Like Brittney, I also see a lot of lecture in my CT's classroom. She does engage the students on occasion, especially when they read as a class, but for the most part she lectures and students take notes. This discussion is similar to that found in the McGee article, but I feel that it is less stimulating. Although my CT encourages discussion about a particular piece of literature, she often seems to dismiss ideas and encourage them according to her own preferences. These preferences seem biased and are not very clear.
I have yet to see reading groups. Instead, I have seen many instances of full-class reading (this semester and last). In fact, I lead a full class reading lesson today. My CT does like to incorporate writing and art into her literacy lessons. I think this one of the most effective teaching methods. For example, last semester the students made their own “tall tales” in which they wrote their own stories in the “Jacket” of a paper doll character.
I think that my CT’s positive attitude is something that I will use in my own classroom. She struggles with some aspects of her classroom, but she maintains a positive attitude and is always very enthusiastic about teaching.
1 comment:
I am disappointed to hear that your CT tries to make the students see the different pieces of literature her way. I think that this type of teaching does not let the students explore their own ideas and especially does not let other students respond to those ideas. It also tends to make the students unresponsive during discussion because they do not want to be wrong. I think the type of discussions that I have had that are the most fun and successful are the ones where there are no wrong answers. That way the students both feel like they can say what they feel about the piece or even relate it to something that has happened in their own life. This makes it more meaningful for them, which in the end makes it more interesting.
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