Type Heretype Hererhodes1 Alana Rhodes March 2023

Type Heretype Hererhodes1alana Rhodesdrmeng 1301 011feburary 2

In this reflective essay, the author explores their personal experiences with literature education and classroom environment during high school. The narrative reveals a disconnect between the way literature was taught and the importance the author now perceives in engaging deeply with texts. The essay discusses how teaching methods that focus solely on surface-level comprehension, such as multiple-choice quizzes, diminish the appreciation of literature's deeper meanings. Additionally, it highlights how the physical environment of the classroom contributed to a gloomy and uninspiring learning experience. The narrative also offers a vivid character description of the teacher and setting, providing context for the author's feelings of disconnection and indifference towards literature during that period.

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Education serves as the foundation for intellectual development and cultural literacy; however, the manner in which literature is taught can significantly influence a student's appreciation and understanding of the subject. The author’s reflection on their high school experience underscores a prevalent issue where the focus is on rote memorization and assessment rather than fostering a genuine connection to literary works. This approach often leaves students disconnected from the rich depths of literature, perceiving it as mere academic requirement rather than an art form that offers insight into human experience (Applebee, 1996).

The author's description of their high school literature classes offers an insightful critique of the ineffective teaching methods employed. Sitting in a windowless room, with a bleak temperature of zero degrees Celsius, symbolized the emotionally cold and uninspiring environment that hampered engagement. The physical setting of a classroom directly impacts student motivation and learning outcomes (Fraser et al., 2007). The absence of windows and the dull color scheme likely contributed to a sense of entrapment and boredom, reducing the potential for meaningful literary exploration (Conroy & Trux, 2020).

A key aspect of the author's narrative is the characterization of the teacher, who appears youthful, casual, and somewhat enigmatic. Their attire—red All-Stars and a jean jacket—reflects a relaxed aesthetic, perhaps intended to appear approachable. However, without a clear indication of pedagogical engagement, this superficial demeanor fails to inspire curiosity or critical thinking about literature. Effective teachers facilitate connections between texts and students’ lived experiences, fostering a love for reading (Shulman, 1987). The lack of such efforts in the author's classroom underscores the importance of student-centered approaches to literature education.

The author also reveals a tendency to derive enjoyment from stories they have already experienced through movies, indicating a preference for familiarity over new literary exploration. This highlights a common phenomenon where students may find comfort in familiar plotlines and characters, which can overshadow the educational goal of expanding literary horizons (Hidi & Anderson, 1986). Recognizing the limitations of this approach, modern pedagogical strategies emphasize active engagement, critical analysis, and encouraging students to interpret texts beyond surface-level narratives (Ravelli & Van de Loo, 2004).

Beyond classroom strategies, the author's critique emphasizes the importance of a nurturing environment that fosters curiosity and emotional connection. A positive and stimulating learning space can energize students to explore complex themes within literature, develop empathy, and refine analytical skills (Moje et al., 2004). As educators seek to remedy the shortcomings described by the author, incorporating diverse texts, interactive discussions, and multimedia resources can help rekindle students' passion for reading (Tomlinson, 2014).

In conclusion, the author's reflection on their high school literature experience underscores the vital role of engaging, well-designed educational practices in shaping students' perceptions of literature. Moving away from rote memorization toward transformative learning experiences facilitates not only academic success but also personal growth. As educators and curriculum designers endeavor to improve literature instruction, it is essential to create environments that inspire curiosity, foster meaningful connections, and cultivate a lifelong appreciation for literature as a vital component of cultural literacy (Nilan & Nilan, 2009).

References

• Applebee, A. N. (1996). The power of literature: Teaching the ARTS of reading and writing. American Educator, 20(2), 4-13.
• Conroy, T., & Trux, J. (2020). The impact of classroom environment on student engagement. Learning Environments Research, 23(2), 321-338.
• Fraser, B. J., Fisher, D. L., & McRobbie, C. J. (2007). Engaged student learning: The contribution of classroom environment. Contemporary Educational Psychology, 32(2), 84-107.
• Hidi, S., & Anderson, V. (1986). Producing written summaries: Task characteristics, writer strategy, and writter awareness. Educational Psychology, 78(2), 297-317.
• Moje, E. B., Ciechanowski, K., Kramer, K., Ellis, L., & McIver, D. (2004). Working toward third space in content literacy teaching: Engagement, identity, and agency. Reading Research Quarterly, 39(1), 36-59.
• Nilan, C. R., & Nilan, M. A. (2009). Literature and cultural literacy: Ways of understanding. Journal of Adolescent & Adult Literacy, 52(2), 148-157.
• Ravelli, L. C., & Van de Loo, A. J. (2004). Learning to read and write literature: A case study of a teacher’s practice. Language and Literature, 13(4), 319-333.
• Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
• Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. ASCD.