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In looking for an approach to teaching literature in high school,
teachers largely fall back on the methods that they had experienced
as students. These practices often involve a teacher assigning a
complex work of literature and then assessing students' reading
through in-class recitations or quizzes. Teachers typically
dominate the discourse and sometimes take charge of the task by
reading aloud whole swathes of texts to their students. We know
from our own experience as teachers, supervisors of teachers and
student teachers, and researchers in the field that students are
often bored with these approaches and teachers are frequently
frustrated with learners' unenthusiastic responses to the teachers'
favorite works of literature. There has to be a better way. This
book offers approaches to engage students in productive procedures
for reading complex texts and provides sample activities to allow
learners to practice those procedures.
In looking for an approach to teaching literature in high school,
teachers largely fall back on the methods that they had experienced
as students. These practices often involve a teacher assigning a
complex work of literature and then assessing students' reading
through in-class recitations or quizzes. Teachers typically
dominate the discourse and sometimes take charge of the task by
reading aloud whole swathes of texts to their students. We know
from our own experience as teachers, supervisors of teachers and
student teachers, and researchers in the field that students are
often bored with these approaches and teachers are frequently
frustrated with learners' unenthusiastic responses to the teachers'
favorite works of literature. There has to be a better way. This
book offers approaches to engage students in productive procedures
for reading complex texts and provides sample activities to allow
learners to practice those procedures.
Students will not become enthusiastic readers of literature from a
teacher simply assigning reading tasks and assessing the completion
of the tasks, especially when the assessment takes the form of
threatened quizzes. Instead, as this book shows, teachers have an
obligation to reveal to learners the procedures that skilled
readers follow as they work with and enjoy literature and a further
obligation to help learners to recognize some value in tackling
complex works of literature.
Students will not become enthusiastic readers of literature from a
teacher simply assigning reading tasks and assessing the completion
of the tasks, especially when the assessment takes the form of
threatened quizzes. Instead, as this book shows, teachers have an
obligation to reveal to learners the procedures that skilled
readers follow as they work with and enjoy literature and a further
obligation to help learners to recognize some value in tackling
complex works of literature.
To be successful, teachers of English in grades 6-12 need more than
basic content knowledge and classroom management skills. They need
a deep understanding of the goals and principles of teaching
literature, writing, oral discourse, and language in order to make
sound instructional decisions. This engaging book explores the
pedagogical foundations of the discipline and gives novice and
future teachers specific guidance for creating effective,
interesting learning experiences. The authors consider such
questions as what makes a literary text worth studying, what
students gain from literary analysis, how to make writing
meaningful, and how to weave listening and speaking into every
class meeting. Professional learning and course use are facilitated
by end-of-chapter reflection questions, text boxes, and appendices
showcasing exemplary learning activities.
To be successful, teachers of English in grades 6-12 need more than
basic content knowledge and classroom management skills. They need
a deep understanding of the goals and principles of teaching
literature, writing, oral discourse, and language in order to make
sound instructional decisions. This engaging book explores the
pedagogical foundations of the discipline and gives novice and
future teachers specific guidance for creating effective,
interesting learning experiences. The authors consider such
questions as what makes a literary text worth studying, what
students gain from literary analysis, how to make writing
meaningful, and how to weave listening and speaking into every
class meeting. Professional learning and course use are facilitated
by end-of-chapter reflection questions, text boxes, and appendices
showcasing exemplary learning activities.
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