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Journal Article
Voice and Experience
2019
Overview
As a high school English teacher, I have found that asking my students for midterm self-reflections helps them to be more attuned to their distinct educational trajectories. Their comments also provide useful insights into adjustments that I can make as a teacher, since learning about their interests, joys, and challenges in the classroom helps me reorient and expand my curricular practices. I have shifted, for instance, to accommodate more in-class writing and to include active energizers that facilitate intergroup dialogue. In addition, I responded to my students' desire for creative writing and alternative forms of assessments by centering a poetry unit around the production of students' work rather than a formal analysis of established pieces. When conversations about English language learners are oriented around supposed deficiencies, educators and scholars attenuate the potential for youth development and self-actualization.
Publisher
National Council of Teachers of English
