Some elementary school teachers avoid poetry because they believe it is too difficult for students to understand, they fear that poetry is too boring to generate enthusiasm for reading and writing, or they worry that they don’t have the knowledge to teach poetry effectively. This lack of confidence and enthusiasm for poetry has led to a situation in which pupils are not inspired to read or write poetry for pleasure. What a shame!
Poetry changes the way the reader and the writer view the world. It helps students see differently, develops their critical thinking skills, and promotes personal connections. It provides many opportunities for students to define their relationship to the world and to others in it, as well as to become capable, perceptive writers. Even children who struggle with written expression and who don’t like writing, find a voice in poetry. Without opportunities to explore poetry, students may be missing out on these possibilities for growth.
Teachers committed to delivering poetry in the classroom understand the benefits because they have witnessed its power to educate, inspire and motivate. There are many ways to encourage students to embrace poetry. In my experience, the most effective method is to have students write their own poems. Following are two short lessons for plunging into poetry.
Writing poetry can be a rewarding and enjoyable experience for students, and these lessons demonstrate that poetry can be simpler than it seems for teachers
References
Heller, R. Behind the Mask A Book About Prepositions. New York: Grosset & Dunlap, 1995.
Myers, Christopher A. Black Cat. New York: Scholastic Press, 1999.
Chris Colderley
Chris Colderley currently teaches Grades 4 and 5 Language Arts at Pauline Johnson P. S. in Burlington, Ontario. He is a 2012 Book-In-A-Day International Fellow, and has conducted several workshops on teaching writing to junior students and using poetry in the classroom. His poetry has appeared in Inscribed Magazine, Möbius: The Poetry magazine, Maple Tree Literary Supplement, Quills Poetry Magazine, and Tower Poetry.
This article is from Canadian Teacher Magazine’s May/June 2012 issue.