| |
| |
| Acknowledgments | |
| |
| |
| Using This Book | |
| |
| |
| |
| The Teacher, the Student, the School | |
| |
| |
| Beginnings | |
| |
| |
| Teacher, Student, School: The Dance of the Three | |
| |
| |
| The Teacher/Learner | |
| |
| |
| The Student/Learner | |
| |
| |
| The School | |
| |
| |
| References | |
| |
| |
| |
| What It Takes to Be a Teacher | |
| |
| |
| From Expert Learner to Novice Teacher | |
| |
| |
| What a Teacher Needs to Do | |
| |
| |
| Beginning Your Life in the Classroom | |
| |
| |
| The Politics of School | |
| |
| |
| Discipline | |
| |
| |
| Classroom Environment, Room Arrangement, Creature Comforts, Food | |
| |
| |
| A Few Other Things: Getting Started, Openings, Voice, Body, Touch, Dress | |
| |
| |
| Teaching as Failing | |
| |
| |
| References | |
| |
| |
| |
| Planning for Your Teaching | |
| |
| |
| Five Models of Teaching | |
| |
| |
| Teaching Their Eyes Were Watching God and the Five Models | |
| |
| |
| It Didn't Work | |
| |
| |
| Creating Activities | |
| |
| |
| "Central School": From Poem to Plan to Class | |
| |
| |
| The House on Mango Street: From Chapter to Plan to Class | |
| |
| |
| A Brief Word on Creating Tests and Test Items | |
| |
| |
| The Place of Standards in Your Planning | |
| |
| |
| A Final Caution About Planning | |
| |
| |
| References | |
| |
| |
| |
| Those Whom We Teach | |
| |
| |
| No One Ever Said It Was Going to Be Easy | |
| |
| |
| The Tough Times of Teaching: Apathy and Violence | |
| |
| |
| Two Researchers on Students: William Glasser and Linda McNeil | |
| |
| |
| The Alienated Student: Not Always Who You Think | |
| |
| |
| Three Students: Marianna, Antoine, and Marc | |
| |
| |
| One Teacher's Strategy for Dealing with Alienated Students: "Big Bucks" | |
| |
| |
| The Average Student: Lost in the Middle | |
| |
| |
| The Gifted Student: Burdens and Responsibilities | |
| |
| |
| The Delicate Contract with Students | |
| |
| |
| Two Students: Tanya and Barry | |
| |
| |
| References | |
| |
| |
| |
| The World of Literature: Teaching and Selecting | |
| |
| |
| The Fear of Not Knowing Enough | |
| |
| |
| Literature: The Heart of Language Arts | |
| |
| |
| Schools of Literary Criticism: Why You Should Care | |
| |
| |
| The Four Schools: What to Do? | |
| |
| |
| Transactional Theory/Reader Response | |
| |
| |
| Organizing Literature | |
| |
| |
| Looking at Fiction: Novels and Short Stories | |
| |
| |
| The Lure of Nonfiction: Literary and Informational | |
| |
| |
| Teaching and Selecting Poetry | |
| |
| |
| The Power of Drama | |
| |
| |
| Using Shakespeare | |
| |
| |
| Building Bridges to Adult Reading: The Place of Young Adult Literature | |
| |
| |
| New Kid on the Block: The Graphic Novel | |
| |
| |
| The Specter of Censorship | |
| |
| |
| Using Literature: Some Teaching Tips | |
| |
| |
| A Final Note on Choosing Literature | |
| |
| |
| A Story: Thurman and Architectural Digest | |
| |
| |
| References | |
| |
| |
| Resources | |
| |
| |
| |
| Words, Words, Words | |
| |
| |
| It Ain't Necessarily So: The English Language Arts Teacher as Language Expert | |
| |
| |
| Prescriptive Versus Descriptive: The World of Linguistics | |
| |
| |
| Spelling and Vocabulary | |
| |
| |
| The Five Grammars | |
| |
| |
| So What Do We Do About Teaching Grammar? | |
| |
| |
| English Language Learners | |
| |
| |
| Language Play/Language Games | |
| |
| |
| Sentence Combining | |
| |
| |
| Students' Right to Their Own Language | |
| |
| |
| The Language of Hate | |
| |
| |
| The Glory of Language | |
| |
| |
| References | |
| |
| |
| |
| Writing and Rewriting | |
| |
| |
| Fifth Period, Wednesday Afternoon | |
| |
| |
| A Traditional Model of Teaching Writing | |
| |
| |
| A New Model of Teaching Writing | |
| |
| |
| When Students Have a Choice: Getting Writing Ideas | |
| |
| |
| When Students Have No Choice: Writing on Demand | |
| |
| |
| Writing Groups: Questions, Answers, and Reasons | |
| |
| |
| Conferencing with Students | |
| |
| |
| The Place of Correctness and Grammar in Its Place | |
| |
| |
| Now They've Written It-What Do You Do with It? | |
| |
| |
| Creating and Using Rubrics | |
| |
| |
| Using a Writing Portfolio | |
| |
| |
| The Wonderful and Varied Journal | |
| |
| |
| The Research Paper | |
| |
| |
| What We Are About as Teachers of Writing | |
| |
| |
| References | |
| |
| |
| |
| The Craft of Questioning | |
| |
| |
| The Power of Talk | |
| |
| |
| Questions That Teachers Ask | |
| |
| |
| The Questioning Circle | |
| |
| |
| Beyond Hierarchies: Questions You Don't Want to Ask | |
| |
| |
| Questioning Behaviors | |
| |
| |
| When Questions Don't Work | |
| |
| |
| Questions That Students Ask | |
| |
| |
| References | |
| |
| |
| |
| Media Literacy | |
| |
| |
| Issues in Media Literacy | |
| |
| |
| Computers | |
| |
| |
| The Internet | |
| |
| |
| Television | |
| |
| |
| Film | |
| |
| |
| The Popular Culture and Media Literacy | |
| |
| |
| References | |
| |
| |
| Resources | |
| |
| |
| |
| A Question of Ethics | |
| |
| |
| English Class as Ethics Arena? | |
| |
| |
| Ethical Issues for the Classroom Teacher | |
| |
| |
| Breaking the Rules | |
| |
| |
| Being and Becoming an Ethical Teacher | |
| |
| |
| References | |
| |
| |
| |
| Teaching Today | |
| |
| |
| Things Have Changed/Things Have Stayed the Same | |
| |
| |
| Four Contemporary Challenges | |
| |
| |
| Staying in the Classroom | |
| |
| |
| The End of the Lifetime Teacher? | |
| |
| |
| Making the Journey | |
| |
| |
| References | |
| |
| |
| Index | |