Katie's Korner
Reflecting on this course, my understanding of teaching literature has evolved significantly. The concepts from the readings, especially the metaphors of mirrors, windows, and sliding glass doors from the Johnson, Koss, and Martinez article, have reshaped how I think about choosing literature for my students. I now understand the importance of selecting texts that allow students to see themselves (mirrors), experience others’ perspectives (windows), and explore new worlds (sliding glass doors). This has led me to focus on creating a diverse, inclusive reading list that encourages empathy and critical thinking and aligns with the goal of social justice. Additionally, my experience with the literature circles with Will, Cass, and Myla and our chosen text, Colouring Outside the Lines by Sangu Mandanna, highlighted the importance of adjusting activities to fit the text and ensuring students can engage deeply with the material, which I greatly appreciated my group members collaboration on our group lesson and unit planning.
Another significant takeaway from this course has been the importance of incorporating social justice themes into my teaching. The readings, particularly texts like Colouring Outside the Lines by Sangu Mandanna, emphasized the power of literature to reflect identity and foster understanding of intersectional issues like LGBTQIA+ rights. I plan to use these insights to create a more inclusive classroom where students can connect literature to their lives and world. One specific goal is to pair Romeo & Juliet with West Side Story in my upcoming practicum teaching IB Literature 11 to explore how social issues evolve across time and how literature continues to reflect and shape societal values. This course has given me the tools to become a more reflective, inclusive educator, and I look forward to continuing to develop my teaching practice with these ideas in mind.
