Rationale: My Approach to Teaching Jane Eyre

            As a new teacher I have been introduced to countless methodologies, theories and perspectives on teaching strategies and environments. I have begun to define my own practice by critically examining these various approaches and adapting them to my own viewpoints. Teachers are given a lot of freedom when it comes to covering the curriculum. This freedom can be either highly beneficial or detrimental to student learning.  Teachers can remain attached to a more traditional approach to learning that has been used for decades. This approach has attached a stigma to the English classroom as ‘boring’ or ‘useless’ in the eyes of many secondary school students. How can we change this perspective? How can teachers create a classroom that is engaging, educational and meaningful to the lives of youth? My teaching philosophy is based around this question. The answer is ever-changing which means my practice also needs to be flexible. 
            My unit plan for Jane Eyre is based around the promotion of critical discussion and student-centered learning. Throughout each lesson I act as a guide to facilitate discussions led by students rather than become a lecturer which drastically limits student interaction and independent thought. The article Transactional Philosophy discusses the importance of moving towards a whole language classroom, “risk-taking is encouraged… and students learn from experience” (Stricklans 19). The article also emphasizes the importance of teaching literacy in a meaningful context (Stricklans 20). Rather than focusing solely on the content of Jane Eyre and the literary tools used it is important to include meaningful references to current events and the lives of the students. Throughout my unit students take away multiple perspectives, personal insights and connections to real-life rather than the ability to simply regurgitate the content of the novel.
             My unit is focused on a feminist perspective of Jane Eyre. I include videos, articles and activities to encourage discussion and thought about feminism, the implications of gender stereotypes and norms throughout the past and in current society. I am bringing in important social issues in order to connect Jane Eyre to the lives of my students and society. I really agree with the notion that “our goal as educators is to create classrooms where students learn to ask critical questions, support one another, and work toward positive social change” (Singer 318). I believe that being literate is not only about the ability to read and write. Literacy includes critical thought, the ability to communicate personal views and connect meanings to the world around them. Students should be able to advocate their views and be “compassionate members of society, capable of being agents of change” (Wagner 107). Jane Eyre also touches on themes of religion and social class which will also be addressed. Though, feminism and the related sub-themes related to feminism will be the central focus of this unit.
                In addition, teachers need to remember that students are encompassed in the digital world. In order to really connect students to the themes and ideas being presented it is important to include references and activities based around technology. The ongoing and cumulative project for this unit is in the form of a student blog. Students reflect on the novel and class discussions as they read and learn. The final entry will be in the form of a critique or review of the novel. I think that it is important to provide options for cumulative projects to meet the needs of various learners and strengths. This final review can be written or in the form of a video and posted to the blog. The blog responses also benefit multiple learning styles and exceptionalities. The blog format is open to visual art, images, music or related articles of interest. Students have the freedom to delve into what interests them about Jane Eyre and feminism.
                The use of a blog in the classroom promotes community through online discussion. This really benefits students who are introverted or excel in computer skills over written work. Students are able to express themselves using images, videos, online articles or references. This method opens up an array of opportunities and provides an environment for student led learning. The article Wiki Literature Circles: Creating Digital Learning Communities discusses the importance of using technology, “The digital arena has not only added another dimension to belonging to classroom communities, it has also heightened the individual’s role in the group to that of knowledge contributor” (Edmondson 44). Students are able to independently contribute to their blog while also commenting and discussing the entries of other classmates. An online community is created to promote further discussion, exploration of themes and critical thinking skills. Students are able to learn and build off of each other’s reflections and information. The blog also offers a way to document student learning, understanding and progress.
                My unit plan has been created for a grade 11 academic classroom. With this in mind, the blog format is a setting for open discussion and student led learning. This method is most useful for a senior level classroom because it allows for a lot of freedom and personal reflection. While I do provide guiding questions an intermediate or college level classroom may need more guidance and teacher monitoring. The feminist discussions within the blog and in the classroom are also more suited to a senior level classroom. Students will have already gained a basis of critical literacy, media studies and a background in discussing social justice themes from grades 9 and 10. The feminism in Jane Eyre can lead to lengthy discussions, controversy and needs a critical lens. Students will be better prepared for these lessons at a senior level.
                Their preparation for this unit will also be in the form of previous poetry and short story units. These units will each address different social themes. I will have employed similar discussion-based activities, media resources and links to technology. The similarity in approaches will help prepare students for examining an entire novel and documenting their responses. The social themes will also advance student critical thinking and ability to discuss personal opinions through individual reflection and group discussion.
                Overall, this unit plan reflects a practice focused on creating meaningful contexts for learning. The transactional approach combines self-reflection and group discussions that are largely student led. Students are able to voice their opinions, perspectives and ideas in an open classroom setting as well as on an online blog. My approach focuses on Jane Eyre while also bringing in references to feminist articles, blogs and videos. Students also connect Jane Eyre to The Yellow Wallpaper in order to strengthen comparisons, the ability to recognize parallels and feminist themes in other fictional texts. The self-directed blog format allows students to be creative while also being reflective of their progress and learning. Students gain insight through seeing the work and comments of their peers. The overarching drive of my practice is a sense of community. Students begin to create a sense of community through in-class discussion and group activities as well as an online blog-based interaction. Throughout the year this sense of community builds which creates a safer and more comfortable environment for discussions and student expression.