My Unpopular Opinions on Teaching Middle School ELA

Did you know that before I teaching middle school ELA, I was an elementary teacher? When I started teaching middle school, there was no shortage of people who made it clear that they saw my elementary experience as a weakness. I was constantly being told what to do and what not to do, and guess what? I ended up ignoring a lot of it! I knew my experience was valuable. Here are three things I did that not everyone agreed with. We can file these under the category of hot topics in education: they are certainly unpopular opinions, but I stand by them wholeheartedly.

#1 Students Should Engage in Independent Reading Every Day

Trust me, I know that middle school class periods are short. But independent reading is so critical. When I was in the classroom, my students read for 20 minutes out of our 55 minute block. I’ve been asked many times, “How were you getting anything done if your students were spending 20 minutes reading?!” The key was to structure my lessons so that students would apply what they learned during their independent reading time.

I would teach a mini-lesson or practice with a mentor text during the first 35 minutes. Then, students would apply that skill to their independent reading book. Although independent reading during class time is a hot topic in education, I think it can be done in a way that benefits you and your students! It isn’t about waving students off and just telling them to read.

You might be thinking, “Okay, Martina, but how are you holding students accountable during independent reading time? My students would never focus on reading!” One way to do this is by using status of the class to check in on students’ progress and meet with students 1:1 when you notice issues. Another way is to build a reading community in your classroom, so students see reading as the expectation. You can also slowly enhance students’ attitudes around reading and their reading stamina.

#2 Students Should Use Interactive Notebooks With Every Lesson

Another hot topic in education: interactive notebooks. My students and I did interactive notebooks almost every single day. Yep, the whole nine yards. All of the coloring, cutting, gluing, and taking notes. There are a few reasons for this.

First, I loved providing an opportunity for middle schoolers to talk throughout the day. I believe that giving students the option to talk during interactive notebook lessons has a direct and positive impact on their independent reading time. When they have time to talk at the beginning of the lesson, they are more likely to focus and stay silent during their independent reading time. 

Second, interactive notebooks help maintain students’ focus during the lesson and serve as a reference guide later. I noticed when I didn’t use interactive notebooks, students were more likely to disengage: eyes wandering around the room, reaching for their phones, or playing with random items. But when they needed to capture information to write down – they were tuned into the lesson, so they didn’t miss out on the information.

If interactive notebooks sound daunting, take my word for it- students do get better and faster if you keep at it. I promise! 

#3 Don’t Expect Students To Remember What They Learned In Previous Years

My last hot topic about education is that we are doing a massive disservice to students every time we assume they remember something taught in previous years. This might be one of my most unpopular opinions because people often think, “Are you saying we can’t hold students accountable for retaining knowledge? Or expect them to learn at all?” But I promise you, that’s not what I’m suggesting!

It benefits all of us if we assume that students need a review of previously taught topics. That review is an opportunity to reestablish a foundation for previous knowledge and make sure that the foundation is really solid before you build upon it.

Just like my opinions on independent reading and interactive notebooks, this one comes from years of experience. I taught the same students three years in a row, and even in their eighth grade year, I still didn’t expect them to know everything I’d taught them before. I always built in review. The students that remembered the previous lessons always appreciated the review, and the ones who didn’t remember had an opportunity to get on level playing field. 

I think it’s also important to remember that students have bad days or they miss class. It’s hard to keep track of who was here for what lessons, so starting with a review ensures everyone gets the information.

I hope these hot takes on education didn’t scare you off! I know these may not be my most popular opinions, but they served me well in the classroom – and who knows – they might benefit you, too!