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DOCUMENT RESUME ED 357 367 CS 213 822 AUTHOR Gill, Kent, Ed.; And Others TITLE Ideas for the Working Classroom. Classroom Practices, Vol. 27. INSTITUTIC'N National Council of Teachers of English, Urbana, Ill. REPORT NO ISBN-0-8141-2257-4; ISSN-0550-5755 PUB DATE 93 NOTE 187p.; Edited with the Committee on Classroom Practices. AVAILABLE FROMNational Council of Teachers of English, 1111 W. Kenyon Rd., Urbana, IL 61801-1096 (Stock No 22574-3050; $9.95 members, $12.95 nonmembers). PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052) Collected Works General (020) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS Class Activities; *English Instruction; Higher Education; Instructional Innovation; *Interdisciplinary Approach; Lesson Plans; *Literature Appreciation; Secondary Education; Self Esteem; *Social Problems; *Teaching Methods; Theory Practice Relationship IDENTIFIERS Student Empowerment ABSTRACT Based on successful classroom practice, the 31essays in this book describe methods for teaching Englishand language arts while increasing students' self-esteem andrespect for others, awareness of social issues, appreciation of literature, understanding of connections among disciplines, and involvement inthelr own learning. Essays in the book are: "Diversityand Community in the Classroom" (Beverly A. McColley); "Sharing Lives"(Edythe H. Schwartz); "Cresting for Characterand Community" (Rose Cherie Reissman); "A Positively Rewarding Experience"(Beverly Wilkins); "The Fifty-Mile Radius Project" (TheodoreF. Fabiano and F. Todd Goodson); "Investigating Society'sProblems in the English Class" (Jim Burke); "Objectivity and Prejudicein Writing about AIDS" (Gerald F. Luboff); "Introducing Gayand Lesbian Issues in Freshman Composition" (Thomas Dukes); "Peelingan Onion without Tears" (Phyllis B. Schwartz); "Toward 'Discussions withOneself'" (Joanna Schultz); "An Evolution in the English Class" (DanielD. Victor): "Walk on a Rainbow Trail" (Joel Kammer);"Teaching Shakespeare in the Inner City" (Elise Ann Earthman); "Offering Literaturewith Respectful Deception" (Carol Meinhardt); "The CollaborativeTerm Paper" (JoAnna Stephens Mink); "Connectingwith the Classics" (Barbara Jones Brough); "On Teaching Poetry" (Perry Oldham); "Transcendentalists Run for President" (GaryA. Watson); "Biography in Verse" (Myra Zarnowski); "Booktalks:Leave Them to the Students" (William R. Mollineaux); "ConnectingContent and Context through the Cento" (G. Douglas Meyers); "The Year in Review"(Ronald Barron); "Rx for an Anemic Classroom" (Kathy Coffey); "Takingthe Flat Out of Teaching" (Larry R. Johannessen); "Reportinga Metaphor" (Susan Reese Brown); "Harmony and Excitement throughAdolescent Literature" (Sarah K. Herz); "Attracting Students to Reading" (KathyAllen); "Teacher's Loss, Students' Gain" (Diann Gerke); "From DonutHoles to Details" (Dael Angelico-Hart); "Thank You, Please"(Susan Reese Brown); and "The Contemporary Challenge" (Rose Rosenthal).(RS) EN. e4Or - ".. , c."Maler , , r 4' ..or MA e . o r AIL i n - Num/ 1a. sroo Classroom Practices in Teaching English, Vol. 27 a. Kent Gill, editor, and the Committee on Classroom Practices \-_ A11111.1m..0- WiOPY MAW THIS "PERMISSION TO REPRODUCE U.S. DEPARTMENT OF EDUCATION BY Research and Improvement MATERIAL HAS BEEN GRANTED Office of Educational INFORMATION EDUCATIONAL RESOURCES CENTER (ERIC) echis document has been reproduced as moonrisd from the person or organization originating it C Minor changes have been made to Improve fPrOduction Qualify in this deem. TO THE RESOURCES Points of vatv. or optniona litited EDUCATIONAL represent Wheal CENTER (ERIC)." MOM 00 not efeeStahly INFORMATION OE' posrfron or policy Ideas for the Working Classroom No NCTE Committee on Classroom Practices Kent Gill, Chair, Black Butte School, Camp Sherman, Oregon Edgar H. Thompson, Emory and Henry College, Emory, Virginia Jackie Proett, Emerson Junior High School, Davis, California Louann Reid, Douglas County High School, Castle Rock, Colorado Jackie E. Swensson, Executive Committee Liaison, Meritt Hutton Junior High School, Thornton, Colorado Michael Spooner, NCTE Staff Liaison 1 4 Ideas for the Working Classroom Classroom Practices in Teaching English Vol. 27 Kent Gill, Editor, and the Committee on Classroom Practices National Council of Teachers of English 1111 W. Kenyon Road, Urbana, Illinois 61801-1096 Fl Grateful acknowledgment is made for permission to reprint: "First Snow in Alsace" from The Beautiful Changes and Other Poems, copyright 1947 and renewed 1975 by Richard Wilbur, reprinted by permission of Harcourt Brace & Company. NCTE Editorial Board: Keith Gilyard, Ronald Jobe, Joyce Kinkead, Louise Phelps, Gladys Veidemanis, Charles Suhor, Chair, ex officio, Michael Spooner, ex officio Cover Design: R. Maul