What I Will Do For My Summer Vacation

Dear cherished readers:

My semester is wrapping up, and as much as I want to post and discuss throughout the summer, I think it is time to take a break.

As those who have been reading regularly will know, my husband and I have just bought a new home.  The next few months will be consumed by packing, moving, hiring contractors, painting, and so forth.  I could probably fit some blogging in around that, but I’ve decided not to, for a couple of reasons.

The first is that, as I discovered the summer we were planning our wedding, big projects are a lot less stressful if they are the whole focus of your life.  If the ONLY thing you have to do is settle into your new home, then settling into your new home will probably be pretty fun, regardless of the frustrations it brings with it.

Also, I am going to try an experiment.  Since I was old enough to use language, I have invested an awful lot of time and energy in my brain, and not nearly enough in my body.  This summer will require me to use my body to move, paint, build, walk around a new neighbourhood, and maybe even garden.  So I’m thinking I’d like to give my brain a break.  Read  a few mystery novels, sure.  Have long conversations with friends.  Otherwise, I’m going to lift and stretch and run and dig and jump, and let my brain take long naps.

I hope by giving myself this break, I will return to you in August refreshed, full of new ideas, and ready to reply more reliably to your comments.  And you never know: I may poke my head up time to time during the summer months if something inspires or outrages me.

Thank you all for your insightful, dedicated, articulate responses to post after post.  I love keeping this blog because I love your contributions.  I will be back in early August, if not before, and will be looking forward to hearing about your summer adventures and your plans for the coming year!  In the meantime, I hope that you will browse the archives when you are feeling the need for teacherly conversation, and I will certainly respond to your comments on old posts whenever I can.

Have a wonderful summer!  Good luck, good health, and keep in touch.

How I Saved My Teaching Career: Step 7: Write a Blog

ImageThis is the final post in a series on how to overcome burnout and love teaching again.   See the end of this post for previous entries.

In the summer of 2007, my burnout reached its peak.  I’d taken some steps to deal with it (and you can check out the links below to read about some of them) but I’d also spent the summer recovering from my most stressful teaching year yet, and I was dreading returning to the classroom.  I knew I needed to do something more.

In addition, I’d been working on a novel for eight years, and it was going nowhere.  I’d once again spent the summer trying to find a structure for it, and was becoming more and more frustrated.  I was no longer sure that I wanted to continue writing fiction.  It wasn’t making me any money, and no one but me really cared if I finished this manuscript.  Why was I doing it?

One day that August, I had coffee with my friend Vila H., who writes the delightful blog The Smoking Section.  She said, not for the first time, “I’m telling you, you need to start blogging.”

As it turned out, she was right.

My blog began as a place to publish some of the work I was doing for my M.Ed. courses (the first post was an early version of my teaching philosophy statement.)  As time went on, however, the blog evolved into an online diary, including ruminations on my classroom experiences and commentary on other education blogs.  It became the place I turned to immediately when things went wrong or when I was struggling to choose a course of action with a student.  It became a hub for my discussions with teachers all over the world.

It also fulfilled a need I didn’t know I had.  My writing life and teaching life had been strictly compartmentalized – I taught during the semester and wrote fiction during my holidays.  Now, my life felt more unified.  My teaching was material for my writing, and my writing made me a more effective teacher.

I’d recommend blogging to all teachers who want to make sense of their teaching experiences.  A blog can be public or private.  Even if you write only for yourself, or allow access only to close friends, it provides perspective, much like a diary does: writing about a problem makes it more manageable.  If you make your blog public, it can also provide help: if you put some effort into reading others’ blogs and responding to their posts, they will do the same for you.

If you do decide to write a public blog, there are a couple of potential issues to keep in mind.

1.  Protecting the privacy of your students and colleagues. 

I blog under a pseudonym, I never reveal the name of my school, and I change the names of any students or teachers I mention.  Some of my colleagues know that I’m the blog author, but our college is a large one and it’s unlikely they’d recognize any of the students I write about, even if they have those students in their classes.  I take special pains not to expose my blog to my students, because I don’t want them recognizing one another in its pages.  They’re not likely to be terribly interested in a blog about education, but if they Google my real name and my blog comes up, this could lead to problems.  I avoid leaving online clues connecting my real name to the blog.

