tag:blogger.com,1999:blog-4873172796061848002.post9176228052076837591..comments2023-09-04T06:11:37.645-05:00Comments on Sparks' Notes: Why We ReadLindsey Sparkshttp://www.blogger.com/profile/03654365166738983077noreply@blogger.comBlogger1125tag:blogger.com,1999:blog-4873172796061848002.post-27340704076869789802012-01-11T06:39:48.129-06:002012-01-11T06:39:48.129-06:00Really great post. I'm not a teacher or anythi...Really great post. I'm not a teacher or anything like that :-) -- but I find myself passionate about the education of America. I have lists that I use to guide my reading, but I do very much read by whim.<br /><br />You say: "I agree with Jacobs in that I think by pushing students to believe that only reading certain works really counts and focusing on works that usually aren’t the best classics out there, we make reading feel like a chore. It’s something to do so you can be smart or well read or because you’re supposed to, not because it’s simply fun."<br /><br />This is a great point. I think that, like you say, it'd be very beneficial to gear the classics toward the age group of the classroom, and then be enthusiastic and a little more balanced on the right brain side. I think a lot of the problem in the classroom is that most teachers teach to the left brain students. I just had a math professor who literally taught to both left and right brain: he'd lecture first to the left brain half of the class, and then translate what he had said to the right brainers. That's the FIRST TIME IN MY LIFE I ever liked a math class.<br /><br />I think it's like that for literature, too. Be enthusiastic. Teach the big picture for the big picture thinkers (the right brainers.) Less memorization and more intuition -- is my suggestion. Balance is needed.*ೃ༄ Jillianhttps://www.blogger.com/profile/14139487177036647728noreply@blogger.com