Years ago a principal wrote “Her teaching style is unorthodox, but effective.” I took that as a tremendous compliment and I’ve made it my teaching mantra.

Why unorthodox? Well, I have some unusual philosophies about teaching literature and composition. I don’t believe in tests. I use tests only as a consequence of non-participation by a class on any given day. The test covers the material that the Socratic discussion should have done more effectively (and interestingly.) Generally, if I give a test, the passing rate is low: students who came to class prepared pass, those who hoped to ride on the backs of their prepared classmates, fail. As a result, I rarely have to give a test to any given class–and if I do, it’s only once.

I encourage students to use the study tools available to them. Those tools are always insufficient for class discussion, but many students find that reading the material, reading the notes, and re-reading the material is an effective method for them. I also encourage audio book use for my auditory learners.

I don’t teach grammar or vocabulary. By the time a teen is a sophomore in high school he should understand the basics of mechanics. If he doesn’t, there are plenty of on-line sources and tutors available. I also use peer editing to strengthen those skills for both writers and editors. Vocabulary is best learned by reading good literature, not by matching unrelated words to definitions. I expect my students to look up words they don’t know. By the second month of school, they usually do. Students will rise to elevated expectations.

My primary form of evaluation is the essay. My students read and write a lot. They are required to keep a daily journal (ten minutes per day) and I walk them through the essay writing process from thesis to works cited. By the end of sophomore year, my students write a highly developed, well-researched 10-12 page paper with confidence.

I also integrate art into literary analysis regularly. Too much of school is relegated to left brain activities: lists, memorization, numbers, facts, etc. Good thinkers use the creative right brain to formulate ideas before engaging the left brain to organize them. Altered books, altered puzzles, photography, digital art, paintings—all of these have a place in my classroom.

Effective? Yes. In 20+ years as an educator, my students have consistently outperformed their peers in college courses that include writing. A number of my students have determined to pursue writing and communication in their careers, based partly on strategies learned in my class.

This blog will be my place to share these strategies and to share a new approach to literature I am currently developing. Test these ideas in your own schools (whether large private school or home school) and see whether or not unorthodox can be effective.