2.  Dealing with negative responses. 

For the first couple of years, comments on my blog were usually constructive and respectful.  As my blog gained more exposure, however, a couple of posts attracted a lot of attention, and some of this attention was, let us say, impolite.

One post, written in a moment of hair-tearing essay-marking frustration, was entitled “10 Reasons I Hate Grading Your Assignment.”  It went moderately viral on StumbleUpon, and the vitriol began pouring in.  About a year later, I wrote a guest post for the education blog at Change.org.  This post, about how to control the use of cell phones in the classroom, made some people very, very angry, and their comments were pretty aggressive.

In both these cases, I came away from the discussions with new things to think about (for example, I no longer ban the use of cellphones in my classes, given some interesting arguments that were raised in response to the latter post.)  Nevertheless, both posts gave me a string of sleepless nights, and I now find myself hesitating to hit “Publish” whenever a post veers into provocative territory.

Password-protecting your blog, so that you choose your readers, is one solution.  The cost is that you lose out on connections you can make with educators all over the globe.  I wasn’t ready to give up those connections, so I accepted that writing for the online public requires a thick skin.  I also avoided arguing with rude commenters, while taking pains to identify anything valuable in their perspectives.  If things got really out of hand, I deleted comments or shut down the comments section altogether.

The advantages of keeping a blog about teaching far outweigh the costs.  When I feel overwhelmed by a teaching dilemma, I write about it.  This gives me some distance, and often leads to helpful feedback.  In my darkest classroom moments, I remind myself, “This is all material.”  And it’s not just material for writing.  Through the blog, I both document and create my own learning.  And when I need to be reminded of what I’ve learned, the blog is always there, like a good set of classroom notes.

If you’re interested in keeping a blog, you might want to visit a host site like WordPress.com or Blogger.com to check out how it all works.

*

Do you keep a blog?  If so, how does it help you?  If not, would you consider doing so?

Thanks so much for following this series!  Please tell me what you’ve thought.  Has anything in these posts been helpful?  Would you take issue with any of my actions or conclusions?  I’d love to know your reactions.

 Previous posts in this series:

*

The series “How I Saved My Teaching Career” was originally published on the TimesOnline’s education blog, School Gate, in 2009.  Thanks to School Gate’s editor, Sarah Ebner, for her permission to repost.

Image by Marja Flick-Buijs

How I Saved My Teaching Career: Reprise

Dear readers:

I’ve received some comments and missives recently from discouraged teachers who have stumbled upon my blog and have found it helpful.  This makes me very happy.  However, there’s a place I want to send them, and I can’t.  So I’m going to try to fix this problem.

A few years ago, I published a series of posts called “How I Saved My Teaching Career” in the TimesOnline’s education blog, School Gate.  Those posts have long since disappeared behind a paywall, and so I am no longer able to link you to them, or to send teachers to consult them in hopes of alleviating their burnout hell.

Sarah Ebner, the lovely and generous editor of School Gate (which is still alive and kicking if you have a Times subscription), has given me permission to repost “How I Saved My Teaching Career” here on Classroom as Microcosm.  Accordingly, over the next four weeks or so, I will present you with a revised version of that 8-part series, in which I outline my journey: miserable teacher on the brink of quitting to rejuvenated teacher full of inspiration and hope.  (That’s what the movie trailer would look like, anyhow.)

Monday will bring you a brief introduction, and will be followed by posts on curing burnout in seven not-so-easy steps.

  • STEP 1:  Take stock.  Is it worth it to stay?
  • STEP 2:  Take time off.
  • STEP 3:  Find and appreciate your (educational and other) community.
  • STEP 4:  Face your fears.
  • STEP 5:  Keep learning: get more training.
  • STEP 6:  Take up meditation (or another contemplative practice).
  • STEP 7:  Start a blog.

I hope that those who haven’t read these will find some solace and support in them somewhere.  And if you were around in 2009 when they were first launched, I hope revisiting them in their updated form will remind you of some of the things that I find I often need reminding of!

In the meantime, I would love to hear from any of you, either now or along the way, about moments you’ve felt that teaching was too hard to be worth it.  What did you do to get past that feeling?  Or did you decide that teaching was no longer for you?  I’d love to hear your stories.

