Like so many educators who attended the 2018 NCTE conference, I am still reeling from the wealth of information and inspiration provided by some of the brightest and most compassionate people in the world. I listened with awe and determination as strong speakers like Chimamanda Ngozi Adichie and Elizabeth Acevedo stressed the importance of what we do as ELA teachers, and I carry with me a renewed sense of urgency about literacy instruction that empowers all students. No – not “empowers” – even that word has been transformed, as I now understand that it’s not my place to give them power; rather, it is my job to help students recognize and harness the power they already possess.1
The universal message of the conference did not so much present new ideas as it did combine them and clarify that we cannot wait any longer to act. We must reach each of our students where they are, provide them with the representation they need and deserve, and encourage them to add their own voices to the world. We have embraced diversity, equity, and representation in a variety of ways, but the time for the best practices to coalesce into purposeful change across schools is at hand.
As I walked through the exhibit hall, admittedly searching for free books to take back to my students, I heard two main ideas – to quote Kylene Beers and Bob Probst – “again and again.” By absorbing the voices around me over the four days of the conference, I was able to discern what teachers, who attended a wide variety of sessions, thought. One of the most common ideas expressed was that NCTE presenters were “preaching to the choir.” Of course, this is true to a great extent. Teachers who love learning, who support choice, who engage their students in meaningful instruction, who believe in the power of writing workshop: these are the teachers most likely to attend the conference, and, more specifically, the sessions that explore these ideas. Teachers who believe in the humanities love the young humans we teach, and we will always seek to improve for their benefit and the benefits to society. This is no way diminishes the power of these workshops or their presenters, for they offer the keenest insight and carefully collected research to support best practices in teaching, and though I admittedly enter sessions predisposed to agree with much of what I hear, I always leave with new ideas scrawled in the margins of my notes. Like many others, I always leave feeling renewed, reinvigorated, and inspired, and I wish every ELA teacher could feel this way.
This brings us to the second most common idea expressed throughout the exhibit hall lines: how do we take these ideas back to our schools and inspire those who weren’t at the conference? I heard several teachers – both in sessions and while milling about – who said things like “I wish [so-and-so] from our department could hear this.” The truth is: we all know teachers who need to hear the messages from the conference, and the difficulty lies in how to offer the essence of what we have gleaned in a palatable manner. Some ideas are not well-received by teachers entrenched in established practices, and we must balance the urgency with which shifts need to occur with the tact and professionalism that our well-meaning colleagues deserve. I had the opportunity to speak with Amy Rasmussen about The College Board’s stance on shifting away from a focus on the canon to include more contemporary and diverse texts, and she offered an analogy that I wish all could hear: we don’t expect doctors to ignore research in favor of the practices they personally prefer, and when one of their primary research-based organizations like the American Medical Association or the New England Journal of Medicine offers guidelines, those are adopted as best practices. Can you imagine if they didn’t? We’d still have doctors bleeding us for pneumonia.
So, as I continue to synthesize all I learned at the conference and develop my own lines of inquiry, I leave you with these questions: why don’t we expect all ELA teachers to follow the research and vision of NCTE? Why can’t we confidently return to our campuses as ambassadors of ELA and NCTE and share what we’ve learned with our peers? Will we let the established system and soft bigotry continue to deny true equity to our students, or will we carry the spark of progress back to our campuses? I, for one, plan to stoke the fire.
1 I would love to offer due credit to the speaker who discussed the problematic idea of “empowerment,” but I cannot find the connection in my notes. If you can offer proper attribution, please add it in the comments.
Amber Counts teaches AP English Literature & Composition and Academic Decathlon at Lewisville High School. She believes in the power of choice and promotes thinking at every opportunity. She is married to her high school sweetheart and knows love is what makes the world go around. Someday she will write her story. Follow Amber @mrscounts.
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