#1 NEW YORK TIMES BESTSELLER & NOW A MAJOR MOTION PICTURE Shocked by the teenage violence she witnessed during the Rodney King riots in Los Angeles, Erin Gruwell became a teacher at a high school rampant with hostility and racial intolerance. For many of these students–whose ranks included substance abusers, gang members, the homeless, and victims of abuse–Gruwell was the first person to treat them with dignity, to believe in their potential and help them see it themselves. Soon, their loyalty towards their teacher and burning enthusiasm to help end violence and intolerance became a force of its own. Inspired by reading The Diary of Anne Frank and meeting Zlata Filipovic (the eleven-year old girl who wrote of her life in Sarajevo during the civil war), the students began a joint diary of their inner-city upbringings. Told through anonymous entries to protect their identities and allow for complete candor, The Freedom Writers Diary is filled with astounding vignettes from 150 students who, like civil rights activist Rosa Parks and the Freedom Riders, heard society tell them where to go–and refused to listen. Proceeds from this book benefit the Freedom Writers Foundation, an organization set up to provide scholarships for underprivieged youth and to train teachers.
Long Beach, Kalifornien, 1994-1998. Die 23-jährige Lehrerin Erin Gruwell wird an der High School mit einer Klasse änicht erziehbarerä Schüler/-innen konfrontiert, die alle in einer Welt voller Hass und Gewalt aufwachsen. Sie nimmt die Herausforderung an.
Why cant U teach me 2 read? is a vivid, stirring, passionately told story of three students who fought for the right to learn to read, and won—only to discover that their efforts to learn to read had hardly begun. A person who cannot read cannot confidently ride a city bus, shop, take medicine, or hold a job—much less receive e-mail, follow headlines, send text messages, or write a letter to a relative. And yet the best minds of American education cannot agree on the right way for reading to be taught. In fact, they can hardly settle on a common vocabulary to use in talking about reading. As a result, for a quarter of a century American schools have been riven by what educators call the reading wars, and our young people have been caught in the crossfire. Why cant U teach me 2 read? focuses on three such students. Yamilka, Alejandro, and Antonio all have learning disabilities and all legally challenged the New York City schools for failing to teach them to read by the time they got to high school. When the school system's own hearing officers ruled in the students' favor, the city was compelled to pay for the three students, now young adults, to receive intensive private tutoring. Fertig tells the inspiring, heartbreaking stories of these three young people as they struggle to learn to read before it is too late. At the same time, she tells a story of great change in schools nationwide—where the crush of standardized tests and the presence of technocrats like New York's mayor, Michael Bloomberg, and his schools chancellor, Joel Klein, have energized teachers and parents to question the meaning of education as never before. And she dramatizes the process of learning to read, showing how the act of reading is nothing short of miraculous. Along the way, Fertig makes clear that the simple question facing students and teachers alike—How should young people learn to read?—opens onto the broader questions of what schools are really for and why so many of America's schools are faltering. Why cant U teach me 2 read? is a poignant, vital book for the reader in all of us.
Author: Kevin Ryan
Publisher: Cengage Learning
Release Date: 2015-01-01
Genre: Business & Economics
THOSE WHO CAN, TEACH, 14th Edition, offers a state-of-the-art, dynamic, and reader-friendly approach to help students make informed decisions about entering the teaching profession. Using multiple sources, including biographies, narratives, profiles, and interviews with top educators and scholars, the text exposes students to the realities of teaching while inspiring and welcoming them to a rewarding, high-impact career. The acclaimed author team's direct, conversational tone invites readers to reflect on the satisfactions and problems of teaching in the United States, and casts a teaching career as a positive challenge. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
Author: Miriam Fuchs
Publisher: Modern Language Assn of Amer
Release Date: 2008-01
Genre: Language Arts & Disciplines
The past thirty years have witnessed a rapid growth in the number and variety of courses and programs that study life writing from literary, philosophical, psychological, and cultural perspectives. The field has evolved from the traditional approach that biographies and autobiographies were always about prominent people--historically significant persons, the nobility, celebrities, writers--to the conception of life writing as a genre of interrogation and revelation. The texts now studied include memoirs, testimonios, diaries, oral histories, genealogies, and group biographies and extend to resources in the visual and plastic arts, in films and videos, and on the Internet. Today the tensions between canonical and emergent life writing texts, between the famous and the formerly unrepresented, are making the study of biography and autobiography a far more nuanced and multifarious activity. This volume in the MLA series Options for Teaching builds on and complements earlier work on pedagogical issues in life writing studies. Over forty contributors from a broad range of educational institutions describe courses for every level of postsecondary instruction. Some writers draw heavily on literary and cultural theory; others share their assignments and weekly syllabi. Many essays grapple with texts that represent disability, illness, abuse, and depression; ethnic, sexual and racial discrimination; crises and catastrophes; witnessing and testimonials; human rights violations; and genocide. The classes described are taught in humanities, cultural studies, social science, and language departments and are located in, among other countries, the United States, Great Britain, Canada, Australia, Germany, Eritrea, and South Africa.
