New Perspectives. One of our primary efforts in the course was to assist the teachers in moving beyond their learning histories (Florio-Ruane, 2001) to articulate new perspectives. For example, family communications provided a way to learn about the student and also provided the teachers with opportunities to notice and name (Johnston, 2004) Over the course of the semester, as the teachers developed partnerships with the families of the children they tutored, they articulated the range of ways they engaged with families beyond the tutorial. For example, during our seminar conversation, Nikki shared,
Conversations are the heart of responsive teaching. By talking with struggling learners, teachers can find out about their interests in order to design effective, personalized instruction; build relationships; work through complexities in teaching and learning; and celebrate successes.
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