exploring literature instruction in my classroom, part 3

This is the third post in a blog series attempting to explore the key premises that guided my choices while teaching literature and the resulting consequences for my classroom. Three: Students need to practice being literary critics themselves. Ultimately, students sitting for the Cambridge A Levels will need to take a stance on a text… Continue reading exploring literature instruction in my classroom, part 3

exploring literature instruction in my classroom, part 2

This is the second post in a blog series attempting to explore the key premises that guided my choices while teaching literature and the resulting consequences for my classroom. Two: There is no value in having an unsubstantiated opinion. When I first taught literature, my emphasis in instruction was teaching students to argue first, justify… Continue reading exploring literature instruction in my classroom, part 2

exploring literature instruction in my classroom, part 1

In my first two years at Avasara, I taught English literature to our first graduating class. I am still learning and understanding the demands of the curriculum and the needs of our students and how to successfully bridge the two. However, the most important choices I made to build critical reading and analytical writing skills… Continue reading exploring literature instruction in my classroom, part 1

coaching is empowering: two teachers on being coached

I co-wrote this piece with my colleague and friend Aishwarya. We discuss our experiences and learnings about coaching from our perspectives as teachers. Find Aishwarya at https://teachingtenets.wordpress.com/. Sruti: It is unambiguously true that we have grown as teachers since we started teaching five and seven years ago, respectively. I believe the growth has been because… Continue reading coaching is empowering: two teachers on being coached