Abstract
There is pressure on teachers to increase student academic achievement, yet there is not a similar pressure for teachers to support students’ social and emotional development and mental health. These factors are important if teachers are to positively affect student outcomes, including those who are disengaged or disadvantaged. The author purports that English language arts instruction lends itself naturally to a classroom culture that has opportunities to communicate, show care, connect, and collaborate in a community. Language and literacy learning entail behaviors, attitudes, unique tools, skills, the ability to interact in different settings and to rely on multiple identities. Fisher cites the literature on collective teacher efficacy and the shared belief that educators have in their students’ abilities to achieve and grow in their identities. By acknowledging existing identities, students can be stretched in their learning of language, which then becomes a tool for developing new identities and enhancing their self-efficacy.
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Fisher, S. (2020). Utilizing Relationships as Resources: Social and Emotional Learning and Self-Efficacy. In: Gallagher, T.L., Ciampa, K. (eds) Teaching Literacy in the Twenty-First Century Classroom. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-47821-6_10
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DOI: https://doi.org/10.1007/978-3-030-47821-6_10
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