Are We Protecting Students From Our Own Fears?

Thomas Newkirk, the author of The Art of Slow Reading (2011), Holding Onto Good Ideas in a Time of Bad Ones (2009) and Teaching the Neglected “R” (2007, coedited with Richard Kent) joined Dr. Berger to discuss our approach to teaching boys reflecting on the impact of his previous work. Our previous discussion centered on how we can better engage all students to be more passionate about reading and writing. 

His Misreading Masculinity (2004) was cited by Instructor Magazine as one of the most significant books for teachers in the past decade. A former teacher of at-risk high school students in Boston, Tom is Professor of English at the University of New Hampshire, the former director of its freshman English program, and the director and founder of its New Hampshire Literacy Institutes. He has studied literacy learning at a variety of educational levels—from preschool to college. His other Heinemann and Boynton/Cook titles include the NCTE David H. Russell Award winning Performance of Self in Student Writing (Boynton/Cook, 1997), Taking Stock: The Writing Process Movement in the 90s (Boynton/Cook, 1994, coedited with Lad Tobin), and Nuts & Bolts: A Practical Guide to Teaching College Composition (Boynton/Cook, 1993).

In addition, Newkirk is coeditor (with Penny Kittle) of Children Want to Write, which is a collection of Donald Graves’ most significant writings paired with recovered videotapes that illuminate his research and his inspiring work with children and teachers, and coeditor (with Lisa Miller) of The Essential Don Murray, which gathers the most important insights about writing and teaching writing from “America’s Greatest Writing Teacher.”

Thomas Newkirk has been named the 2010 recipient of the Gary Lindberg Award for his outstanding contributions as a faculty member of the University of New Hampshire.

Interview

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