By Hilary Janks, Kerryn Dixon, Ana Ferreira, Stella Granville, Denise Newfield
Compelling and hugely enticing, this article indicates academics in any respect degrees the right way to do severe literacy within the lecture room and gives types for perform that may be tailored to any context.
Read Online or Download Doing Critical Literacy: Texts and Activities for Students and Teachers (Language, Culture, and Teaching Series) PDF
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Additional resources for Doing Critical Literacy: Texts and Activities for Students and Teachers (Language, Culture, and Teaching Series)
Experienced teachers who have moved to another school frequently express surprise during their first few weeks about the difficulty of establishing their identity in a new location after their previous school in which so much could be taken for granted. Supply teachers in particular have to become adept at managing first encounters in new and varying locations because they have so many of them, and our case studies of twenty supply teachers are not included in this chapter, but are described in chapter 6.
The literature suggests that these first few days are an important phase, when ground rules and personal relationships are established, and there are few studies of this establishing period, so we gave it a high priority. One significant focus in the project was on teaching styles, and chapter 4 brings together observations of several hundred lessons given by student and experienced teachers to see what principal strategies of class management they employed. Chapter 5 focuses specifically on the handling of disruptive and deviant behaviour.
Some investigators have concentrated on the establishment of classroom rules. Buckley (1977), in an ethnographic study of one classroom, identified thirty-two rules, of which twenty-two had been spoken of in some form by the teacher within the first six days of the school year. Of these thirty-two rules some fifteen came from outside the classroom, mainly from the principal. A number of rules emerged after the initial period, such as when a pupil in the third week played in a certain courtyard during break and was told by the teacher on duty that this was not allowed, even though no formal announcements had ever been made.