Genomsnitt, MN—A high school English teacher faces public scolding and possible dismissal for assigning a book to her students, Superintendent Harry Billiard announced on Friday. “Let this be a warning to all,” he said. “To assign a book is impositional. The kids aren’t there yet. Plus, how do you know they’ll like the book?” Billiard explained that the specific book (To the Lighthouse by Virginia Woolf) wasn’t the issue; the problem lay in assigning any book at all.
According to anonymous sources, the teacher had assumed presumptuously that a literature course should feature works of literature. Moreover, she had fickly concluded that, since the current Common Core standards emphasize the importance of reading complex texts, she should actually include them in her curriculum.
“Students should read them, yes, but that doesn’t mean teachers should assign them,” explained Billiard. “Students should be empowered to make their own choices. Then, if they don’t, the teacher will be held accountable for the situation.” Students are expected to read at least twenty complex texts, of their own free will, over the course of the year. If they fail to do so, it means the teacher has neglected to incorporate best practices—in particular, the software.
“What software?” asked the teacher, who requested anonymity for the time being, knowing that her picture would be plastered over the papers within the next 24 hours. “I didn’t know there was software for my course on modernism, and I’m not sure I’d want any.”
“There isn’t software for modernism yet, that’s right,” Billiard responded. “But there’s software for the skills that students would be using when reading something modernist like, um, who’s a good modernist writer? I’m drawing a blank right now.”
If the teacher had been doing her job, she would have had the students practice their skills during class time with the aid of the software, which would provide a variety of short texts geared to their interests. After they passed a multiple-choice test at a given level, the software would recommend further reading on the basis of their preferences and performance. “That way, you’re letting them get creative,” said Billiard. “They have some ownership of the books they read. It isn’t just some teacher telling them ‘you’ve got to read this,’ when it’s got nothing to do with where they are.”
“I’m kind of glad we did start to read To the Lighthouse,” countered Jeremy Pembek, a senior. “When the father says ‘it won’t be fine,’ it’s like everything crashes down on me, because I know that voice. I wanted to read more in class, so we could discuss it.”
“You can’t take Jeremy seriously, or at least you can’t let him distract you from best practices,” commented Hilda Moran, a literacy coach who had started to observe the literature classes at the school. “He’s obviously from an educated family, so he’ll read books like this on his own. It’s the other kids we’ve got to worry about. That’s why we’ll be installing the software next week.”
“I’m glad we’re ditching that book,” concurred Betty Neznam, Jeremy’s classmate. “I totally could not relate to it. I didn’t even get past the first sentence. ‘Up with the lark?’ Who talks like that? Why are they making us read this stuff? I mean, I’ve got more important things to do. I’m down with skills, though. I know I need skills.”
If the renegade teacher complies with the mandates, uses the software in every lesson, and abandons all discussion of literature, there will be no further disciplinary actions taken against her, Billiard said. “We’re about goodwill here. We recognize that teachers can change. But she’s got to start doing what works.”
Testing official Vance Verveen noted that, according to readability formulas, To the Lighthouse scored well above the post-college-graduate level. “We’re all for challenge,” he said, “but this was beyond the pale. You can see for yourself,” he added, displaying an interface on a screen and pasting in the novel’s second paragraph. “You see that the Flesch-Kincaid grade level—which is research-based, mind you—comes to 26.7. Twenty-six point seven! And we’ve got kids three years behind grade level. Granted, it’s an honors class, and those kids are more advanced, but still, they’ve got to be made to feel successful. That’s what our tests are for. I wouldn’t feel successful if someone made me read that.”
To feel successful, according to Verveen, students should take daily multiple-choice tests at their current level, which gradually increases as they practice the requisite skills. “You’ve got to let them know that they’re good at what they know how to do,” he said. “That’s the ultimate message. Then you coax them into doing just a little more, and a little more. Little steps toward big gains,” he said, patting his pocket. “Little steps.”