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A number of adults were interviewed about memories of their favorite teachers. While many could remember specific instances of connections of learning had occurred, there were only 20 who could clearly remember and articulate this form of remembering. From this relatively small group, the dominant and most enduring memory was one of emotional introspection. This memory was enduring because it was an active constituent in their daily life. While these teachers used a variety of teaching approaches in their teaching of reading, one of the commonalities as recalled by this group of respondents was that they all used some form of a literature based approach. This daily ritual of reading to the class was also accompanied by a sharing of responses. This process by which they discussed plots and characters and interacted with their teacher on a personal level became an over-arching reflective process of memory in action. This self-monitoring process was characterized by the following set of perceived beliefs: the ability to see others in a clearer light; the ability to see themselves in a clearer light; and the ability to see the relationship between themselves and others as intimate distance. Includes 15 references. (PM)

Descriptors: Communication Skills, Discussion (Teaching Technique), Elementary Education, Reading Instruction, Student Attitudes, Student Reaction, Teacher Behavior, Teacher Student Relationship, Thinking Skills

Full text at: http://www.aare.edu.au/02pap/fit02492.htm.









Autor: Fitzsimmons, Phil

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=5396&id=ED478114







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