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Teachers as Readers
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axine Greene, whom we admire for her philosophical
wisdom on education, wrote, “If it weren’t for Jo March in
Little Women, I wouldn’t be where I am today” (Greene,
1995, p. 91). Imagine Greene saying that to a classroom of
students. Imagine you had not read Louisa May Alcott’s Little
Women (1869/1997). Would you want Greene to tell you about Jo
March? Would you want her to explain how one book, Little
Women, and one character, Jo March, could have a profound effect
on her life? Can you imagine that after Greene told you more
about her reading of this book that you might choose to read it
yourself (motivation)? As a reader you might learn about how a
more experienced reader thinks about the text as it relates to his or
her life (text-to-life and life-to-text connections). You might hear
that Greene has reread Little Women throughout her life and why
she did so (reading to learn and remember). Greene might read
you selections from the book to explain how she has made sense of
the story (comprehension and interpretation) or to talk about how
some turn of phrase Alcott wrote was poignant, poetic, or prosodic
(author’s craft). Greene might speculate about a word and its
connotations in 1869 when Alcott published the book
(vocabulary). We can only imagine what students might have
learned about reading from hearing Greene talk about Jo March
and Little Women.
1st Edition
NONE
Teachers as Readers
Management
English
2011
1-178
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