I began reading "Teaching to Exceed the English Language Arts Common Core State Standards" (Beach, Thein, Webb) this semester. The opening chapters of this book were particularly useful when it came to considering the issue of text selection in class. I've been musing on the subject of classic literature and the relevance in the classroom. This chapter spoke directly to that issue. While there is nothing directly wrong with classic literature- The Odyssey, Shakespeare, etc.- we cannot only be providing this form of literature in the classroom. These books traditionally came from prominent, white, male writers in either Europe or the United States. We should be broadening our cultural scope far greater. One suggestion was made in the book to not first look at the texts required and then how to apply it to our students, but first look at our students and select texts based on that.
One perspective is never enough for a whole picture.
If students only "encounter...beliefs and attitudes that reinforce their existing ideas," it is far less likely that they will "engage in critical inquiry"(11). If we are, in fact, wanting our students to think critically and REALLY grasp our learning targets, we need them to work with a bit of information that challenges them and helps them to grow as learners.
As teachers, one of our goals should be to help students "reflect on the limitations of their own beliefs" (17). Students bring misconceptions and different beliefs and mindsets into the classroom all the time. We should be providing avenues for them to discuss those differing perspectives, and allow room for them to change their mind.
When I think back on my period of learning in middle and high school, I see myself as a student who felt comfortable with the routine. The traditional learning environment. The traditional texts. I did not feel comfortable when new insights were brought into play that challenged my thinking. However, as I grow and learn more, I'm recognizing that there is a far bigger world out there to see than the one I was settling to see. There were other issues to uncover. There were other points to consider. I wish that I look more into alternative perspectives on so many topics when I was younger. As a result, I'm passionate about creating opportunities that are authentic and real challenges for my students to help them expand that comfort zone and see new things.
So why should my students all read the same materials? It's not like they all come from the same backgrounds and have the same interests in those materials.
But how do I gauge what the students are really getting out of their individual reading? How should I monitor? Free writes? How do I facilitate book discussions when everyone is reading different things? Small groups? Partner reading?
As I'm nearing student teaching and eventual full-time teaching, it is really important for me to put real action and methods to my theories. The big question, then, is HOW? It's a little imposing to consider.
While I'm considering the issue of independent, critical thinking and misconceptions in the classroom, I came across the following clip that got me thinking a little. WARNING: some expletive language.
Scene from Movie About Challenging Thinking
That is a great clip, Gabby. And so relevant for what your post is promoting about the use of literature in the classroom. It's not so someone can say they read X or Y; it's so students can learn to think critically. If a text isn't going to teach students this or inspire them in some way, there's something better out there that will do both of these things.
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