We know, of course, that you can’t judge a book by its cover. But what about the assumptions we make about certain texts before reading them? Why do we make them, and are they harder to shift? 

One look on social media at the moment, and it’s hard not to see people commenting on books they haven’t read. It’s a curious phenomenon, whereby assumptions load people’s responses to how they may - or, indeed, may not - feel about a book. 

This got me thinking: what about our students? Do they bring their own assumptions to the texts we study in class, and what problems does this come with? 

Judging books before you’ve read them

Most English teachers can easily regale you with tales of first introducing a Shakespeare text to a class with wild enthusiasm, only to be greeted by hormonal moans and groans about how boring or difficult it will be. It is a truth universally acknowledged that someone in every class will declaim, “But it’s too hard!”

But this is the beauty of timeless texts - we have the privileged position of being able to tackle those assumptions head-on, rising to the challenge and showing students that there is something beautiful and relevant to be found in every text: a lesson in humanity, a timely challenge to our views, a life we have not lived. 

Once the preconception of difficulty is removed, an English teacher is more than capable of igniting the pleasure to be found in Shakespeare. 

This doesn’t just come with Shakespeare, though - people make assumptions about books all the time. I’ve been guilty of it myself. But what about our students? What barriers does this present to us in school? 

Making assumptions about texts

It’s an interesting question to unpick with students. It’s always time well spent exploring the assumptions they bring to texts. It allows us a valuable insight into what we’re up against. It also allows us to tackle misconceptions head-on. From students assuming that a book “isn’t for them”, to exploring the significance of a title to a text, we have the opportunity to challenge assumptions, but also teach students a vital lesson: do not judge what you have not read. 

Exploring why we make assumptions also has a valid and important place in the classroom. Are we led by our ideologies? Do our life experiences shape the assumptions we make? Do we have bias towards authors, genders, ideas? 

It’s hard not to be swayed by these things. But the more we draw attention to this, the more of an impact we can make.

We can teach students that, by challenging their own views, they will gain a richer experience from reading a book. It may change minds. It may permit us to live a life we have no real comprehension of. It may not be what we assumed it would be. 

In a time where fake news and uninformed online outrage permeates, it has never been more important to give students real experiences of why assumptions can be at best misleading and at worst dangerous and damaging. 

We owe it to students to show them that there is no greater privilege in life than to have our humanity shaped by the experiences of others. Our assumptions must not be a barrier to this. And we might just become better human beings as a result. 

Amy Forrester is an English teacher and director of pastoral care (key stage 4) at Cockermouth School in Cumbria