ERIC Number: ED333442
Record Type: Non-Journal
Publication Date: 1990
Reference Count: N/A
Teaching Literature: From Clerk to Explorer. Report Series 5.1.
Many schools expect teachers to act as curriculum clerks, carrying out decisions about subject matter and classroom management. A promising new metaphor for professional educators is that of teacher as explorer, the leader of an expedition into unfamiliar territory. The image of explorer changes the perspective on teaching goals and roles and frees instructors to consider new alternatives and traditions which promote exciting practices in the classroom. A classroom illustration demonstrates the theoretical underpinnings and practical possibilities of the "explorer" metaphor. In this classroom students first wrote with a partner about a main character in "Dear Mr. Henshaw" to describe what they thought she was like and to jot down questions they had about her. Following that activity, students reflected independently on the written conversation process, noting what they had learned, questions they still had, and general reactions to the experience. By validating and extending student responses, the teacher can increase their sophistication with language and literature, and make the journey into literature an exploration of life itself. (Ten figures are included; 26 references are attached.) (PRA)
Descriptors: Childrens Literature, English Instruction, Grade 4, Intermediate Grades, Literature Appreciation, Reading Instruction, Reading Teachers, Student Writing Models, Teacher Role, Teaching Models, Theory Practice Relationship
Literature Center, University at Albany Ed B-9, 1400 Washington Ave., Albany, NY 12222.
Publication Type: Opinion Papers; Guides - Non-Classroom
Education Level: N/A
Sponsor: National Endowment for the Arts, Washington, DC.; Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for the Learning and Teaching of Literature, Albany, NY.