Although I like to read literature I never thought of the things that I’m seeking from literature. My teachers in elementary and secondary schools never explicitly or implicitly allowed me to taste the value of the assigned readings. The main purpose for reading literature was to answer the discussion questions following the reading session, and then to master the correct answers to pass the exam. I never thought of other benefits of reading literature because no body taught me to enjoy reading it. No one was able to teach me, at least, one of the reasons for reading literature that were mentioned in the Literacy and Experience article. They never invite me to explore that literature can comfort me, touch me, amuse me, make me dream, make me laugh, make me shudder, make me weep, make me think, or make me learn things about the kinds of people and ways of life alien to my own. I was ignorant of the power of literature on one’s life.
I would say that if one gets the chance to know the benefits and values of something, he or she may start to think to try that thing. For example, I started to drink green tea after I have read an article about the health benefits of green tea. Same thing with Literature; if our students, specially those who hate to read literature, have the chance to learn the benefits and values of reading literature they may decide to try it, never know they may love it! If they like it the would keep tasting different types of literature until they reach to the point that they are enjoy reading literature not for the sake of exams but for the sake of entertaining themselves.
Many students feel that literature is totally isolated from their practical life, but it is the role of a teacher to bring these issues clear to them and model how literature can be a reflection, in some way or another, of our world and our life whether in the past, present, or future.
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2 comments:
Nisreen, my experience with reading in school was much like yours. It wasn't until my life slowed down somewhat during the summer before I started teaching that I realized what reading had to offer. For me, it can be extremely therapudic, especially when I am frusterated or emotionally drained. I was never explicitly taught the benefits of teaching reading, even in my undergraduate work and am still learning about them even now. I discovered the mood-enhancing qualities of reading only by haveing picked up a good book (referred to me by a friend) when I felt especially overly emotional and didn't know what else to do.Amazingly, a few hours later, my mood had drastically changed and I was ready to think things through. I wish I had known about this remidy as a child or teenager. I think it would have helped me to take a step back and make better decisions. I used sports to aid me in this, and although it often helped, sometimes instead of relaxing me, it worked me up even more. I am thankful to have this outlet for anxiety in adulthood.
Nisreen, I think you raise a powerful point regarding students' attitudes toward literature. It seems that students often feel disconnected from the literature taught in their Language Arts classes because they feel it's something that they HAVE to read (no choice in the matter), or it's something their parents read in high school (making the text seem old and outdated); or if the students can’t “relate” to the story or the characters, then they don’t want to waste their time. I think literature is a meaningful medium to use to expose students to both collective and individual experiences, but I also know that not every student will embrace these reflections of lived experiences. I often ask myself what I can do to spark some sort of interest in literature; how do you show the benefits of reading literature without sounding like, well, an English teacher?
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