After meeting on Monday and discussing the possible ways to present our views and own teaching, I have included the main ideas that we elaborated on. I hope this helps as we finalize our presentation.

Lens to Look Through in our own Classrooms

o What meanings do students and the classroom teacher give to the
reading and discussion of literature and how are these meanings related to social

and interpretive expectations within the classroom?

Social expectations are defined as those related to the beliefs, values, and norms for interaction promoted within the classroom.
Interpretive expectations are defined as those related to the reading, understanding, and discussion of literature.

• Ethos – routines and rituals
• Favor things over others – Social Settings
• Be aware and reflective – Who am I privileging with this practice?

(Most practices are geared toward a certain group of students.)

o How do conceptions of what it means to read and discuss literature shape peer-led

literature discussions?

• Insiders and Outsiders (Successful vs. Unsuccessful)

o In what ways do contexts beyond the classroom shape peer-led literature

discussions?

Talk was often used as a way of achieving social and interpretive power. In helping students work together collaboratively, students started with three poker chips. They placed a chip in the center of the circle whenever they contributed to the discussion.

Big Topics:

• Social Status, Class, and Power
• Gender and Leadership
• Teacher’s Vision of Literacy (blind spots) –
Give students the opportunities to show their own view and strengths
• Ranking Students – Who are we privileging? Whose weakness shows?