2. Content Areas and Pedagogical Knowledge 

Ever since I was a sophomore in high school, I have been keeping track of the books I read.  I write down how much I like them and when I finished them.  By thing this, I have been able to suggest books to others.  This practice also makes me want to read more so that I can meet my book goals for the year. 

It is important that a teacher "understands major concepts...that are central to the disciplines" (Knowledge Indicators 2B).  I need to make sure I am well read so that I can help my students discover books that will interest them.  Being informed also makes me better prepared to share knowledge with my students.  

I have learned so much through the novels I have read.  They help me gain new perspective and new material to bring to the classroom.  I will continue to read and record my books so that I can use this information to help my students. 

As a member of the Honors Society at Trinity Christian College, I was required to complete an independent study with a professor at my school.  I decided to write an article about women in dystopian literature with my professor Dr. Boerman-Cornell.  

A teacher should "understand the cognitive processes associated with various kinds of learning (e.g., critical and creative thinking, problem-structuring and problem-solving, invention, memorization, and recall)" (Knowledge Indicators 2C) in their discipline.  This article provides inquiry questions to use in the classroom when you encounter women in dystopian literature.  It can help teachers approach the topic of feminist literary criticism and the emotional availability of characters in a novel. 

By completing this article, I learned that it is important to question the books we read.  We must enter reading with a curious mind.  We must also pay attention to the emotions of the characters and the reasons they feel this way.  Finally, literary criticism is essential to inquiry in the English classroom, and it is something I play to employ often.