With the generosity, thoughtfulness, and practicality we have come to appreciate from this extraordinary classroom teacher, Linda gives us the structures and models we need to invite every student we teach to think and act as a reader, writer, and artist. - Nancie Atwell Many teachers wonder how to juggle a writer's notebook and a reader's response log. Linda Rief ingeniously combines them both in the Writer's-Readers's Notebook. This veteran teacher truly walks the walk; she shows exactly how to make this powerful tool work in the classroom. - Ralph Fletcher The Readers-Writers Notebook is THE tool for all those concerned with adolescents and literacy. - Teri Lesesne Author of Naked Reading The Writer's-Reader's Notebook is the most essential learning and teaching tool in Linda Rief's classroom. More than an empty journal, it's a highly structured, specifically designed place where allstudents (English language learners, those with learning differences, girls andboys) connect reading, writing, and thinking. It's also where Linda can observe and encourage their learning. Now, in Inside the Writer's-Reader's Notebook,Linda shows you how this key resource in her English/language arts workshop has the power to help learners develop into articulate, literate citizens of the world. In Inside the Writer's-Reader's Notebook Linda guides you through the Writer's-Reader's Notebook: what's in it, why it's in there, and how to use it effectively with your students. She shows you how to use it to assess what students know, how they think, and how they can express themselves as writers and readers. Inside the Writer's-Reader's Notebook includes: descriptions of the reading and writing minilessons that Linda uses to get kids thinking in the notebook ideas for further invitations that engage adolescents in writing, reading, and drawing specific ways to use the lists and tools that are printed right in the Notebook dozens of reproducible examples of notebook pages by Linda's students that show the Notebook's multiple uses and that will help inspire your own students' writing and reading an annotated list of professional titles that will help further your knowledge of Notebooks and how to use them effectively in a variety of ways in your classroom. With a copy of the Writer's-Reader's Notebook and vital insights into its effectiveness, Inside the Writer's-Reader's Notebookincludes everything you need to implement the Writer's-Reader's Notebook in any class and to help students begin the journey toward more thoughtful, purposeful literacy experiences. Read it and see why the Notebook should be at the center of your teaching.
Author: Allen Carey-Webb
Publisher: National Council of Teachers
Release Date: 2001
Telling stories from secondary and college English classrooms, this book explores the new possibilities for teaching and learning generated by bringing together reader-response and cultural-studies approaches. The book connects William Shakespeare, Charles Dickens, Mark Twain, and other canonical figures to multicultural writers, popular culture, film, testimonial, politics, history, and issues relevant to contemporary youth. Each chapter contains brief explications of literary scholarship and theory, and each is followed by extensive annotated bibliographies of multicultural literature, approachable scholarship and theory, and relevant Internet sites. Each chapter also contains descriptions of classroom units and activities focusing on a particular theme, such as genocide, homelessness, race, gender, youth violence, (post)colonialism, class relations, and censorship; and discussion of ways in which students often respond to such "hot-button" topics. Chapters in the book are: (1) A Course in Contemporary World Literature; (2) Teaching about Homelessness; (3) Genderizing the Curriculum: A Personal Journey; (4) Addressing the Youth Violence Crisis; (5) Shakespeare and the New Multicultural British and World Literatures; (6) "Huckleberry Finn" and the Issue of Race in Today's Classroom; (7) Testimonial, Autoethnography, and the Future of English; and (8) Conclusion. Contains approximately 350 references. Appendixes contain an email exchange between the author and a first year, inner-city teacher; a note to teachers on the truth of Rigoberta Menchu's testimonial; a brief account of philology; a 13-item annotated bibliography of readings in literary theory for English teachers; and lists of web sites exploring literary theory and cultural studies, supporting literature teaching, and for new teachers. (NKA)
Author: Sam M. Intrator
Publisher: Jossey-Bass Inc Pub
Release Date: 2002-03-28
Genre: Biography & Autobiography
A collection of true stories by teachers seeking to reconnect with their vocation builds on the best-selling The Courage to Teach and explains how the principles introduced in the original work helped many overcome obstacles.