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Stephen R. Flemming – English Journal, 2021
Having students read news articles or novels, watch television snippets, engage in class discussions, essay-writing, emailing, and drafting letters are excellent ways to broach any number of society's systemic and oppressive social maladies. Engaging in these activities in the English language arts classroom can serve as a catalyst to encourage…
Descriptors: Advocacy, Scripts, Social Problems, Social Justice
Eileen Shanahan; Min-Young Kim – English Journal, 2021
On a February morning, Ms. Nelson (all names pseudonyms) was preparing her eleventh-grade class for a new unit with the goal of crafting arguments about the people and issues present in the classic novel "Things Fall Apart" by Chinua Achebe. As, teacher educators Eileen Shanahan and Min-Young Kim were observing in the classroom, it was…
Descriptors: Grade 11, High School Students, Teaching Methods, Novels
Jazmen Moore; Django Paris – English Journal, 2021
Chosen spaces are community organizations and programs, elective classes, and/or extracurricular clubs that students choose to participate in and have the agency to refuse their membership in. The youth's chosen spaces represent an alternate possibility for what English language arts (ELA) education could look like and how it might better sustain…
Descriptors: Singing, Self Concept, English, Language Arts
Samuel Elliott; Geoffrey Elliott – English Journal, 2014
This article reports on an ethnographic analysis of students who play chess at a mixed comprehensive school in England. The authors explore how children learn when playing chess and speculate about how the appeal of the game could be used by secondary teachers to improve English lessons.
Descriptors: Foreign Countries, Secondary School Curriculum, Secondary School Students, Secondary School Teachers
Athanases, Steven Z. – English Journal, 2013
During the last several years as a teacher educator mentoring new teachers, the author has worked on two programs of research that included ways of focusing early-career teachers on students and their learning. These research programs shed light on needs of new teachers and ways mentor questioning
and processes of classroom inquiry can have an…
Descriptors: Beginning Teachers, Mentors, Teacher Educators, English
Rowlands, Kathleen Dudden – English Journal, 2007
Kathleen Dudden Rowlands recommends using checklists to support student learning and performance. Well-designed checklists identify steps students can take to complete complex tasks, which scaffolds students' metacognitive development and fosters the confidence and independence needed for internalizing these steps for future tasks. (Contains 7…
Descriptors: Check Lists, Metacognition, Academic Achievement, Learning Processes

Sarrett, Sylvia – English Journal, 1983
Uses personal experiences with her first English class to suggest that teachers must be knowledgeable both about their subject and about the process of learning. (MM)
Descriptors: English Instruction, English Teacher Education, Learning Processes, Literature Appreciation

Laughlin, James S. – English Journal, 1992
Describes four essay assignments in a sequence on experts that deal with sharing expertise, defining expertise, interviewing an expert, and seeing teachers as experts. Asserts that these assignments result in writing that is no longer the recapitulation of information received from experts but is communication notable for the quality of its…
Descriptors: Critical Thinking, Learning Processes, Secondary Education, Teacher Student Relationship

Schelhaas, David; Schelhaas, Luke – English Journal, 1992
Describes the positive effect a teacher had on his son's writing by offering encouragement and interest rather than assignments and criticisms. (PRA)
Descriptors: Learning Processes, Parent Participation, Poetry, Secondary Education

Maltese, Ralph – English Journal, 1991
Discusses three philosophical pillars that support collaborative learning: "spaces of appearance," active engagement, and ownership. Describes classroom experiences with collaborative learning supported by these pillars. (PRA)
Descriptors: Classroom Environment, Cooperative Learning, Educational Philosophy, English Instruction

Martin, Bill – English Journal, 1992
Relates the experiences of a teacher who consciously reconceived his teaching as a part of a process--to think of instructional goals as provisional rather than set. Outlines his six goals dealing with teaching and experiencing literature. Discusses teaching techniques such as test rendering, response history, and portfolios. (PRA)
Descriptors: English Instruction, Learning Processes, Literature Appreciation, Portfolios (Background Materials)

Evans, Cynthia – English Journal, 1995
Discusses the consequences of tracking students, how one English teacher moved to heterogeneous grouping, and multiple intelligences and tracking. Asks why educators continue to track students when Howard Gardner has shown that there are at least seven distinct ways that humans come to know and learn. (RS)
Descriptors: Ability Grouping, Cognitive Style, Heterogeneous Grouping, Individual Differences

Caccia, Paul – English Journal, 1991
Describes the use of language analysis and speech-act categories (declarations, assertives, directives, commissives, and expressives) to deal with meaningful classroom concerns, thereby enabling the teacher and students to work more effectively together. (KEH)
Descriptors: Grade 6, Intermediate Grades, Language Arts, Language Patterns

Huhtala, Jack; Coughlin, Elaine B. – English Journal, 1991
Describes a group investigation unit in a tenth grade English class that focused on the Middle East. Outlines six stages used for the investigation. Discusses the use of a steering committee as well as the problems and frustrations experienced during the project. Lists 10 areas in which the students' skills were expanded. (PRA)
Descriptors: Citizenship Education, Citizenship Responsibility, English Curriculum, English Instruction

McClaskey, Janet – English Journal, 1995
Gives practical examples of multiple intelligences in the English classroom. Discusses Howard Gardner's "radicalism,""teaching" intelligence, teaching literature and multiple intelligences, and how a student developed strength in his own intelligences through poetry. (RS)
Descriptors: Classroom Environment, Cognitive Style, English Instruction, Individual Differences
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