Of Discourse and Demerits: One Teacher’s Experience Implementing Discourse Moves in an Urban Post-COVID Classroom

• In Event: AERA Roundtable Session Saturday 9:45 am - Gold 2
  In Roundtable Session: Elevating Practitioner Voices

Abstract

Teachers’ lived experiences are shaped by factors including their teacher preparation program quality, high-stakes testing pressures, relationships with their students and colleagues, and the harmful ideal of “teacher martyrdom,” which intensified during the COVID-19 pandemic. This study draws on a modified version of Bronfenbrenner’s Ecological Systems Theory (1979) to examine one middle school teacher-researcher’s efforts to implement research-based discourse practices in a post-lockdown urban mathematics classroom. Findings reveal that teacher attrition, student learning gaps, and a compliance-focused behavior system posed significant challenges, while strong collegial support enhanced resilience. The findings indicate the need for teacher-researcher partnerships and rethinking how schools approach discipline and community-building.

Author

• Kanushri Wadhwa, Phoenix Charter Academy