Alex's Second Post...

     I have a total love-hate relationship with Teacher-Led Discussions. On the one hand, it is rather simple, and seemingly uninvolved on the student's behalf. However, I also believe that this type of discussion is critical when introducing material to students. Maybe I'm old fashioned in this respect, but when listening to lectures introducing a topic, I enjoy learning through this method. I would not use a Teacher-Led Discussion after a homework assignment to read the first half of The Great Gatsby, for example. However, I would lead a discussion introducing concepts, themes, and information such as the Roaring Twenties and the Jazz Age.
     "Student-generated whole-class discussions involve the whole group but rely on students to produce the content of the discussion" (Smagorinsky, 33). Doesn't that just sound like a wonderful idea? I would think so.. But here I will provide you with my responses to some of the alternate ideas presented in chapter 3 of Smagorinsky's book Teaching English by Design.

• Fishbowl: I really can't get used to this... I know that as a future teacher, I shouldn't get nervous around other people. And I rarely ever do! But when I was forced to participate in fishbowl exercises (even in college), I would just get nervous and clam up. I don't mind having a discussion with the whole class, in small groups, or even speaking in front of a class. I do however, despise having my conversation in a small group being evaluated by a larger group. Critique doesn't hurt my feelings, I actually embrace it. So it isn't that aspect of this type of exercise that I don't like, it's really something else. So, basically, what my rant is saying, is that I would never make my students do something that I wouldn't be comfortable doing myself. Now, a disclaimer: I am not saying this is an innefective method of teaching. Rather, I am saying that I would not feel comfortable making my students participate in this activity. 
• Put an Author on Trial: This, I think is absolutely wonderful. As many of my peers and blog-readers may know, I graduated high school with the expectation of becoming a Personal Injury Lawyer. I am truly passionate about social justice and allowing students to participate in a "trial." One with no consequences, other than a grade perhaps (hah!). I love the fact that students are encouraged to get passionate about a text and are asked to defend the honor of a character, narrator, or author. This is brilliant! When asking students to play the roles of courtroom figures, I believe genuine learning can happen. Of course, this will only work with some texts, but I am sure I will incorporate this into my future classroom one day.
• Text Rendering: Another brilliant idea. In order for this selection-sharing activity to work, the class must be close and comfortable with one another. I think it's great! Having students pick out one word, one phrase, and one sentence from a reading is a great way to get students talking about a text. Instead of having students come back with just notes or a question, they can make some great and authentic connections without even realizing it. The conversation that will grow from this beginning activity has to be closely monitored by a teacher, but I think that's great. A teacher can look at repeated words and ideas and help students see connections between each other's chosen selections.

 -Alexandra K. Wiesyk