Blog Post # 4

September 8th, 2018

Using Discourse Analysis to Improve Classroom Interaction Chapters 1-5

Written by Rex and Schiller

For must of educators and as Rex and Schiller would state, “teachers tell us that in a perfect school world, students would be engaged learners who respect one another, extend themselves to learn, do their homework and score high on assignments” (Rex and Schiller page 3). This line got my attention right away as I think about students in my classes and about how student success is different for different students, regardless of how hard they work to achieve it. In the real world we have students who are successful and students who struggle to succeed. These students in must cases work hard, but still fall short and do not meet the academic expectations. I also believe that teacher’s assumptions on student’s background information can also influence interpretation of dialogue. One of the most important goals – and greatest challenges – of educators is to create a learning environment in which the students participate actively in their education by becoming engaged with the course material. I believe that an effective way to promote active participation is through meaningful dialogue in the classroom.


Student success is a result of how information is deliver and it is closely connected to the learning opportunities that students get in order to succeed in the classroom. Teachers play a vital role in their student’s education process. Teacher research will be beneficial and vital for these educators as well as for their students, since the teacher’s actions or approach will definitely change the outcome in their classroom. All students learn in different ways, so utilizing/integrating different teaching formats/methods will allow educators to employ different teaching/learning strategies that will focus on student’s individual learning needs.


The authors discuss student’s identity and how it influences and individual’s performance in life and in the classroom. The reading refers to identity as “how individuals label themselves as members of a particular group” (Rex and Schiller page 19). All humans are able to create their own identity and act according to what they are influenced by and how they value it. Regarding identity and learning, how individuals see themselves causes them to seek out certain kinds of learning and to reject others. Identity works on learning from the inside out as well. Students would utilize their created identity to guide their performance as they navigate thru their learning process. I feel that in order to help our students become successful lifelong learners, we must accept and welcome their identity. If we force our students to adopt an exhibit a different identity than the one they have created will become an issue, since students will be reluctant and not eager to participate in meaningful conversations and activities.

Last year I had a student whose personality was a bit much for me and it affected the way I conducted my class. The student was what I consider to be a class clown. The student identity and personality was affecting his performance in class. After speaking with other colleagues who had him and after reflecting on what was going on in my classroom, I was able to utilize a different teaching approach with him. I had a meaningful conversation with the student and found out that he was not being challenged enough in the class. He was a high performance student who was placed in a low level class. He was not eager or motivated to learn in the class as he thought his identity was not being accepted and valued by others in the class. He felt he was not welcomed and that when he participated his input was not valued by his classmates. I also recognized that I failed in seeing his potential at the start of the year and allowed myself not to recognize he was capable of succeeding in class. Fortunately, I was aale to switch him to an upper level class. I immediately saw his behavior changed dramatically. He was happy, communicated and participated more in class discussions and group activities. The student’s identity was identified and “recognized as productive for the work at hand” (Rex and Schiller page 21). He did not feel left out and was able to participate in building and becoming a fully engaged participant of the learning community. Utilizing constructive dialogue helped me identify and welcome the student’s created identity. I was able to welcome and use his identity as a positive asset to guide his success. 

   ---------------------------------------------------------------------------------------------------------------------

Teacher Research as Storytelling Chapter 3

Written By Patricia L. Stock  

The second reading chapter for the second assignment was to read the research article written by Stock. The articles were based on teacher research that was that was done in the form of storytelling. The article presents information to introduce the readers to teachers research which is presented to us in a reflective storytelling format. Unfortunately teachers research and experiences are being ignored and are not considered to be sufficient evidence for research. Stocks states that “the reason why teachers research has not been taken as seriously as I would argue it should be that teachers customarily conduct and report research in anecdotal forms” {Patricia L. Stock Page 98). I sincerely do not quite understand why teacher research/experiences are being ignored since I believe that teacher research and teaching/life experience is crucial when it comes to the teacher's research process.

Regarding teaching and learning Stock argues “ The practice of education begins and ends in ordinary language and experience, in teachers and student's  dialogic exchanges and interactions with one another” (Patricia L. Stock page 101). I believe that teacher and student interaction with one another can be beneficially and influential, as these stories become vital source of teaching and leaning when building knowledge. From my years in teaching, I would say it’s building great relationships with our students is vital in the teaching/learning process since it creates a sense of community in our classroom and our teaching will flourish.  

Without a doubt, educators play an important role in a student’s education process. Educators have the ability to convey messages in ways that are meaningful and enrich with meaning. Retelling stories/anecdotal experiences turns a life event into a significant leaning lesson. So, integrating a storytelling of our life/anecdotal experience into our own teaching will become a reliable asset/strategy in the teaching and learning process. 

When it comes to teaching in the classroom, research shows that children tend to retain more knowledge when they can connect it with a classroom activity. Yes, I truly believe that of the most common and powerful classroom activities is storytelling. Children love listening to their teachers telling stories. While they listen, they begin to focus and follow the story through until its end. I seen how storytelling works in my own teaching experience. As an educator, this is exactly what I want. A way to centrally focus the 25-29 students I have sitting in front of me. Storytelling as a part of a lesson will help teachers keep students engaged and focused throughout. Once one child follows, it's surprising how one by one, every child will settle down and listen. They will stop making disruptive noises or make disruptive faces at each other and focus.