Document Type
Article
Publication Date
1-1-2011
Abstract
One seventh-grade English language arts teacher engaged in teacher research in order to become a more understanding, responsive, and confident instructor. Systematic inquiry into her own practice revealed a conflict between what students perceived as their literacy needs and desires (discrete reading skills) with what she perceived to be important and valuable (deeper literary understandings through reflective response to literature). The teacher sought to address the conflict by listening closely to students' talk, orchestrating activities to blend reading skills with responses to literature, and negotiating class conversations to produce knowledge.
Recommended Citation
Schaefer, M. B. (2011). Becoming a good teacher: Struggles from the swampland. Voices from the Middle, 19(1), 41-45.
Included in
Curriculum and Instruction Commons, Language and Literacy Education Commons, Teacher Education and Professional Development Commons
Comments
Copyright © 2011 National Council of Teachers of English. Schaefer, M. (2011). Becoming a good teacher: Struggles from the swampland. Voices from the Middle, 19(1), 41-45. National Council of Teachers of English (pub.). Retrieved from http://www.ncte.org/journals/vm/issues/v19-1