Literaturnachweis - Detailanzeige
| Autor/in | Sanacore, Joseph |
|---|---|
| Titel | What To Look for in Whole Language Content Area Classrooms. |
| Quelle | (1995), (15 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Leitfaden; Classroom Environment; Classroom Observation Techniques; Secondary Education; Student Centered Curriculum; Teacher Administrator Relationship; Teacher Evaluation; Teacher Student Relationship; Whole Language Approach |
| Abstract | For better or worse, administrators observing classroom teaching is a leadership priority in many American schools. In a whole language environment, a variety of activities are usually occurring simultaneously. Goals are therefore needed to provide instructional direction and to clarify for observers, the teacher, and students why the students are doing what they are doing. The students and the teacher who are immersed in a whole language perspective are constantly negotiating and sharing the learning-teaching process. Whole language teachers' definition of classroom structure is usually flexible, and often subtle, but it nonetheless is an influential force affecting their students' literacy learning. Organizational approaches such as whole-class instruction, strategy groups, and individual or small-group research activities represent a blending of direct instruction and immersion. Those observing whole language classrooms should be aware that organization is demonstrated in a variety of ways to support students' literacy learning across the curriculum. When observing activities involving classroom libraries, observers should be prepared for a flexible structure involving student mobility, immersion, discussion, and productive noise. Observers should also be prepared for a diversity of writing immersion and should compliment teachers for their flexible efforts. Whether students are writing, reading, talking, or listening, the emphasis is on interactive, meaning-focused learning. Teachers and administrators should realize that the whole language perspective takes time. It is especially effective when students sense that teachers truly value what they can do and care about them as "whole" people. (RS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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