I wonder how many more ELA teachers we would have if we didn’t have to grade essays.
No really.
I’m serious.
I myself am looking for ways to continue my love of literacy and teaching children the joy of reading and writing, without having to be an ELA teacher.
Because I love it.
Yesterday, we literally geeked out about syntax and diction as we looked at Langston Hughes‘s poem, Mother to Son, and talked about the word choices, and painted pictures.
The prompt was simple, “What’s the story?”
The kids loved it, I loved it.
They wrote such amazing things. They found passion, made connections, related. And I did nothing but give them the moment.
It was one of those, what I call, Robin Williams moments.
But then I came home and spent two hours immersed in essays. Essays that have created pressure in my life to get graded and back.
We’re on a timeline, have expectations. The kids need to hear feedback about their work. Parents want a grade.
It's not fun.
And yet, I love to work with writing. That’s fun. The building, the improving, the idea-sharing.
It’s time-consuming but satisfying. Hard work but pleasing.
But then there are the 140+5 paragraph essays to give a final grade to.
Yes, the hard graft is done, and these are much quicker to check than when I had to get feedback on the introductions, the body paragraphs, the conclusions.....and therein lies the rub.
It isn’t so much the grading of the essays, it’s the fact that I’m grading these essays the week after I’ve been up late every night giving feedback on the rest of the writing.
And of course, with the virtual students, the issue that they keep working according to the plan, ignoring your feedback.
It’s why people don’t choose to teach ELA. How many great teachers opt out because of this?
Because there is little I like more in life than sharing great writing with kids, giving feedback, diving in, and analyzing. That’s fantastic. The kids love it, I believe it makes them better students of everything.
Imagine a world where the focus was on that. Imagine a world where we created better readers and writers by studying and enjoying great writing.
But they have to write, right?
The only way to become a great writer is by writing. And that writing needs to be shared and the craft grown through advice and suggestions. And that’s my job. But there has to be a better way to do this.
I talk to people all the time who say they would’ve taught ELA if it wasn’t for the grading. I talk to people all the time who now teach different content areas but miss ELA. They just had to switch over because of all the grading. These are good teachers who would’ve made a difference. They are still good teachers. They are still making a difference.
But the world of ELA needs them.
Oh I know, there are plenty of tricks and strategies - plenty of ways to just focus on part of the essay, to divide up the feedback, to use peer feedback....and if we could build our units with more writing time, perhaps that would be doable. It’s time to sit and redesign. To be honest though, whenever I do that, the load seems greater. And even more to the point, in our current virtual reality, the amount of feedback needed to support our young writers’ growth is immense.
The grass is always greener, right? I look with envy at other content areas. What was I thinking not transferring my social studies and science qualifications to Georgia?
But then I have lessons like that one this week.
Well, enough musings...I have essays to grade.
