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The use of Literature in the Classroom

The use of Literature in the Classroom. By Richard Patao. Expectations. At first…. Incorporating literature = yes Hope teachers do this Age-old problem. Do Teachers use it?. Questionnaire. What are your beliefs/philosophies about using/teaching/incorporating literature in the classroom?

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The use of Literature in the Classroom

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  1. The use of Literature in the Classroom By Richard Patao

  2. Expectations

  3. At first… • Incorporating literature = yes • Hope teachers do this • Age-old problem

  4. Do Teachers use it?

  5. Questionnaire • What are your beliefs/philosophies about using/teaching/incorporating literature in the classroom? • What goals/criteria drive your selection and usage of certain texts? What do you want to accomplish with those texts? • What constraints exist when you’re trying to incorporate literature in your classroom?

  6. Results • 2 responses received

  7. Response 1 Philosophy • “My personal belief and philosophy are out of sync with current curricula practices.” • “Also, due to DRAMA becoming separate from literature, it appears that not all students will have equal opportunity to fully experience aspects of literature.”

  8. Response 1 Goals • “Too difficult to answer - The texts are already decided for us. (We) have little input as classroom teacher.”

  9. Response 1 Constraints • “The curriculum”

  10. Response 2 Philosophy • “I pick a topic or theme to deal with and explore, and then I use texts to underline or to examine the theme.” • “I want students to THINK, and I use texts to help them think, to see others’ sides of an argument, and to reform their opinions.”

  11. Response 2 Goals • “I pick texts to contrast with what they already know or believe.”

  12. Response 2 Constraints • “Kids don’t read” • “The school doesn’t have enough copies to check out”

  13. What does this mean?

  14. Conclusions • Response 1: pressures of curriculum • “When curricula are written outside the school setting, the role of the teacher in the curriculum-development process becomes an issue” (Shkedi 719). • Advocates drama and literature

  15. Conclusions (cont.) • Response 2: relevant critical analysis • “This growing body of research indicates that when students become cognizant of using a theoretical lens as a strategy for constructing meaning from text, they can begin to further question the cultural and ideological influences at work in a text, as well as the influence of their own values and beliefs in this transaction” (Eckert 113). • Text to open doors

  16. Works Cited • Eckert, Lisa Schade. “Bridging the Pedagogical Gap: Intersections Between Literary and Reading Theories in Secondary and Postsecondary Literacy Instruction.” Journal of Adolescent & Adult Literacy 52.2 (2008): 110-118. Education Research Complete. Web. 10 May 2012. <http://web.ebscohost.com.ezproxy.umuc.edu/ehost/detail?sid=fa003c71-6bb4-44ad-9e06-ef5435c03805%40sessionmgr13&vid=1&hid=18&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=ehh&AN=34775907>. • Shkedi, Asher. "Curriculum And Teachers: An Encounter Of Languages And Literatures." Journal Of Curriculum Studies 38.6 (2006): 719-735. Education Research Complete. Web. 10 May 2012. <http://web.ebscohost.com.ezproxy.umuc.edu/ehost/detail?sid=05f8cff6-4ce2-436c-bb81-dc98da5b064f%40sessionmgr12&vid=1&hid=18&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=ehh&AN=23311394>.

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