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Mr. Bauer’s Classroom Edit display name

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I work at an exceptionally diverse urban high school in Virginia with students who struggle heavily with reading. They fall into one (or occasionally two) of the following categories: 1) They are ESOL students, in the U.S. in refugee visa status; 2) They have been identified for special education services with a documented disability or reading/language deficit; 3) They are native speakers who may not have an IEP, but are still in great need of reading support and remediation. All of my students have shown me, again and again, just how witty and sharp they are, and just how much they have to offer. I approach our work and time together with two goals in mind: 1) that they gain all of the essential reading skills that they need for success in the curriculum and in life, and 2) that they learn to conceive of themselves as someone who reads, someone who can approach the world with a critical eye.

About my class

I work at an exceptionally diverse urban high school in Virginia with students who struggle heavily with reading. They fall into one (or occasionally two) of the following categories: 1) They are ESOL students, in the U.S. in refugee visa status; 2) They have been identified for special education services with a documented disability or reading/language deficit; 3) They are native speakers who may not have an IEP, but are still in great need of reading support and remediation. All of my students have shown me, again and again, just how witty and sharp they are, and just how much they have to offer. I approach our work and time together with two goals in mind: 1) that they gain all of the essential reading skills that they need for success in the curriculum and in life, and 2) that they learn to conceive of themselves as someone who reads, someone who can approach the world with a critical eye.

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