the literature in valuable ways, just by discussing themes, character development and motivations, plots lines, metaphors, etc. (which are the core curriculum standards). That is why literature is so great. It is about connecting the human experience. 

Affective Dimensions of Writing

My grandmother, "Grandma Sherrill" is what we call her, is a poet and writer. She published her own book of poetry. I was always inspired by her effort and motivation and tried to follow in her footsteps. Having someone who you look up to and someone who is passionate about something can really spark an interest in anything. She is the one I would share my short stories and poems with. I liked to listen to music and imagine montages that usually turned into some kind of elaborate narrative. I remember talking to her about my wild, weird imagined stories that I came up with and her listening to every bit. 

When asked the question, "Do you think of yourself as a writer?", my first answer would be no. I don't write that much anymore, probably because of the lack of time. I try to write in a journal occasionally and write in it when there is a big event in my life. I also occasionally write poetry to sort out strong emotions. And of course the occasional, pretty much seldom, Facebook post creeps up. Occasionally, occasionally, occasionally... But when reflecting on the kinds of writing I've done in the past, I remembered all the things I used to write. Maybe I do consider myself a writer.

As for school writing assignments, I don't think I pushed myself as much as I did recreationally. I only remember a couple writing assignments, and most of them were from AP English. I do remember my freshmen year writing a letter to Juliet about her decisions with Romeo. I remember really trying to be creative and put effort into that assignment because it was from me and was my opinion. I was very proud of the end product and showed it to my parents. When it comes down to it, I think students remember writing assignments where they can insert a little bit of themselves. Personal narratives, letters, and short stories are great for that very reason, but I don't remember doing that kind of writing in school too much. If students are encouraged to be creative and to branch out, I think those are the assignments that they remember and show to their parents. Even analytical and persuasive essays be creative and personal if you let them choose a topic they are interested in and encourage them to write their opinion. Lastly, I feel that journals for English classes are great tools, especially if you used them right. As long as it doesn't turn into busy work and the questions you ask them are genuine and complex, you may end up with very reflective journal entries.