Image by John Boyer

My Top 10 Books of 2011

For English teachers, reading for pleasure can be tough.  After grading papers all day, the last thing I want to do is read more.  Also, my personal reading has become subtly oriented toward finding material for my courses; I seem to be approaching every novel and memoir through the (imagined) perspective of a (precocious) seventeen-year-old, and this alters my ability to enjoy things.

(Case in point: 150 pages into Ondaatje’s beautiful The Cat’s Table, I yelled, “Finally, Michael, a hint of a #*&@ing plot!  Gawd!”  I didn’t use to do that kind of thing.)

Nevertheless, I read some books for fun this year, and some of them I flat-out loved.  Here they are.

These books were not necessarily published in 2011, but they were part of my 2011 experience.

1. Carrie by Stephen King

Yes.  Carrie.  I am not a horror fan, nor a Stephen King fan; also, I’ve never seen the film.  However, the morning of my birthday, I watched a video by Professor Adam Crowley in which he lectures undergraduates on the importance of reading, and recommends Carrie as a book everyone should read.  Later that afternoon, my present from The Husband arrived in the mail: a Kindle.  The great thing about a Kindle is that you can download samples; immediately after opening it, I got myself excerpts from eight different books: seven recent critically acclaimed literary masterpieces, and Carrie.  I read through all eight excerpts.  Not one of them did a thing for me except Carrie - the two seconds it took to download the full book were agonizing.  I read the whole thing in one afternoon and evening.  If you haven’t read it, do yourself a favour.  It’s riveting and elegant, although you’ll have to contend with a lot of menstrual blood and screaming.  In this story, King is the kind of writer I aspire to be: transparent, sensitive, and a little bit manipulative, all while making it look so easy.

2. Let’s Talk About Love by Carl Wilson

Again, I feel like some caveats are called for – appropriate, because this book is one long caveat.  I’ve been meaning to read it for years, not only because it has been so acclaimed, but also because I used to know Carl Wilson a little – he lived in Montreal, with a couple of my friends, for a while in the 90s, and he was always good company and a very funny storyteller.  Reading this book is like hanging out with him and listening to him rant, in the most articulate and entertaining way imaginable, about the horror that is Celine Dion and the horror that is his horror of Celine Dion.  In the process, he tells us a lot about art, class, taste, humility, and the pitfalls of being “cool.”  The last two chapters sent me into the open-mouthed paroxysms of intellectual delight that you always hope pop-culture analysis will bring about (and it almost never does.)  It’s a little tiny book.  You have nothing to lose but your pretensions.

3. Room by Emma Donoghue

This book deserves every word of acclaim that it has received.  I had to take two stabs at it, though, because the first time, I was having a bad day, and it is not a book to read when you are having a bad day.  The story of a little boy who is being raised in captivity by his kidnapped and confined mother is totally convincing; Donoghue’s capturing of a very peculiar five-year-old voice will leave you astonished.  (I also read Donoghue’s Slammerkin and The Sealed Letter this year, and they are both also great.)

4. The Leftovers by Tom Perrotta

This book was a Christmas present from The Husband.  He knows what I like.  I love Tom Perrotta, from Election (yes, the movie was wonderful but the book was an entirely different kind of wonderful) to Little Children (ditto).  Perrotta’s writing is often called “dark comedy,” but I don’t really see it – The Leftovers is funny in spots, but is mostly a finely wrought character drama about the people who have been left behind after an inscrutable Rapture-like event, in which a seemingly random sample of the population up and disappears into thin air.  Apparently an HBO series based on the book is in the works.  CAN’T WAIT.

5. The Sense of an Ending by Julian Barnes

It won the Booker.  It deserved it.  This slender story, about a man who can’t let go of a long-defunct love affair, is both puzzling and satisfying.  The “sense” one has at the “ending” is that one wants to go back and read the whole damn thing again to see if one has properly understood.  There’s been some bashing – It’s too simple!  It’s too complex!  It thinks it’s complex but it’s really not! – but isn’t there always when a book wins a big prize?  I used to teach Barnes’ Talking it Over in my International Baccalaureate class, as it was the perfect vehicle for discussing the technique of point of view, and a theme that Barnes seems obsessed with: the unreliability of memory and the fallibility of any single perspective.  What really happened? is a question that any novelist – and anyone who cares about human life and nature – should really be thinking about all the time.

