One strategy a teacher can use to allow student choice when selecting text to read to support diversity and student investment in the classroom is offering multiple texts from diverse authors, themes, and cultures. Teachers should strive to make sure that the books they select for students represent different perspectives and backgrounds. For example, if a school has a curriculum focused on American literature, teachers could look for texts written by authors of color or with plots that challenge traditional stereotypes about race or culture. Additionally, providing students with multiple genres of books (e.g., fiction, non-fiction, poetry) can help inspire creativity and an appreciation for different types of literature.
Share two strategies a teacher can use to allow student choice when selecting text to read to support diversity and student investment in the classroom
Another way teachers can foster student choice in the classroom is through book clubs or small reading groups. This type of classroom activity allows students more control over what they read because they get to choose which group they want to join based on their interests. Teachers can also encourage each group to choose at least one book or author per session that reflects diversity within the group’s members (e.g., books featuring characters of various racial/ethnic backgrounds). This approach allows students more freedom while also promoting discussion around topics related to diversity and inclusion in literature.
Both strategies above help provide an avenue for student choice while encouraging engagement with diverse perspectives from both classic and modern works of literature. Furthermore, allowing students some autonomy when selecting texts encourages them not only take ownership over their learning but their own identities as well—as it gives them greater opportunities for self-expression through literature selections that have meaning for them personally. By providing these options in the classroom setting, teachers are able create a space where all voices are heard regardless of background so everyone feels comfortable sharing ideas without fear judgment or criticism form others. In this way literacy instruction becomes more meaningful and relevant—which ultimately leads to increased engagement among all learners regardless of cultural background or identity