A good content literacy classroom is centered around the students. The content area teacher is a reflective teacher, constantly assessing his teaching, his knowledge, and his students. An effective content area teacher can analyze the material that is to be taught. The teacher can look at the material and identify the major points to be covered. A quality teacher can use instructional variety, incorporating materials other than the textbook to improve the teaching of the material. The teacher is also familiar with his class; he must know the students’ knowledge of the subject and their ability to comprehend (Brunner, 1978). The classroom environment also plays a major role in the content area teacher’s methods. The classroom should have a controlled and comfortable structure and climate. The structure of the class is how it is set up--how the furniture is arranged, other learning material, etc. The climate of the classroom pertains to how well students are encouraged to participate. There must be an open and caring environment in order for the student to feel comfortable and willing to learn (Cooter & Flynt, 1996).
As stated earlier, content literacy emphasizes writing, oral communication, listening skills, and reading. English has always incorporated the aspects of content literacy. In South Carolina’s English Language Arts Framework, the requirements for South Carolina’s English classrooms are established. according to the Framework, teachers are required to “provide an ever-present literacy-rich environment that both celebrates and encourages language” (42). The Framework goes on to say that “literacy is promoted by the book, newspapers, journals, writing displays, reading centers, and numerous opportunities for verbal interaction that are available in the classroom” (39). the Framework states that teachers should incorporate reading and writing as parallel processes, not as individual ones. the Department of Education also emphasizes the role of verbal skills by stating that the classroom should “function as a community of communicators” (45).
English plays an important role outside the classroom. for years, the English curriculum has involved all the aspects of content literacy instruction. Reading , writing, and speaking play important roles in everyday life no matter what a person does; they play such an important role in the culture that it is no longer only up to the english teacher to reinforce their importance. The English teacher is responsible for “promoting their colleges’ willingness and competence to teach reading and writing to every student in every high school subject where learning depends to any extent upon abstract modes of language” (Brunner, 115). The English teacher plays a major role in initiating the first writing, but it is up to the other content area teachers to incorporate the writing process into their curriculum as well. As Berger (1982) states,
When I was a student in high school, I remember that the classes I learned best in were classes that I could interact with other students. My English teachers never allowed us to work in small groups because of the size of my classes. The school I attended grouped all advanced students into one class, causing classes to have no fewer than thirty students. Although we were not able to work together in small groups, the classroom was still student-centered. They thoroughly taught the writing and reading processes together as ‘parallel processes.’ Almost every day we had an open discussion about the assignment. During these sessions, all students were encouraged to participate. For almost every reading assignment we had to write a short essay about the work to express out thoughts about it.
The classrooms themselves were very student-centered as well. Student work was displayed throughout the classroom. The bookcases were packed with supplemental material that we could check out from the teacher. There were usually at least one computer in the classroom that had access to the library’s main computer. Along the walls were posters relating to the subject matter currently being taught, allowing for a greater knowledge of the subject.
My practicum classrooms have been similar to my high school experiences, primarily because I have been placed in schools that I attended. With the exeption of one teacher, my practicum teachers have been my former English teachers. The main difference I see now is that with block scheduling, the students are allowed to interact more with each other. Now there are computers in the classroom with internet access as well as library access. My practicum teacher this semester is using the internet to teach the class about resumes.
As I prepare to begin my own teaching, I am beginning to see the importance of content literacy in other classes besides English. I hope to be able to allow my students to help teach each other by allowing them to sometimes work together in groups. I plan to offer a classroom climate that makes each student feel comfortable and willing to participate in the classroom discussion and lectures. I also plan to stress the importance of reading and writing and how the two relate to each other. I will consider my students’ needs and abilities in every lesson plan. My classroom will be decorated with student work, allowing each student to display their best work to their peers. The shelves of my bookcases will be stacked with books that reemphasize material being learned. the students will be able to use these books on their own free will so that they can gain a greater understanding of the material. The students will know up front that their opinions are wanted and are needed in order for a complete classroom discussion. I plan to place an emphasis on written and oral communication in my classroom. I hope to make my classroom environment the best one possible in order to promote a healthy and caring learning atmosphere.