Says Rotkow: "Our classroom reverberated with the stories of our lives as we wrote, talked, and reflected about who we were, what we did, what we thought, and how we thought about it. We became a community."
ROTKOW, DEBBIE. 2003. "Two or Three Things I Know for Sure About Helping Students Write the Stories of Their Lives," The Quarterly (25) 4.
2. Establish an email dialogue between students from different schools who are reading the same book.
When high school teacher Karen Murar and college instructor Elaine Ware, teacher-consultants with the Western Pennsylvania Writing Project, discovered students were scheduled to read the August Wilson play Fences at the same time, they set up email communication between students to allow some "teacherless talk" about the text.
Rather than typical teacher-led discussion, the project fostered independent conversation between students. Formal classroom discussion of the play did not occur until students had completed all email correspondence. Though teachers were not involved in student online dialogues, the conversations evidenced the same reading strategies promoted in teacher-led discussion, including predication, clarification, interpretation, and others.
MURAR, KAREN, and ELAINE WARE. 1998. "Teacherless Talk: Impressions from Electronic Literacy Conversations." The Quarterly (20) 3.
3. Use writing to improve relations among students.
Diane Waff, co-director of the Philadelphia Writing Project, taught in an urban school where boys outnumbered girls four to one in her classroom. The situation left girls feeling overwhelmed, according to Waff, and their "voices faded into the background, overpowered by more aggressive male voices."
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