ABSTRACT

Although she loved her work teaching English in a Michigan high school, Steffany Maher began to wonder if something was missing. Reflecting on this worry, she explained:

Our discussions were primarily “me” focused. I was imparting all my “teacher wisdom” unto my students, but they were not fully engaged in the conversation. My teacher-led discussion method was not allowing students to respond to the literature, and no matter how many times I told them that any response to what they were reading was valid, they were always looking to me for the “right” answers.