In a recent post, I suggested that we have two choices when we meet a student who has difficulty writing: We can accommodate this difficulty by giving the student an alternative way to express herself or we can address the difficulty directly by supporting her writing and maybe giving her more practice at writing than her peers. I am now starting to wonder whether this might also apply to the way that students feel about certain topics.
Let’s take the example of Shakespeare. Many students are likely to express distaste at the idea of studying Shakespeare and I would like to put forward four possible reasons for this.
1. The student genuinely does not like Shakespeare
Perhaps our student has seen a play or two, understood them and come to a decision that Shakespeare is not for him.
2. The student doesn’t like the idea of it
In this case, the student hasn’t studied…
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