Attached here is my thesis for my Praxis Project. Feel free to take a look if you’re interested!
I have always seen a personal benefit in reading; when I read, I place myself in the situations of characters, evaluate myself alongside these characters, and interact with the text in such a way that I’m thinking reflectively. My reading practice has helped me to further understand myself and others, and I began this project because I was curious about the benefit of encouraging such practices with students. Reading current literature confirmed that I was not alone in this line of thought; many authors contend that classroom practices that include self-reflection alongside reading literature is personally and academically beneficial for students. Working with a 10th grade English class, I set out to learn what this currently could look like in a classroom setting, and how I might incorporate self-reflection in my future classes as a way to help students better understand themselves and others. I found, among other things, that self-reflection is often limited to the individual sphere in classroom settings, although students are interested in collective, collaborative work as well. Catalysts for self-reflection alongside literature include proper representation, strong prompting questions, and a space in which students feel comfortable speaking and engaging.
Willow-CYES-294-Thesis-6