![]() ![]() No research papers (or any papers) had magically been written. Nor had they decided to independently read and analyze a book. Honestly, I didn’t expect to find much.Īnd sure enough, when I took a step back and truly observed my students, I found that they had not become grammar masters overnight. Instead, I would focus on what was going well. I would go to school and not think about my perceived shortcomings. But how will that happen if we don’t teach all of the things? We want them to become the best versions of themselves they can be. We want them to fall in love with learning. Educators, in particular, become educators because we want everything for kids, right? We want them to grow academically, socially, and emotionally. It’s possible that I occasionally have that same tendency. In my book STICKS & STONES, the main character, Elyse, is relentlessly hard on herself. (If you also need one, reader, this is a good time to take it.) ![]() Grammar is very important! How do I constantly run out of time for it? This is not okay! What am I even doing all day? I’m clearly not doing the work I need to be doing! The texts we haven’t read or discussed or analyzed. (insert all the foreboding I’m-freaking-out music here.)Įvery time I enter my classroom, I can’t help thinking about all the things I haven’t done yet. I vaguely remember it from when I used to teach (first grade and K-8 library) before I became a full-time author. I know it’s only November, and this is probably pretty normal. ![]() I have a confession to make: I’m an ELA teacher, and I am BEHIND. ![]()
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