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ERIC Number: ED440049
Record Type: Non-Journal
Publication Date: 1999-Nov
Pages: 4
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Incorporating Student Voice into Teaching Practice. ERIC Digest.
Kordalewski, John
In some classrooms, student voices are barely heard while teachers monopolize classroom talk, and knowledge is treated as residing entirely with the teacher. This Digest explores different ways in which student voices can be heard in the classroom. Negotiating a curriculum is one means through which students share authority in the classroom. Negotiation promotes student engagement, exploration, and reflection and helps teachers meet students where they are. Specific pedagogies acknowledging the importance of student voice have developed within particular disciplines. One of the most well-known is the writing process approach to teaching writing. Students' cultural identities are also crucial dimensions of student voice. For students who belong to subordinated groups, honoring their voice within the classroom assumes special significance. Building on what students know is a key component of culturally relevant teaching. Ultimately, the question for teachers is not simply how to incorporate student voices into classroom activities, but how to assist in the growth of those voices. This can entail using specific teaching methods as well as creating situations in which students express their voices beyond the classroom. (Contains 22 references.) (SM)
For full text: http://www.ericsp.org.
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Teaching and Teacher Education, Washington, DC.