Voices from the Middle - Volume 7, Issue 2, 1999

Describes some uses skillful teachers have developed for the unassuming post-it note in assessment, reading, and classroom-based inquiry. Discusses how these uses represent some of the most significant positive trends in literacy instruction for early adolescents, and show increased concern for personalization in an educational system that has of late been more concerned with standardization.

Points out the powerful basic truth that respect is a healer. Notes that fear is not a synonym for respect, and that increasing respect for kids and for adolescence itself would automatically create better communication. Argues that all literature, be it about children, teenagers, or adults, should reflect some truth about what is rather than what people wish to be.

Describes the author’s first year of teaching (1972). Discusses six lessons she learned, including how: (1) collaboration and choice build ownership and enthusiasm; (2) excitement and passion are vital supports for learning; (3) reading and writing for audiences beyond the classroom are powerful motivators; and (4) openness to new ways of viewing things builds vitality in learning environments.

Describes why technology will be the author’s essential carry-on luggage into the new millennium.

Presents conversations between the authors (public school teachers and participants in a graduate level teacher action research course) and six people in language education who have greatly affected the teachers’ work (Dixie Goswami, Tom Newkirk, Donald Graves, Nancie Atwell, Linda Rief, and Tom Romano) regarding issues these leading educators consider the greatest challenges.

The articles in this themed issue, “Carry-on Luggage: What to Take into 2000 and Beyond, Beers asks, “What must we have with us in the year 2000 and beyond if we are to be the language arts teachers our middle school students deserve?” Responses include reflections on everything from response theory to Post-it notes. What will you take with you?