6. Paying For It by Chester Brown

I’m certainly glad I never dated Chester Brown. (I’ve dated men who were something like him.  There were problems.)  That said, I’m also glad I read this book.  The subject wasn’t immediately appealing.  Brown decides that he’s had enough of the responsibility entailed in real “relationships,” but that he’s not willing to forego sex, and so the only rational move is to begin frequenting prostitutes.  This is a graphic – in all senses of the word – chronicle of the years that follow.  The illustrations of his sexual encounters are explicit yet clinical, terms that I expect apply to Brown himself.  One of Brown’s previous works is a lauded comic-strip biography of Louis Riel; it’s one of my favourite books, so I wasn’t altogether surprised by how much I loved this one.

7. The Hunger Games by Suzanne Collins

A student who had made it clear all semester that he had no intention of reading any of the assigned books, or any books at all for that matter, asked me out of the blue one day, “Miss, have you read The Hunger Games?  Would you be surprised if I told you that I read the first two books this weekend?  It’s actually interesting.”  Yes, folks, sometimes books are interesting.  Yes, this one’s great.  It’s just great, so just read it.  I am halfway through the second book now and am not having the same gripping experience, so savour the first one for all it’s worth.

8. Habibi by Craig Thompson

It will probably make you weep uncontrollably.  It’s very fat, but you’ll want to read it slowly, so, as graphic novels go, this one will take you a long time.  I’m not a visually attuned sort of person – when reading comics, I focus on the text and let the images wash over me – but this book won’t allow that sort of reading.  You need to immerse yourself in it entirely and linger over each page, if only to say, “Holy crap, this one frame must have taken him MONTHS.”  Stunning.

9. The Marriage Plot by Jeffrey Eugenides

I struggled with myself over this one, and it made the list because I didn’t have enough reading time this year, and so couldn’t find a better candidate.  (Okay, belated English teacher’s New Year’s Resolution: less TV, more books.)  It was fine.  I loved The Virgin Suicides - I reread that this year, too, as I was teaching it – so I’ll always have a soft spot for Eugenides, but the story here is very slight, if mostly well told.  I moved along through it easily.  The characters were not loveable, but the brilliant manic-depressive Leonard was skillfully drawn.  I recognized the world Eugenides was capturing: recent college graduates trying to reconcile everything they learned about critical theory with the blood and mud of real life.  If you care about emerging adulthood and Barthes, give it a shot.

10. Planting Dandelions by Kyran Pittman

Full disclosure: Kyran Pittman and I grew up in the same small town, and her parents were family acquaintances; her father, the poet Al Pittman, was one of my professors at university.  Much of my pleasure from reading this “memoir” – more of a collection of personal essays – may have come from the sparks of real recognition I felt while reading it, as I encountered people and places familiar to me.  That said, it’s a lovely book.  Pittman details her flight from a little city in Newfoundland and an unhappy marriage, to Arkansas and a man she met on the internet.  Then she tells us about the years that follow, in which she and her new love marry, raise three boys, and build their life in a place as foreign to her as the Middle East might be.  I’ve always wanted to visit the south of the United States, and Pittman’s accounts give me a sense of how I might feel there.  She also helps me understand what it is to be a mother, and how it feels to have your little blog become a big phenomenon and, eventually, a book.  It’s fun and funny and honest, and manages to be cozy, exotic and totally ordinary, all at once.

*

Have you read any of these books?  What did you think?  And please, please tell me what to read next.

Top 10 Posts of 2011

It’s that time of year again.

(Actually, it’s a little past that time of year – it was that time of year, oh, two weeks ago, when it was still last year.)

Nevertheless: a roundup!

Here are the posts from Classroom as Microcosm that received the most hits this year.  The reasons for their popularity are varied and, in some cases, mysterious.  No matter.  If you’re new to the blog, or haven’t been able to keep up, they give some indication of what’s been going on around here.  If you like what you discover, please subscribe!  (Look to your right.  See the button that says “Sign Me Up!”?  Click it, and away you go.)

