ENGL-READ Dept. Chair Elizabeth Benton published a study, “It’s Emotional: An English Teacher’s Journey In a New Classroom” on the Innovation Works website. The study tracks the academic and emotional life of a community college professor, “Sarah,” through her teaching in a new form of English Composition class.
The Accelerated Learning Program, or ALP, brings developmental students into the college-level classroom and also continues instruction with them in a separate course. It asks the teacher to open up to students and consider the whole student–academic and home life–during instruction: “In her classroom, Sarah recognizes the need to invest in the students’ lives, to understand who they are beyond their essay writing.”
From the study:
But when we are faced with more than half of a class of students who are just not “getting it,” we have to consider our whole person as well as theirs. In an effort to create meaningful instruction, do we have to invest ourselves in the lives of our students, their educational and life gaps? Perhaps the inclusion model for developmental student learning is an effective first step toward answering that question.
Benton is a doctoral candidate at The George Washington University in the Graduate School of Education and Human Development.