This
chapter, as interesting as it was, had several parts that did not really seem
to relate very much to my area of study. Since I am teaching in a science
classroom, I’m not entirely sure how I would go about finding graphic novels
that relate to science. I’m sure they are out there, but it may not be worth
the trouble of finding them, especially since a science classroom focuses on
hands-on work, leaving little room to be assigning books to read outside of the
school-issued textbook. I do happen to think that audiobooks could be a very
good option for those students who are auditory learners, especially since they
don’t have a lot of time where they get to use their auditory learning in the classroom.
When I give textbook reading assignments to the class, it would be useful to
know that the auditory learners in my class can also complete the reading
assignment in the way that they will learn it best.
I
do also realize that selection and censorship will have a big part in the books
that are allowed in my classroom. If, by chance, I wind up teaching in a
religious school, there may be issues either with highly conservative parents
or even the school and curriculum itself in regards to controversial topics
such as evolution and stem cell research. In this case, certain textbooks that
talk about those particular topics may be censored and taken out of those schools
and replaced by curriculum that teaches solely creationism. This I believe
takes away a child’s ability to make their own decisions, and takes away the
opportunity for a great writing assignment. My biology professor presented us
with several different degrees of belief in the subject, ranging from
creationism to evolutionism and everything in between. Then, after being fully
informed, we were given the choice of what we believed in and we had to write a
paper explaining why we believed that. I think this is a valuable experience
not only for practice in decision making and beliefs, but also in practicing
good literacy skills.
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