By Edward Podsiadlik III
This qualitative trip explores how literature informs and demanding situations my knowing of training and studying. Insights, questions, and conflicts are printed via a sequence of essays within which my evolving instructor identification is illuminated via literature and mind's eye. with a bit of luck interpreting this portrayal of literature, which has been a resource of academic perception and mind's eye for me, can be of use to different educators as they contemplate their very own educating. the first works of literature used to facilitate this trip are: The crimson Badge of braveness (1895), Les Miserables (1862), and American fool (2004); mild in August (1932), Seinfeld scripts (1991-98), and Frankenstein (1818); and The Odyssey, evening (1960), and The Souls of Black people (1903). via delving underneath my external 'teacher mask,' a college of pictures, anecdotes, reflections, aspirations, and fears is uncovered. As a source for pre-service lecturers or a reflective workout for veteran academics, this examine goals to learn educators by way of offering a brand new pathway during which to raised comprehend their intrinsic identities as academics. each one bankruptcy concludes with "Recommendations for mirrored image" that readers are inspired to think about separately and/or jointly. The spirit of daydreams permits me to combine literature, autobiography, and mind's eye via artistic and encouraged discourses with literary figures, utilizing real quotations as content material for unique commentaries that extra learn the intrinsic nature of instructor id. My desire is this trip will encourage different educators to extra think about realities and chances of what it skill to be a instructor.
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Additional resources for Anecdotes and Afterthoughts: Literature as a Teacher's Curriculum
Charles Dickens, 1859, A Tale of Two Cities, p. 7). In what ways is this era of increased bureaucratic mandates both “the best of times and the worst of times”? How does the increased use of technology in the classroom bring us to both have “everything before us” and “nothing before us”? In what ways is this era of data-driven instruction and accountability both a “spring of hope” and a “winter of despair”? The perspective of considering a simultaneous best and worst, an inclusive Winter and Spring, and a totality of everything and nothing inspired me to invite Jean Valjean more intimately into my classroom via Herbert Kretzmer’s (1985) lyrics for the Broadway production libretto.
Henry as metaphor’ provides an image to explore as if Henry were an object about which to think, ponder, and discuss. These reflections and discussions transport my students and I into realms of ideas, questions, and conflicts concerning life’s larger purpose and meaning. Analysis of Henry as metaphor is not as an end in itself but acts instead as a catalyst of new meanings and alternate perspectives. Although metaphorical Henry does not reveal a truth, he does trigger more profound levels of reflection and thinking.
Can I condemn this man to slavery? / Pretend I do not see his agony? This innocent who bears my face/ who goes to justice in my place. Who am I? / Can I conceal myself forevermore? (Kretzmer, 1985, p. 9) Honesty would end his good works while dishonesty would allow his good works as factory owner and mayor to continue. / He gave me hope when hope was gone. / Who am I? (Kretzmer, p. 9) Within an interactive debate format, students explore Valjean’s dilemmas (legal and moral). The line between legal and moral considerations becomes more tenuous as the debates progress.
Anecdotes and Afterthoughts: Literature as a Teacher's Curriculum by Edward Podsiadlik III