Brian Sztabnik says, “I have taught English on the secondary level for the past 12 years, and for many of those years I taught books only one way: I would hand out a set of novels, and study guides to go along with them. In class we would do close readings and go over the study guide questions, and, of course, as an English teacher I was compelled to pick apart all those symbols.
There were quizzes along the way and a big test at the end, all of which assessed the same topics we covered in class, and mimicked many of the questions on the study guide. Once we finished one book, we would move on to the next. It was lather, rinse, repeat.
While I may be painting a uninspired picture, this traditional approach certainly has its benefits: With a common text, skills can be targeted and taught with examples that everyone recognizes. Whole-class discussions are more vibrant and engaging since everyone has (theoretically) read the same book, and everyone has the potential to participate. It’s also much easier to assess.
Yet there are also drawbacks.
When students have no choice about the books they read, it can harm their independence as readers. Students feel less invested when they’re handed books and told to dive in”.