We will not be able to cover every question, but, hopefully, this might raise a few more questions. If not, it is a bit of homework to prepare for tomorrow.
Join us tomorrow on the #engchat hash tag at 8.30pm tomorrow.
General Philosophy Questions
- Do we teach too much Shakespeare? Do we destroy students' interest through constant reference to it?
- Do we teach too little Shakespeare? Are a few scene enough to teach a play?
- Why is Shakespeare selected over other major writers? Dickens? Austen?
- Is there an optimum age for teaching Shakespeare?
- Can you really teach Shakespeare effectively in a classroom environment?
- Why should we teach Shakespeare when a student struggles to read Standard English?
- Should every student study a play by William Shakespeare?
- Do we teach Shakespeare correctly these days?
- Has the teaching of Shakespeare improved or decreased over the years?
- Students do not have the linguistic ability, or the contextual understanding, to decode and
- Do we spoon feed students too much where Shakespeare is concerned?
- Do we prepare students enough for analysing Shakespeare at KS5?
- Are we too narrow with the texts we select?
- Does teaching Shakespeare at primary school have benefits?
- Does the learning about the language really matter when students know the story?
- Did the KS3 SATs' paper help students with their analysis of texts?
- Should we really teach Romeo and Juliet when is covers some very adult content and issues?
- Should Shakespeare be just for the academic students?
- Does Shakespeare take up too much time? Should we work on modern texts rather than older texts?
Questions about the teaching
- How do cope with the length of the texts? What strategies do you employ?
- How do you get students hooked?
- How do you avoid constant translation of text?
- What is the one play that works time and time again?
- How do you get students to write about the language effectively without student repeating things you have highlighted?
- Which texts work better with boys? Girls? Top sets? Bottom sets? KS3? KS4? KS5?
- How do you teach Shakespeare as a dramatic text? Do you teach it in the same way as a modern play?
- How do you overcome the language barrier?
- How do you prevent constant annotating of the text?
- In what order do you teach things about a Shakespeare play? Themes. Structure. Language.
- How do you stretch the most able when teaching a Shakespeare play?
- How do you combat the film version dominating a student's understanding of a play? For example: R+J film often leads student to talk about guns.
- How do you teach a play creatively?
- What do you recommend people never do when teaching a Shakespeare play?
- How do you make comedies funny in the classroom?
- How do you spruce up the reading of the play?
- How can we get students confident enough to talk creatively about a play?
- How do you cover the large amount of allusions (classical, historical) featured in texts? Do you explain every one?