Reframing Resistance in the English Classroom

Autor/inn/en	Vetter, Amy; Reynolds, Jeanie; Beane, Heather; Roquemore, Katie; Rorrer, Amanda; Shepherd-Allred, Katie
Titel	Reframing Resistance in the English Classroom
Quelle	In: English Journal, 102 (2012) 2, S.114-121 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-8274
Schlagwörter	English Instruction; English Teachers; Resistance (Psychology); Classroom Techniques; Learner Engagement; Educational Practices; Instructional Effectiveness; Teaching Methods; Instructional Innovation; Fear of Success; Psychological Characteristics; Guidelines + Suchen Sie Ihr Suchwort? English langauage lessons; Englischunterricht; English language lessons; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Resistenz; Klassenführung; Bildungspraxis; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Educational Innovation; Bildungsinnovation; Leistungsangst; Richtlinien
Abstract	During an observation of a novice teacher in a high school English classroom, one of the authors (Amy Vetter) was reminded that all students are capable of resistance. After attempting to engage students in what she considered to be a thought-provoking anticipation guide and discussion-starter for "Fallen Angels" by Walter Dean Myers, several students rolled their eyes or shrugged and put their head down on top of the blank assignment. After reflective conversations with colleagues, however, these critical incidents involving resistant students became less about self-doubt and blame, and more about figuring out ways to provide opportunities for all students to become engaged participants. After meeting with a group of former English education students and current first-year teachers for a research project focused on how to better prepare high school English teachers, she noticed that dilemmas of resistance were a frequent and common narrative. Student resistance, rather than something to avoid, is something to understand and even encourage, as the experiences of the authors and several preservice secondary teachers describe. They conclude with specific suggestions for classroom practice. (ERIC).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10