Who Owns the Learning?
|Matt Renwick||Oct 20, 2019|
In this newsletter, we examine the importance of involving students in classroom instruction.
The title for this newsletter comes from Alan November’s book of the same name. It’s an excellent read, perfect for inspiring student-centered instruction.
The status quo for classroom libraries is the teacher in charge of the design. But what if students were involved too? I think aloud about this topic in this post.
The previously linked post was sparked by another post, Readers, in Spite of School, by Donalyn Miller for The Nerdy Book Club blog.
The National Council of Teachers of English (NCTE) published a position statement on classroom libraries; they also call for student involvement.
In an excerpt from Reading Essentials, Regie Routman describes the process for setting up an accessible, student-involved classroom library.
Regie Routman has recorded an audio version of all of her stories from her most recent publication, Literacy Essentials, available here.
Are we educators or liberators? Do we impart knowledge, or do we help reveal the strengths already within students? I explore these questions in this post.
“Educators as liberators” was suggested during a talk I recently heard by Dr. Joe Schroeder. You can find his book about servant leadership, Labor of Love, here.
Teaching Tolerance magazine published an article this fall about the importance of representation and diversity when creating classroom libraries.
Kappan Magazine shared two stories in this article of rural education systems that tailored and integrated student supports to reach every child.
Classroom libraries are becoming more common in schools. Access to quality literature is a good thing. What might be the next step? In this article, we re-examine the role of the student in organizing these literacy spaces.
Principals sometimes describe themselves as “lead leaders”. But if we are not changing, are we truly learning? Consider action research as an approach to professional inquiry in this article.
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