“My students slumped their shoulders and visibly winced when I told them that writing about text would make them better readers.”

Surprisingly, we see students get the big picture by paraphrasing just a few words of text.

Agreeing to disagree sounds good. But, it is often a way of avoiding the hard work required to really understand another person’s view.

Whether teachers know about the research around this experience of uncertainty or not, they tend to bristle when students say, “just tell me the right answer.”

High School teachers assign homework hoping that it will help their students develop independent work habits.

A few days ago in a 9th grade English class, one of our teachers told her students—with some apprehension—to behave themselves because she had to step out of the classroom.

Before we expend too much energy playing cat-and-mouse with our savvier students, perhaps we can rethink our approach to high school writing assignments.

You've been clear. But they still don't do "it." What can you do next?

Perhaps it is surprising that adolescents respond productively to a class that is predictable. Aren’t they always complaining that school is boring?

But Dillon actually craved the rough-and-tumble comments of his classmates for both their humor and their empathy.

Adolescents are acutely sensitive to feedback. Let's give them feedback that they can use to become better readers.

David’s tone gradually sharpens as he senses something problematic about the scientist’s behavior.

Most high school students can't read the books that would make them love school. What can we do?

When I craned my neck and found the gap between his hair, chin, and keyboard, I saw a race car careening across his screen.

Ten minutes into class, Eric asked, “Am I passing?”

We need to assess the assessments. Common protocols and products that we call formative assessments are actually not formative (instructional) and they don’t provide timely data that teachers can act on. As a teacher and administrator I’ve watched the development of real formative assessments. It can be a bit of a tortured process, but it seems to be the only way to see our students' clearly enough to help them make steady progress.

How can we make reading complex texts irresistible for high school students—even when they are struggling readers? We know that some books pull just about everyone into their worlds. And it isn’t because they are easy—it’s because the authors are extraordinary artists. These are the texts that truly reward rereading and we have tools at our disposal to give every student access to them.