1. Fail Better

This post was chosen as a “Freshly Pressed” cover story by WordPress, which guaranteed that it would get tonnes of hits (over 11 000) and comments (245 at last count – about 15 of them are my replies, but I soon ran out of steam.)  In this little anecdote, I explore a problem – my students are so afraid to fail that they won’t even try – through the lens of some recent research – Paul Tough’s NYT Magazine article on “What if the Secret to Success is Failure?”  The results are inconclusive but gratifying.  All in all, it was a good week.

2. Should We Bid Farewell to the Academic Paper?

Another “Freshly Pressed” pick.  This one received almost 9 000 hits and 177 extremely interesting and thoughtful comments.  It’s a response to an article by Virginia Heffernan on Cathy N. Davidson’s book Now You See It.  Davidson’s book proposes, among other things, that the academic paper has had its day and needs to make way for more current tech-friendly forms.  I, and the commenters, are not so sure.

3. When in Doubt, Make a Plan

This post is a response to a reader’s plea for advice.  Nick’s not sure college is the place for him, but he can’t see his parents agreeing to any other path.  I can’t solve his problem for him, but I have some suggestions, as do readers.  His original query, and a lot of interesting reader responses, appear here.

4. The Five Best Podcasts in the World

In May, these were my top five, and I still love them all, although “The Age of Persuasion” is now defunct (but was replaced on Saturday by Terry O’Reilly’s highly anticipated followup, “Under the Influence.”)  If I wrote this post now, I might rearrange these and introduce a couple of new favourites, including “On the Media” and “Planet Money.”  If you have a favourite podcast, please visit the post and leave a link in the comments.

5. What Do Students Think Should Change About School?

I got so many responses to this open call that I followed it with a full week of guest spots: five posts from students explaining how school could be better.  You will find most of those responses in the comments section of this post, along with lots of other interesting ideas on how to improve the education system.

6. “Either You Can Be a Teacher or You Can Be the Plagiarism Police”

Ah, plagiarism: the inexhaustible inspiration for teacher rants everywhere.  Here, I discuss an article from the Chronicle of Higher Education, in which Rob Jenkins explains that we need to just chill out.

7. Character = Behaviour: A Lesson Plan

This extremely successful lesson, in which students write reference letters for fictional characters and, at the same time, learn a bit about how their own behaviours reflect on their characters, is just now coming home to roost.  This winter, I am receiving an unprecedented (i.e. crushing) number of reference letter requests from students who clearly took this lesson to heart.

8. Life and Death and Anthologies

The stats for this post took a couple of random spikes, and I’m not sure why.  I like it a lot, but it’s just a quiet little meditation on the joys of anthologies and of travel, and on the links between the two.  In particular, it describes my experience of reading an anthology of Irish short fiction while travelling through Ireland.  It seems to have resonated with some people.  Perhaps it will for you.

9. Why Do I Have to Learn This?

We don’t always take this question seriously.  Louis Menand says we should.  I agree.

10. What Young Adults Should Read

After a Wall Street Journal essay made some indignant pronouncements about the trash that young people are reading these days, and after everyone got all upset about it, I threw in my two cents.  This post makes special reference to the thoughts and writings of Linda Holmes, blogger at NPR’s “Monkey See” pop culture blog, host of NPR’s “Pop Culture Happy Hour,” and person I most want to be when I grow up (granted, she’s probably younger than me, but I still have a long way to go.)

And, just because I loved it:

Bonus Post: Rolling In the Girls’ Room

I walked into the women’s washroom outside my office.  I discovered three students, two of  them male, sitting on the counter, rolling joints.   This post transcribes a Facebook conversation with my friends and colleagues, in which my response to this event is analyzed, critiqued, and mostly (but not entirely) supported.

*

Resolutions for 2012:

  • Continue to post on Mondays and Thursdays.  Posts will, if all goes well, appear around 9 a.m., although dissemination to Facebook, OpenSalon etc. may be slightly delayed, as I am teaching early classes.  If you want to be sure to know about posts the moment they go up, please make use of the “Sign Me Up!” button at the top of the right-hand margin to receive email notifications for every post.
  • Tweet more!  I am lazy Twitterer.  However, I find all sorts of cool stuff that I don’t have time to blog about but should really share with you all.  So now I will.  Again, there is a button to the right that will allow you to follow me at @siobhancurious.  Follow me!
  • Be present, be present, be present.

