The biggest change in my teaching has come in the way I ask and answer questions. In 1977 during my first year of teaching, when I began to question the use of my basal reading series– Lippincott’s Pat sat on a mat version of reading – no one at my small rural school knew how to answer my questions. When I wondered how the publishers knew Tuesday was the day I should teach cause and effect and review long e, everyone stared at me blankly. Just follow the book! Don’t ask questions! With my questions in danger of drying up, I tried once more. Is there another way to help my kids become better writers besides teaching them grammar? Someone mentioned The Iowa Writing Project, and it was there I learned about NCTE.
Today I know that someone somewhere in the world is exploring the same questions as I am and because of NCTE and the help of technology, I can explore my questions easily and make new connections with teachers around the world.
Greenville, South Carolina
Dialogic Classroom, The: Teachers Integrating Computer Technology, Pedagogy, and Research
Editor(s): Jeffrey R. Galin, Joan Latchaw
The essays gathered here suggest both practical and theoretical approaches to teaching through networked technologies.
Assessing Writing: A Critical Sourcebook
Editor(s): Brian Huot, Peggy O’Neill
A collection of essays that can help both practicing professionals and graduate students understand the theory and practice of writing assessment.