Teaching and Learning in the (dis)Comfort Zone

Deborah Eldridge is Dean of the School of Education at Lehman College.   Deborah Ann Jensen is Associate Professor of Learning and Literacy at Hunter College.   Yang Hu is Associate Professor of Education at Hunter College.   Jennifer Tuten is Assistant Professor of Curriculum and Teaching at Hunter College.

• Introduction Where is Your Comfort Zone? PART I: FINDING YOUR TEACHING ZONE Choosing Words Acting into a New Way of Thinking Watching the lesson Just Relax! PART II: FINDING YOUR STUDENTS' LEARNING ZONE Describing, Not Labeling, Students Teaching Effectively Means Learning from Our Students Learning from Parents and Families Teaching for Best Practice and Accountability Conclusion: Pulling it All Together

"This is a powerful book of stories from teachers and literacy educators who have come together as learning communities to share and reflect on classroom teaching. Research-based practices are provided to help teachers of literacy address their own tensions and adopt new ways of thinking about how to work effectively with students and their families. It is a must-read for literacy educators interested in creating their own milestones of growth." - Shelley B. Wepner, Dean and Professor, School of Education, Manhattanville College"The authors provide an inspired text that is a treasure chest for new and veteran teachers alike. Literacy teachers will note their own experiences of comfort and discomfort zones reflected in vivid anecdotes describing actual teaching/learning experiences. Best of all, this text truly supports professional growth through a wealth of information, enabling literacy educators to continually engage in reflective practice leading to ongoing professional growth." - Ellen Kaiden, Professor of Reading and Education, Ramapo College of New Jersey"This book offers a much needed perspective on teachers and learners as they engage in the art of teaching and learning. Anecdotes provide the foreground for discussions on the challenges and opportunities in educative communities. This excellent book envelopes readers in a community of learners who explore issues and ponder important aspects of literacy education. Readers will find themselvestransformed both as teachers and learners." - Carole S. Rhodes, Professor and Literacy Education Program Director, Queens College, City University of New York