Literacy Lessons: The Convergence of Expectations, Practices, and Classroom Culture

Abstract

This paper examines the experiences that construct classroom culture in one sixth-grade language arts classroom and adolescent girls' negotiation and responses to their experience as class members. Over the course of the year, data were collected through classroom observations, monthly videotapes of class, interviews with the girls as they viewed their participation in class, and a teacher interview. Emergent themes based on analysis of observations and interviews with the girls included the girls' perceptions of their language arts experiences, their sense of themselves as students, being good, and boredom and disengagement. Findings revealed a classroom culture based primarily on procedures in which the purposes of literacy learning centered on the skills required for state-mandated testing. The girls' responses to this classroom culture suggested that they were adopting an orientation to literacy similar to their teacher's, even as they expressed a desire for a more personally meaningful curriculum. They were often bored and developed ways to manage their disengagement to avoid trouble with the teacher. Implications for ongoing research are discussed.

The classroom culture of a middle school music technology class

“…Collins and Green (1992) also believed that teachers’ practices bring order to classroom life and define the nature of classroom membership and participation. In addition, Fairbanks and Broughton (2003) and King (2012) argued that the teacher plays a vital role in shaping the development of the classroom culture through the organization of classroom structures and establishment of rules and expectations. Replication of Gerard’s supportive and affirming behavior may have been a tacit expectation between Gerard’s students during their interactions.…”

“…In their study of literacy learning in sixth-grade classrooms, Fairbanks and Broughton (2003) argued that the teacher plays a critical role in shaping the development of the classroom culture. The teacher plans the curriculum, develops the organization for classroom structures, establishes rules and expectations, and facilitates student learning.…”

“…Each classroom culture is unique due to the expectations and suppositions that students bring to new learning contexts based on their unique lived experiences (Collins & Green, 1992; Prentiss, 1998) and knowledge constructed via processes of social constructivism (Cavanagh & Romanoski, 2008). The teacher, a key member of the class, also brings beliefs grounded in previous professional and personal experiences, such as relationships with colleagues, students, and role models, that can strongly influence classroom events (Fairbanks & Broughton, 2003; Sturtevant, 1996).…”

Harry Potter and the Critical gaze: Autonomy pathways in literary response writing

“…What counts as a legitimate interpretation can vary greatly based on the pedagogic context (Jackson, F. 2016), and such qualities are often vague or implicit in classroom instruction and examination writing prompts (Christie & Humphrey, 2008). Despite many models of literary studies purporting to focus on the learner, interpretations and values tend to be cultivated in ways that align with the views of the teacher (Fairbanks & Broughton, 2002), or uncritically reproduce the values and ideologies of the status quo (Sleeter & Stillman, 2005). Through culturally relevant and responsive pedagogy, however, teachers can use particular forms of discourse to guide learners towards interpretations that promote social justice and that critique dominant discourses (Thomas, 2013).…”