A moving account, written anonymously by a teacher, of children’s intrinsic love for reading and writing and how Common Core test-prep and testing have sapped those desires.
“When many of my students entered my third-grade classroom this year, they told me they didn’t like to read, and they definitely didn’t like to write. I made them a promise that by the end of third grade, I would change their minds.
Before the winter’s end, many of my children confirmed that—would you believe it?—they couldn’t stop reading. Parents were reporting flashlights under the covers because they just had to know what Ramona was going to do next. Kids were choosing to read during indoor recess instead of zoning out in front of the computer screen. They lit up when it was time for Writing Workshop because they had become teachers through their writing, and they had LOTS to teach about being a big sister, the right way to swing a tennis racket, and how to bake the perfect cupcake. Better still, I had tangible quantitative data that this love for their work was translating into elevated reading levels, stronger spelling and grammar, and better elaboration of ideas in writing. There was proof. I have numbers, letters, grades, written reports—all kinds of things that show that yes, love pays off, and that yes, kids will excel when they are engaged and committed because they are, well, engaged and committed. We get better at doing things we like doing, because we’ll do them again, and again, and again. Practice makes progress, proficiency, and beyond.”
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