Do you have a favourite post that you read here this year, and that I haven’t mentioned above?  Do you have blogging or teaching resolutions that you’d like to share?  Please leave a comment.  I always love hearing from you.

Thursday’s post: my favourite reading experiences of 2011.

And finally: Happy New Year, everyone!

Image by Maxime Perron Caissy

Bloggers Anonymous

As is usual this time of year, I’m dealing with a trying student.  Yesterday, as a cathartic measure, I prepared a post in which I collated our email exchange since the beginning of the semester.  If you are not me, this exchange is no doubt extremely entertaining.  (If you are me, you spent most of yesterday meditating because it’s the only thing that prevented you from wrecking stuff and cursing constantly.)

However, this morning, I’m finding myself reluctant to publish it.

When this blog was being read by only a handful of friends and colleagues and the occasional visitor, I felt fine about posting stories about students, including almost word-for-word dialogue and emails.  I was taking plenty of steps to protect my students’ privacy, including the following:

  • My real name doesn’t appear anywhere on this blog, and I’ve taken strict measures to prevent my real name and my blogonym from being connected to each other anywhere on the internet.
  • I never mention the name of my college.
  • I change all names and identifying features of any students I mention.
  • Although plenty of my friends and colleagues know that I’m the blog’s author, it’s highly unlikely that they would recognize students in any of my stories.  My college is large – even if we’re teaching the same person at the same time, there’s usually no way for a teacher to know that this person is the one I’m referring to in a post.
  • The only people who are likely to recognize a student in a post are a) the student him/herself, or b) other students in the class, if the post describes an event that happens in the classroom.  For this reason, I’ve tried very  hard not to let my students know that I keep this blog, and so far, I think I’ve been successful.  There have been times that it would have been valuable for me to share it with them, but I never have.

Given all of the above, I’d be interested in your thoughts on this matter.  Is it okay for a teacher to tell true, detailed stories about interactions with students if no one is likely to ever know who the students are?  What about publishing emails from students – are these confidential?  (I believe the law concerning letters is that the recipient is the owner.  Is this true for emails?)  Is there a difference between reproducing a brief email and a long exchange?

As this blog gains more exposure, I’ve been trying to be more prudent.  But telling true stories is helpful to me, and seems to be helpful to readers as well.  I miss it.

What’s a teacher blogger to do?

Image by Richard Dudley

Here’s What I’d Change About School

Dear readers:

There are some exciting developments happening at Classroom as Microcosm.  The last week has seen a major uptick in traffic, not least because a recent post, Fail Better, was chosen as a WordPress Freshly Pressed feature and so attracted a whole bunch of new followers and, at last count, 228 comments – welcome and thank you!

In the meantime, I have received lots of interesting and articulate responses to a question I posed to student readers: what would you change about school?  I’d still love to know what you think about this topic – please hop over to the post and leave your comments – but in the meantime, several readers have agreed to let me publish their answers as posts, for your consideration and discussion.

Accordingly, next week I will run five posts from five students, in which they explain what they would change about school if they were Supreme Leaders of the Universe.  Look out for Emily’s post on Monday, in which she tells us her problem with school: it’s just not challenging enough.

Image by Julien Tromeur

What Have You Been Thinking About?

Whether you’re a teacher, a parent, a student, or just a citizen of the world who believes that learning is important, you may be thinking about new problems or dwelling on old fears or puzzles as the school year begins.  Maybe you’d like to hear what others have to say about your burning questions or personal philosophies about teaching, learning, and living in the world.  Maybe you’d like me to write about a specific topic and solicit input from others.

Are you a teacher who has a concern as you return to the classroom?  A parent who’s been pondering a new situation your child is encountering in school?  A student who often wonders how teachers think about a particular experience?  A blogger who would like to hear more about an educational topic you’ve been writing about?  A career waiter or CEO who is thinking of returning to school and has a lot of concerns?

If there’s a particular topic you’d like me to write about on this blog, get in touch with me.  You can leave a suggestion in the comments; visit my contact page to send your suggestion via a contact form;  or visit my Facebook page, “Like” it if you haven’t already, and post a suggestion on my wall.

