Do English Teachers Read Like an English Teacher?

When we delve into the reading practices of English teachers, a common question arises: Do they read like an English teacher, applying a critical and analytical mindset to every text they encounter? The answer is both yes and no, depending on the context and their intentions.

How Do English Teachers Read?

The simple answer is: Yes, and no. It depends largely on whether they are reading for pleasure, instruction, or evaluation. When a teacher reads a published work of fiction or non-fiction, they often bring to the text a critical and analytical mindset. They focus on elements such as theme and meaning, literary devices, character development, context, and critical perspectives. This approach helps them appreciate the text on a deeper level and encourages their students to do the same.

However, when teachers read a student's essay or any other piece of writing that they are grading, the reading process shifts. They are not primarily focused on the literary elements but rather on the adherence to rules of writing, such as grammar, punctuation, and organization. This perspective is essential for teaching and learning, and it informs the teacher's comments and feedback.

Reading for Pleasure vs. Reading for Instruction

When reading for pleasure, English teachers often enhance their experience by analyzing the text critically. They might look beyond the plot to appreciate the writing style, recognize literary devices, and consider the author's context and perspective. For example, a teacher reading The Scarlet Letter by Nathaniel Hawthorne may be more likely to notice and appreciate the author's use of symbolism and imagery, even if this interpretation might lead to some frustration!

But this critical reading is often subconscious and part of the natural experience. The teacher's analytical skills remain deeply ingrained and come naturally, much like a chess player's intuitive moves on the board. They do not need to consciously choose to read in this manner, as it has become an integral part of their reading experience.

The Role of the Teacher as Editor

When reading for instructional purposes, the teacher's role becomes more defined. They are the editor of the writing done in their classroom, ensuring that the text adheres to the rules of writing. This involves more conscious analysis and criticism, which is crucial for imparting knowledge and improving students' writing skills. However, this process adds a burden to the reading experience, as it is intertwined with the need to grade and evaluate the text.

The Pleasure of Reading for Teachers

Beyond the classroom, teachers can and do read for pleasure. This type of reading is different from their instructional reading, as it is more focused on the enjoyment of the text and less on the analytical process. In this setting, teachers can savor the experience and appreciate the nuances of the writing, without the necessity to make didactic comments or assign grades. They can revisit a book and discover new elements that were not previously noticeable, enhancing their understanding and appreciation.

In essence, the reading habits of English teachers are multifaceted. They read for pleasure, instruction, and evaluation, each process requiring a different lens and approach. Whether they are analyzing themes, characters, or grammatical errors, their unique perspective shapes their understanding and interpretation of literary works.

Keywords: English teaching, literary analysis, reading habits