Teaching and Learning in the (dis)Comfort Zone: A Guide for New Teachers and Literacy Coaches by D. JensenTeaching and Learning in the (dis)Comfort Zone: A Guide for New Teachers and Literacy Coaches by D. Jensen

Teaching and Learning in the (dis)Comfort Zone: A Guide for New Teachers and Literacy Coaches

byD. Jensen, D. Eldridge, Y. Hu

Paperback | January 29, 2010

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A tension exists when novice teachers begin to put their conceptual and theoretical understandings and pedagogical perspectives into practice. Trying to balance the complexities of teaching literacy while adapting to the challenges of the multidimensional demands of teaching and learning, they find themselves at the edge of their comfort zones. This book is about the processes of teacher development from novices to experts, about mentoring teaching in reading and writing instruction, and about ways to maximize the learning potential of both teachers and their students.

Deborah Eldridge is Dean of the School of Education at Lehman College. Deborah Ann Jensen is Associate Professor of Learning and Literacy at Hunter College. Yang Hu is Associate Professor of Education at Hunter College. Jennifer Tuten is Assistant Professor of Curriculum and Teaching at Hunter College.
Title:Teaching and Learning in the (dis)Comfort Zone: A Guide for New Teachers and Literacy CoachesFormat:PaperbackDimensions:204 pagesPublished:January 29, 2010Publisher:Palgrave Macmillan USLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0230617697

ISBN - 13:9780230617698


Table of Contents

Where is Your (dis)Comfort Zone? * Choosing Words * Cultivating a Reflective Stance * Observing the Lesson * Acting Into a New Way of Thinking * Understanding and Moving Beyond Labels * Teaching Effectively Means Learning from Our Students * Learning from Parents and Families * Teaching Under the Accountability Umbrella * Pulling It All Together Beyond the (dis)Comfort Zone

Editorial Reviews

“This is a powerful book of stories from teachers and literacy educators who have come together as learning communities to share and reflect on classroom teaching. Research-based practices are provided to help teachers of literacy address their own tensions and adopt new ways of thinking about how to work effectively with students and their families. It is a must-read for literacy educators interested in creating their own milestones of growth.”—Shelley B. Wepner, Dean and Professor, School of Education, Manhattanville College“The authors provide an inspired text that is a treasure chest for new and veteran teachers alike. Literacy teachers will note their own experiences of comfort and discomfort zones reflected in vivid anecdotes describing actual teaching/learning experiences. Best of all, this text truly supports professional growth through a wealth of information, enabling literacy educators to continually engage in reflective practice leading to ongoing professional growth.”—Ellen Kaiden, Professor of Reading and Education, Ramapo College of New Jersey“This book offers a much needed perspective on teachers and learners as they engage in the art of teaching and learning. Anecdotes provide the foreground for discussions on the challenges and opportunities in educative communities. This excellent book envelopes readers in a community of learners who explore issues and ponder important aspects of literacy education. Readers will find themselves transformed both as teachers and learners.”—Carole S. Rhodes, Professor and Literacy Education Program Director, Queens College, City University of New York