At the 2016 KATE Conference, I
learned many things. I learned exciting new ways to incorporate both classic
and graphic novels into my curriculum, how to boldly ask questions and maneuver
my way through my first year teaching, and ways to tackle and become
comfortable with ambiguity in the class. However, all of these nuts and bolts
paled in comparison to the overarching themes I’ve learned over not only the
two days of the conference, but in the last year getting to know some of my
classmates and colleagues better.
What I learned from both gripping anecdotes
and calculated data is that books save lives. Books can transform. But their
power is increased exponentially when the characters in them are better
representative of the students who are searching in them for hope and for
meaning. In their own unique ways and from their various perspectives, the two
keynote speakers and the panel Friday afternoon all were saying that
representation matters, and having diverse and relatable books on my shelf can
impact the health, safety, and happiness of my students. For a long time, I
believed that because of my deep Christian faith, I would be hindered from speaking
about tough subjects with the students because I would rather avoid telling
them that I disagree or risk offending someone. What I have come to realize in
many ways through the conference is that my comfort level is not the point of
life, or the point of teaching. I need to accept and embrace being uncomfortable
if it means a better environment for my students, and more compassionate and
informed students for the world. Bill Konigsberg, author of many young adult
books like Openly Straight, discussed
the fact that regardless of your personal or religious views on LGBTQ issues
you are able to stock books with those characters shown in a positive light. He
doesn’t necessarily agree with wars, but he would still hold those books in his
classroom because they can connect with and touch different people. Showing and
validating that those identities are real and exist and can still lead healthy
lives can really help when students are struggling through the throes of
adolescence. It really impressed upon me the importance of having those kinds
of titles in my classroom.
Similarly, I had always heard of the
lack of diversity when it came to children’s and young adult books, but never
really heard just how much it was or the damage it can do to children. When I
heard from Stacy Whitman, publisher and editor at Tu Books, that there were
more children’s books with main characters who were animals than children’s
books with main characters of color I was astonished. Hearing from the
panelists really connected the problems that exist with this—a lack of
representation creates a lack of connection with literature and can make it
harder to engage in the reading. I was so grateful to her to give us resources
and titles to help us create a diverse and engaging classroom library for
whoever our students are. I liked her analogy of windows and mirrors, we need
to give books to our students that reflect who they are as people as well as
showing them perspectives they’ve never seen in order to grow their empathy and
knowledge.
All in all, I have learned the
importance of my classroom library, and cannot wait to begin stockpiling books
in the next year. In addition to all I learned, I had so much fun engaging with
other English teachers from around the state and the future English teachers I
have as classmates. The bonds I’ve made with these people have taught me so
much that I know they are going to go out and be amazing teachers for not only
Literature and Language, but life and love.
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