Narrowing the Choices

I spend a minimum of an hour a day grading papers. Some days it adds up to as many as three hours. In a normal week, it works out to about ten hours of marking up papers, sifting through sentences and paragraphs, evaluating the evidence of learning.

One of the side effects of all this activity is the inability to let my mind off the leash. I tend to approach every part of my life with the left brain, viewing everything I read through critical eyes, including my own words. If a person needed a cure for writing and reading too much, having an English teacher grade everything would put an end to even the most fervent love of words.

Alas, I do not need to be cured. I need to write more, read more. But it’s pretty hard to sit down and read for enjoyment or work on my unfinished novel when I’ve been bleeding red ink all day.

Nor do my students need to be cured. At an age when their minds ought to be soaking up information, they have learned to hate reading because it always comes with a not-so-secret agenda. “Read the following passages and answer the questions by filling in the circle corresponding to the correct answer. Be sure to darken each circle completely, using only a number 2 pencil. If you change an answer, be sure to erase completely. Do not make any other marks on your answer sheet.”

If the only point to reading is to prove that you read something by bubbling in answers, or writing short answers and extended responses, or occasionally making a book report, why would they want to read? Reading isn’t fun, it’s a test.

Modern education revolves around testing and grades. More

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