English Journal - Volume 92, Issue 4, 2003

Provides a framework for thinking about issues of adolescence and identity in the English classroom. Presents an adaptable plan for preparing a thematic unit on identity in literature. Concludes that an English teacher should operate as a conduit between the stories that are taught and the stories of students’ experiences, providing students with the opportunity to challenge the roles society sets out for them.

Suggests that a remedial English classroom should be simple, emphasize respect, and make students comfortable. Notes that regardless of the special challenges each student may bring to the classroom, basic language skills improve through practice. Describes a remedial English class, which incorporates journal writing, reading aloud, sustained silent reading, and discussion.

Proposes that when teachers structure the classroom around the student, differentiation starts to happen. Outlines the following suggestions in order to do so: make it meaningful; make it authentic; differentiate content; make it interdisciplinary; and practice what you preach. Concludes that if educators are willing to eliminate ineffective practices, they can find the time to structure instruction around student voices.

Notes that because each student is unique, there is no way to address exceptional students as a group. Relates a story of a student who embraced academics for a short time, with a great negative impact on his social life. Concludes teachers should focus on being “exceptional” themselves.

Describes an oral curriculum constructed to help students develop a personal understanding of literature in a demanding academic program. Notes that an integral part of the International Baccalaureate (IB) program is centered on the need for students to create both oral and written commentaries as part of their assessment. Concludes that this oral curriculum focuses students on the work of hearing their own thoughts.

Suggests that analyses of current assessment practices need to examine the impact that testing has on teaching and the curriculum. Notes that writing assessment drives instruction. Provides basic questions to begin analyses of local and state assessments, and provides one such analysis of Illinois’ assessment. Concludes that educators need to help students examine specious arguments even while tests encourage the opposite.

Explores how positive approaches to reading benefit reluctant readers by connecting important psychological principles about adolescence. Notes that if educators get away from the notion that difficulties signal inadequacy, then they can share complementary strengths with reluctant readers. Suggests that labels harm reluctant readers at a time when they are most sensitive to social comparisons with peers.

Proposes that many times, English language art teachers fail to “mind the gaps” that exist between students’ interest, reading abilities, levels of life experience, and the worlds of the texts they are asked to read as part of the curriculum. Suggests that each piece of difficult text needs a specific bridge tailored to its particular difficulties and the students attempting to cross it. Provides examples of such bridges.

Explains a teacher’s experience with a hearing-impaired student. Describes how teaching methods had to be altered for this student. Notes that this student, her parents, teachers, and peers all contributed to provide a good learning environment.

Notes that a positive impact of the development of academic content standards is that the movement has caused educators to start talking to each other. Proposes that another change resulting from the standards movement is that it removes the textbook from the center of curriculum development. Argues that using standards can create individuality and creativity.

Explains that multicultural literature should be taught because it reflects genuine family, socioeconomic, philosophical, and geographical circumstances. Proposes that students should read to not only include but to affirm multicultural voices. Describes an encounter with two writers and their works in the author’s charter school classroom.

Outlines a correspondence between a college student and a teacher about the challenges and rewards of a teaching career. Notes that good time management allows teachers to do their job effectively in addition to allowing them to maintain a life outside of school. Suggests that in order to keep a positive outlook throughout years of teaching, educators should stay away from negative people.

Suggests that in a constructivist setting, the computer must facilitate social interaction among students and provide for independent acquisition of shared knowledge. Considers how to best use computers in the modern classroom. Proposes that it is the function of the arrangement of the computer pod to provide effective small group instruction