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ERIC Number: ED451505
Record Type: Non-Journal
Publication Date: 2000-Sep
Pages: 174
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-325-00249-5
More Than Meets the Eye: How Relationships Enhance Literacy Learning.
Skolnick, Donna
Why does one classroom hum with productivity and enthusiasm and the one next door sag under the weight of the work? To understand the invisible forces within a classroom of busy children, people must look beneath the surface to the relationships that shape behavior and determine daily patterns of teaching and learning. This book focuses on the web of relationships that define the classroom environment: the relationship between teacher and student; the relationship between and among the students; the relationship between the teacher and the reading-writing curriculum; and the relationship between the student and the reading-writing curriculum. Citing recent research and classroom examples, the book illuminates the importance and potential of each of these key relationships and offers practical, classroom-tested ways to build and strengthen them. It strives for a deeper understanding of what supports readers and writers as they grow. Following a Foreword (Ralph Fletcher), chapters in the book are: (1) The Role of Relationships in Literacy Learning; (2) The Relationship between the Teacher and the Student; (3) Getting to Know Each Child; (4) The Relationships between and among the Students; (5) Developing a Sense of Membership; (6) The Relationship between the Teacher and the Curriculum; (7) Making Our Reading and Writing Visible in the Classroom; (8) The Relationship between Students and Curriculum; (9) Nurturing the Relationship between Students and Literacy; and (10) Other Relationships That Affect Our School Lives. Contains an Epilogue, a 55-item bibliography, and a 15-item bibliography of children's literature. (NKA)
Heinemann, 88 Post Road West, P.O. Box 5007, Westport, CT 06881 ($18). Tel: 800-793-2154 (Toll Free); Web site:
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A