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Teaching literature to young adults is one of the most challenging and enriching careers’ someone could have. Teachers must keep their students engaged while teaching them what they need to know all at the same time. A teacher is only successful in her job unless her students are successful in their studies. I want to teach my students what they need to know to be successful in life, but I also want to show my students how to become lifelong readers. In order to accomplish both goals I must use my teaching tools to provide students with an enriching classroom. Literature is open to interpretation, and I know that literature will speak differently to each and every student. All of my future students will come from different cultures, and they will use their unique backgrounds and prior experiences to make sense of the literature in front of them. This is transactional theory in that the reader will give to, and take from, the reading that which makes sense to him or herself. Louise M. Rosenblatt’s Transactional Theory says there are two modes of reading: efferent and aesthetic (Rosenblatt 35). Rosenblatt says, “Instead of thinking of the text as either literary or informational, efferent or aesthetic, we should think of it as written for a particular predominant attitude or stance, efferent or aesthetic on the part of the reader” (35). I believe that students approach and comprehend texts through efferent and aesthetic reading (Rosenblatt 35). Students who read for information that is required are reading through an efferent lens. For example students may read in an efferent stance when they study for exams or read non-fiction literature. Students may read aesthetically as well, when they are reading for the “pleasure and the rew... ... middle of paper ... ...est them. With the understanding of Rosenblatt’s Transactional Theory, I can mold myself into an educator that teaches for the students. I will accept and understand that each student will learn through different processes, at different levels, and by different texts. In my future classroom, I will strive towards creating and comforting environment in which students can enrich themselves in books that they have chosen. I will create a challenging curriculum that leaves room for student input and adaptations. Through mini-lessons I can teach important reading skills. With the flexibility of literature circle groups, students can practice their professional skills as well as their reading skills. Giving students choices in the classroom will invite intellectual growth and creativity. My ultimate goal for students is to leave with a desire to seek more information.
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