My goal this semester is to post every Monday and Thursday.  We all know what good intentions are made of, and this is a goal, not a rule!  However, the more suggestions I receive, the more I will have to think and write about.

Thanks so much for your continued readership.  I look forward to hearing from you!

Image by Svilen Milev

Top 10 Posts of 2010

For  your reading and catch-up pleasure, I have once again compiled a “year’s top posts” list.  These posts are “top” in that they got the most hits; in some cases this may have been because of timing, a well-chosen keyword, or fluke, but in some cases I think it’s because they truly were the best posts I wrote this year.  If you missed out on these, check them out – they all said something to someone!

1. Encountering the Other: How Literature Will Save the World

I was glad this post got so much traffic, because I really like it.  I return to it from time to time when I’m wondering what the hell I’m doing with my life.  In it, I ask myself once again why reading matters, and come to the conclusion – with the help of some of my students – that “literature is the best, and perhaps the only, way to understand what it is like to be someone other than myself.”

2. What an “8th Grade Education” Used to Mean

The text of this post – purported to be an 8th-grade final exam from 1895 – has been making the rounds of the internet for a couple of years now, and, as I note in the update to the post, it’s been more or less determined that it is an authentic test, but not for 8th-graders.  The most interesting part of the post may be the comments section, in which readers once again wax in all different directions about what “education” really means.

3. Why Study Literature?

The central question of this post is an extension of that of #1 above.  Reading books is all very well, but why should the study and analysis of literature be core curriculum in college?  (Spoiler for those who want to read my further posts on this subject: I’m not certain it should.)

4. What I’m Learning From What I’m Reading: Zadie Smith’s Changing My Mind

Zadie Smith + David Foster Wallace = post that gets tons of hits.  Guaranteed formula.  The post itself is really just a DFW quote, but it’s a good one.

5. I Am Disappointment With You’re English Teaching

The story of Khawar, a difficult student who was probably suffering from an undiagnosed learning disability, got a lot of response.  Another post about him also ended up high in the rankings.  (Khawar ended up passing my course, which once again had me asking myself what I’m doing wrong in my grading schemes.)

6. Ten Wonderful Things, Part Four: Harry Potter

Another way to get lots of hits: put the words “Harry Potter” in your title.  Nevertheless, the “Ten Wonderful Things” posts in general pulled in a few new readers, and it felt good to write them.  If you’ve ever wondered whether it’s cool to put a children’s bestseller on a college course, this post will give you an emphatic “yes.”

7. It’s Funny Because It’s True

It doesn’t hurt to include a funny animated video in your post, especially if your audience is mostly teachers and the video is an enactment of everything you ever wanted to say to the boneheaded student spouting excuses across your desk.  Throw in a real-life story of infuriating misspelled emails and it’ll be a winner.

8. Ten Wonderful Things, Part Six: Rereading

I’m not sure why this post got so much attention, but one thing I’ve noticed is that writing about books usually gives the stat meter a little bump.  I’m glad this post got read, because it’s a concept that means a lot to me – one of the joys of teaching literature, I need to keep reminding myself, is getting to read my favourite books over and over.

9. Why Children Shouldn’t Read

No doubt the provocative title is what gave this post its currency.  Like #4 above, the post is composed mostly of one long quote, this one from Susan Juby’s memoir of teenage alcoholism, Nice Recovery.  The quote is great, and even those of us who didn’t start binge drinking at thirteen can probably relate to its description of what too much reading can do to one’s perception of oneself and the world.

10.  A World Without People

This was my favourite post of the year, so if it hadn’t made it into the top 10, I probably would have found a way to squeeze it in here somewhere.  In this story, I have a very, very bad day that ends up being one of the best days ever, and, along the way, I stop hating everyone.

There you have it, folks.  If you need to catch up on your Siobhan Curious reading, start here.  And have a super happy new year full of stories, questions, and challenges bravely met!

Ring in the New Year with the Education Buzz

Carol over at Bellringers has done a bang-up job of putting together post #2 of the Education Buzz, her new incarnation of the Education Carnival.  If you’re feeling a bit uninspired about heading into the new school year, here’s your chance to hang out with a few other teachers and read their erudite thought on all things educative.  Go!