By Catherine L. Belcher; Becky Herr Stephenson;
Read or Download Teaching Harry Potter: The Power of Imagination in Multicultural Classrooms (Secondary Education in a Changing World) by Catherine L. Belcher (2013-03-07) PDF
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Additional info for Teaching Harry Potter: The Power of Imagination in Multicultural Classrooms (Secondary Education in a Changing World) by Catherine L. Belcher (2013-03-07)
I wanted them to understand the story, what the words meant, and what was happening. So, as I read, I paused to teach. ” for example. The kids would also ask me questions and we then had oral discussions. Sometimes someone had missed something or wanted me to clarify events. I mean, they were seven and eight years old. Part of why I decided to read Sorcerer’s Stone aloud was because there were a couple of students in that class that had been identified as RSP (Resource Specialist Program), but I also had a group of kids who were ready to transition into the traditional English class the next year so they were pretty capable in English.
She also used the students’ media access, primarily to the first movie, to help them connect more readily to the story. While sometimes the movie served as a guide, it also served as a point of contrast to talk about why changes had been made, or, as previously stated, the language differed. Of note is the fact that while none of the students had read the first Potter book on their own, most of the class had seen the movie. Sandra used that to illuminate the reading and class discussion. The level of student engagement that developed as Sandra continued to read the novel grew to such a degree that she was able to utilize it fully as a learning tool.
She is also a teacher I have known and worked with for many years. I have spent time in her classroom, and we have had many cups of coffee together discussing her experiences and philosophy of education. 5 Where four copies should have been in place, there were none. 6 Stunned, I had to admit to having been genuinely surprised to find the books checked out. In past experience and research, fantasy books and books of that length in English had been a tough sell for border-town kids. Obviously, I had allowed familiarity with the site to lead me to make assumptions about cultural practice, thus breaking a cardinal rule of observational research.