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Toward Becoming a Teacher Annotated Bibliography

Toward Becoming a Teacher Annotated Bibliography

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Published by Cherise Fuselier
Annotated Bibliography of articles read in \"Toward Becoming a Teacher\" course 2007
Annotated Bibliography of articles read in \"Toward Becoming a Teacher\" course 2007

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Published by: Cherise Fuselier on Jun 05, 2007
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Cherise Fuselier February 15, 2007Toward Becoming a Teacher Annotated BibliographyBritton, James. Vygotsky’s contribution to pedagogical theory.This article summarizes Vygotsky and his influence on Western education. In
Thought and Language
, he made four discoveries: word meaning evolve during childhood, non-spontaneous concepts, mastery of the written language has profound effect upon abstractthinking, and that speech in infancy is the direct antecedent of thinking in a later stage.Vygotsky accepts Piaget’s theories and adds on the idea of non-spontaneous concepts.This article and Vygotsky’s theories will be important in understanding languagelearning.Delpit, Lisa D. (1998). The silenced dialogue: Power and pedagogy in educating other  people’s children”.
 Harvard Educational Review
. 58:3. (Pp. 280-298). This article discusses issues of race in classroom settings. It begins by discussing severalexamples, and Delpit calls race the silenced dialogue. Five aspects of power Delpit statesare: issues of power are enacted in classrooms; culture of power; the rules of the cultureof power are a reflection of the rules of culture of those who have power; for those in theculture of power, being told the rules of that culture make acquiring power easier; thosewith power are frequently least aware of the existence of that power (Jossey-Bass 169).Delpit advocates that children of color must be taught the codes within the culture of  power, and that the teaching of children of color should be in collaboration with thosewho share their culture (such as teachers).Duckworth, Eleanor. The Having of Wonderful Ideas.
The having of wonderful ideas and 
 
other essays on teaching and learning 
.This article highlights different learning styles and intellectual development as well asdiscusses Piaget’s Theory of Cognitive Development. It’s important to keep in mind thatchildren learn at different paces. Understanding Piaget’s theories is essentially(especially in teaching younger children) in education.Freire, Paulo. (1998). Reading the world/reading the word.
Teachers as cultural workers:
 
 Letters to those who dare to teach
. Westview Press.This article describe the interplay of teaching and learning. Freire discusses studying,reading, and codification. Freire describes the importance of fostering a love of readingand writing in children and says, “If our schools, from the earliest grades, were to devotethemselves to the work of nurturing in students a taste for reading and writing and wereto maintain that nurturing throughout their school lives, there would possibly by fewer graduate students who spoke of their inability to write or their insecurity about writing”(Jossey-Bass 59). Freire also says it is essential for educators to read the works of Piaget,Vygotsky, Ferreiro, Weffort, Lajolo, and da Silva.Fried, Robert L. (2001). Passionate teaching.
The Passionate Teacher 
. Boston: BeaconPress.Fried writes that passion for teaching is essential to being a good teacher. Being a passionate teacher will inspire students and change lives. He gives several examples of  passionate teachers and says that all passionate teachers “…organize and focus their 
 
Cherise Fuselier February 15, 2007Toward Becoming a Teacher Annotated Bibliography passionate interests by getting to the heart of their subject” (Jossey-Bass 46) and “…convey their passion to novice learners” (Jossey-Bass 46).Greene, Maxine. (1997). Teaching as possibility: A light in dark times.
The journal of 
 
 pedagogy, pluralism, and practice
. 1:1.
 
This article discusses how to teach and establish hope in dark times. Greene calls for what Paulo Freire calls a “pedagogy of hope”. Establishing this and nourishing the“multiple-literacies” and “diverse modes of understanding” will help students actknowledgably and reflectively in the frameworks of their lives (Jossey-Bass 64). Theestablishment of a poetic imagination and inner sense of language needs to be developedin students through speaking, reading, and writing.Haberman, Martin. (1991). The pedagogy of poverty versus good teaching.
 Phi Delta
 
 Kappan
. (pp. 290-4).This article discusses why the issue of urban school reform is largely overlooked.Haberman says this is ignored because of the assumption of what teaching is, teacherscannot be change, and the assumption that urban student’s low scores are the result of socioeconomic status and not because of teaching. The urban teaching style is whatHaberman calls the “pedagogy of poverty” and consists of: giving information, askingquestions, giving directions, making assignments, monitoring seatwork, reviewingassignments, giving tests, assigning homework, reviewing homework, settling disputes, punishing noncompliance, marking papers, and giving grades. In contrast, somehighlights of good teacher involving students include: issues they think are vital,explanations of human differences, helping to see major concepts, big ideas, and principles, applying ideas, active involvement, direct involvement in real-life experience,experience with heterogeneous groups, challenge to common ideas, redoing or perfectingwork, technology, and reflection on their own lives.McLeod, Alex (1986). Critical literacy: Taking control of our own lives.
 Language Arts
.63:1. (Pp. 37-49).This article discusses social issues in the arena of literacy. Being literate in Westernsocieties carries with it a certain power, as well as access to formal education. Inversely, being illiterate in Western society carries with negative consequences and limited accessto formal education and thus formal prestige and economic and social power. This articledescribes a case study of Afro-Caribbean students in British school systems. This articleis important for issues of race in the classroom, as well as the effects of institutionalizedracism within Western society and formal educational systems.McWilliams, Patrick. (1991). Learning to read.
The first year of teaching: Real world 
 
 stories from America’s teachers
. Ed. Kane, Pearl Rock. New York: Walker and
 
Company.This article discusses an English teacher who was being too critical of his student’swritings. McWilliams rips apart a student paper full of what he thinks are clichés, but

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