Interior Design: Doug Burnett Production Editor: Michelle Sanden Joh las Manuscript Editors: Humanities & Sciences Associates NCTE Stock Number: 22574-3050 0 1993 by the National Council of Teachers of English. All rights reserved. Printed it, the United States of America. It is the policy of NCTE in its journals and other publications to provide a forum for the open discussion of ideas concerning the content and the teaching of English and the language arts. Publicity accorded to any particular point of view does not imply endorsement by the Executive Committee, the Board of Directors, or the membership at large, except in announcements of policy, where such endorsement is clearly specified. Library of Congress Catalog Card Number 85-644740 Contents Introduction ix I Respecting Ourselves and Others 1 1. Diversity and Community in the Classroom 3 Beverly A. Mc Colley 2. Sharing Lives 6 Edythe H. Schwartz 3. Cresting for Character and Community 11 Rose Cherie Reissman 4. A Positively Rewarding Experience 13 Beverly Wilkins 5. The Fifty-Mile Radius Project 16 Theodore F. Fabiano and F. Todd Goodson II Exploring Social Issues 21 6. Investigating Society's Problems in the English Class 23 Jim Burke 7. Objectivity and Prejudice in Writing about AIDS 30 Gerald F. Luboff 8. Introducing Gay and Lesbian Issues in Freshman Composition 34 Thomas Dukes III Acquiring a Taste for Literature 43 9. Peeling an Onion without Tears 45 Phyllis B. Schwartz 10. Toward "Discussions with Oneself" 54 Joanna Schultz 11. An Evolution in the English Class 63 Daniel D. Victor vi Contents 12. Walk on a Rainbow Trail 66 Joel Kammer 13. Teaching Shakespeare in the Inner City 75 Elise Ann Earthman 14. Offering Literature with Respectful Deception 82 Carol Meinhardt 15. The Collaborative Term Paper 89 Jo Anna Stephens Mink 16. Connecting with the Classics 95 Barbara Jones Brough 17. On Teaching Poetry 101 Perry Oldham 18. Transcendentalists Run for President 105 Gary A. Watson IV Merging the Disciplines 107 19. Biography in Verse 109 Myra Zarnowski 20. Booktalks: Leave Them to the Students 115 William R. Mollineaux 21. Connecting Content and Context through the Cento 119 G. Douglas Meyers 22. The Year in Review 125 Ronald Barron V Learning in the Active Voice 133 23.Rx for an Anemic Classroom 135 Kathy Coffey 24. Taking the Flat Out of Teaching 140 Larry R. Johannessen 25. Reporting a Metaphor 146 Susan Reese Brown 26. Harmony and Excitement through Adolescent Literature 150 Sarah K. Herz Contents vii 27. Attracting Students to Reading 155 Kathy Allen 28. Teacher's Loss, Students' Gain 158 Diann Gerke 29. From Donut Holes to Details 161 Dael Angelico-Hart 30. Thank You, Please 164 Susan Reese Brown 31. The Contemporary Challenge 167 Rose Rosenthal Editor 169 Contributors 171 Cis ix Introduction For this, the twenty-seventh volume in the Classroom Practices series, we wish to celebrate successful teaching practices in English and the language artsto reaffirm the competence that resides at the classroom level. We present these essays as representative of the efforts of ingenious, dedicated teachers everywhere, who use solii,d pedagogy and creativity to prepare student-centered activities. There is indeed something to celebrate! Late in 1990, the committee completed its review of seventy- eight papers, offered as descriptions of successful classroom practice. Shortly thereafter, I read the article, "The Best Schools in the World," in the December 2, 1991, issue of Newsweek (47-48). It seemed like serendipity that the qualities which marked these acclaimed interna- tional programs were the same qualities that had drawn us to the best reports of English classroom practices: A natural system of learning by doing rather than by reductive drill. A nurturing of learner independence and responsibility. An integration of academic disciplines or branches of disciplines that focuses on theme, meaning, or idea. A collaboration of learners. An emphasis on practicality and connection with real life. An exploitation of error for learning rather than for penalty. This conjunction of circumstances was most reassuring. It attested to something we already believedthat good English teachers do indeed know what they are doing. The evidence in these papers reveals teachers who learn from their experiencesinventing, adapting, and refining practices as they are guided by their students' responses. Even though they are not being rigidly experimental, they are applying the essence of research in developing and fine-tuning their teaching behavior and the activities they propose for their classes. In these descriptions of classroom practice, the writers provide us, of course, with the sequences, the procedures, and the materials, so that we can replicate their lessons. Then
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