Describes how the author uses text-based virtual environments to connect his students to a course. Details his experiences with this innovative technology to explore the development of critical thinking and discussion with high school students. Defines a "MOO" as a text-based virtual environment, a sort of sophisticated chat room complete with its…

Details the use and appeal of Web logs to enhance classroom discussion and allow for outside involvement in the classroom. Defines a Web log, addresses discussing literature in a Web log, and describes the author's first attempts at using Web-log technology. Presents considerations for using Web logs as part of classroom instruction. (SG)

Describes a workshop on "slam poetry" and details how this form of performance poetry can lead students back to the written poem with a renewed sense of connection and understanding. Suggests a class exercise that can be adapted to either a creative writing or a literature unit. (SG)

Demonstrates the value of reading aloud to high school juniors. Provides suggestions to increase the engagement, confidence, and ability of all students in reading challenging texts. Realizes that an individual's reading preferences are dynamic and that it is difficult to define someone as one specific type of reader. (SG)

Considers how misrepresentations of Indian culture can be addressed through the study of Native American oral traditions and literatures. Details the use of literature circles and storytelling in the classroom to combat negative stereotypes and racism. Discusses ways of weaving interpretive threads, examining misconceptions, reading and writing…

Considers how high school students can see reading "The Canterbury Tales" as daunting. Shares a series of units of study "combining the literary and the vulgar" that fully engage the students with the text. Suggests that with a masterpiece like "The Canterbury Tales," students are better served when educators take it apart and let them play with…

Argues that the prevalence of print literacy has diminished the interest in and teaching of oral culture. Describes a storytelling experiences and illustrates the importance of considering oral narrative in the English classroom. Discusses the healing truth of stories, the mental health of adolescents, and the oral tradition and relational values.…

Suggests that authentic discussion is "classroom talk that is purposeful and engaging." Shares two activities that the author has used to create classrooms that are inquiry driven and characterized by an emphasis on dialogue rather than monologue. Describes two activities that utilize seven strategies that are helpful in initiating authentic…

Presents annotations of eight new young adult books (published in 2002) that have each received at least three "best book" citations. Offers a brief synopsis as well as a thoughtful critique of each book. (SG)

Suggests that if educators had a framework for understanding discussion, they might shape discussion in ways that engage students. Describes a study that provides a framework for examining class discussion so they can understand better how discussions shift from teacher-centered (monologic) to teacher/student-centered (dialogic). (SG)

Notes that one of the major challenges facing a new teacher is reconciling all of the education and research with moment-by-moment real-life classroom action. Converts what the authors have learned from students into a set of seven guidelines that should be given to every graduating student teacher. (SG)

Notes English teachers already do communal, even global, work whether or not they are conscious of doing so. Examines both positive and negative consequences of that work and suggests ways of understanding it most effectively. Presents ideas on the theme of this issue, "Talking Literature." Shares a brief essay by Wail S. Hassan in which he argues…

Recollects the author's teaching experiences during the attacks of September 11, 2001. Relives the events that took place in his classroom discussing "White Angel," a short story by Michael Cunningham, in light of the fact that they had no idea what was happening in the area until class was over. Notes that the morning's lesson took on an even…

Describes the author's first teaching year in an eighth-grade literature class in which the students had no interest in the topic. Introduces "authentic talk" to engage the students. Discusses how the students' interest in reading increased as they read and discussed favorite works of children's literature. (SG)

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. (PM)