In teaching, there are those rare, transformative moments when a lesson goes beyond the subject, reaching into life itself. This week in my Intensive Reading Strategies class, I experienced one of these moments. As we explored Langston Hughes’ powerful poem, Harlem, I found myself not only teaching about literature but also diving into a conversation about dreams, fears, and the courage to embrace our true selves.
Our lesson centered on a close reading strategy—a powerful method I’m teaching my students to use as they delve deeper into texts. Close reading involves engaging with a text in stages: first, reading for the gist to get an overview, then returning to annotate and uncover key details, and finally, re-reading to pull it all together in a summary. This strategy encourages students to look beyond the surface and gain a richer understanding of any piece of writing.
To bring this strategy to life, I chose Harlem, Langston Hughes’ poignant poem that begins with the question: “What happens to a dream deferred?” Through vivid imagery and metaphors, Hughes explores what happens when dreams and aspirations are put on hold or left unfulfilled. His words ask us to consider the impact of unpursued dreams and how they can wither, fester, or even explode when left unaddressed. As my students analyzed the poem, we discussed how Hughes’ imagery reveals the emotional consequences of stifling one’s goals and passions.
Our conversation turned to fear—specifically, the fear of pursuing our dreams, the risk of failure, and the vulnerability involved in putting ourselves out there. At that moment, one of my students raised a question that caught me off guard: “Miss Wilcher, what are you afraid of?”
There was a pause. I could feel all eyes on me, expectant and curious. I realized they wanted a bit of honesty, a glimpse behind the teacher’s mask. So, I decided to let them in. “I’m afraid of people not liking me,” I admitted. The room fell silent as they listened. For a moment, they seemed surprised that I, their teacher, shared a fear they could understand. I went on to explain that sometimes, this fear of rejection makes me strive too hard for perfection, pushing myself to be a people-pleaser, even when it’s exhausting.
As we unpacked this, our discussion evolved from Hughes’ imagery to real-life experiences. My students and I explored what it looks like to be authentic and the courage it takes to not let the fear of rejection hold us back. They shared their own stories of struggling to fit in, dealing with peer pressure, and finding ways to stay true to themselves in a world that often expects them to conform. It was powerful to see how the poem’s message had sparked such a deep conversation.
Reflecting on this lesson, I realized that I was learning just as much from my students as they were from me. Hughes’ question about deferred dreams reminds us that fears—like the fear of rejection—can delay our goals and hold us back from embracing who we are meant to be. By confronting my own vulnerability in front of them, I hope I showed them that being real with ourselves and others is one of the most important steps toward fulfilling our dreams.
Langston Hughes’ Harlem not only helped my students understand close reading but also brought us all closer to understanding ourselves. Teaching this poem has reminded me that some of the best lessons aren’t in the curriculum but in the connections we build and the courage we find to be honest. As we continue to explore literature together, I look forward to more moments like this—moments that remind us that we’re all just finding our way, one word, one dream, and one step at a time.
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