Chapter 4

This is exactly what I've been waiting for!! Every time Beers has made some excellent point about which strategies to teach children, I kept asking myself, "But, HOW do I teach this?!" She began answering that question here. Seeing how Kate original class "discussion" transformed was precisely what I want and need to know. Again, Beers presented the idea that students can gain a better understanding by communication with their peers. Although these methods are essentially still teacher-centered, the difference between the structured, stifling techniques of IRE or, Initiating, Responding, and Evaluating, of Kate's first lesson and the more inviting, intellectually stimulating, and creative second method was profound. I guess I'm simultaneously embarassed, dissapointed, and hopeful at the fact that I see a lot of what my own teaching style has been with my two tutor students. I'm still learning, and I'll be applying all of these new ideas into my own work. In fact, this Saturday, I'm planning on taking a page out of this book for this weekend's tutoring session.
Also, I was really impressed that Beers was so honest in her description of how teaching strategies will affect the content being taught. "Does teaching strategies mean I have less time to teach content?...yes" (47). What I have to ask myself here is, "What is the real reason I want to be a teacher?" Well, I want to be able to really help students find the beauty and meaning of literature. It will help them to better understand themselves and their surrounding world, if they let it. But, the only way that idealistic goal will actually be realized is if my students can initially understand and comprehend what they're reading.

On page 58, Beers gives an example of a typical lecture classroom

• participate in teacher-led discussions
• work in small groups to complete specific assignments
• work alone to complete written assignments
• make presentations to the entire class

The above bulletins are simply interruptions to the teacher's lecturing. It sounds apalling, right? Well, after considering it for a moment, I found myself reminded of my own senior English classroom. Now, this was the class of the teacher who sparked my interest in becoming a high school English educator. However, I must acquiesce to the fact that the room described fit that class perfectly. I still understood and appreciated it, however. Why was that the case? Because I was not a struggling reader. But, if I'm honest with myself, I'll find that many of the students in that class very well may have been. I'm retaining the passion I learned from that teacher, while recognizing the benefits that Beers is presenting here.