dents have the right to question the information shared by their teachers. They even have the right to disagree openly with their teacher's reasoning and their conclusions (Shor 86).
Although classroom discourse is the principal medium of learning in school, teachers rarely pay attention to how they structure it. Mark Aulls notes in Journal of Educational Psychology that studies suggest that patterns of discourse in the classroom are opaque to the participants. Therefore, teachers were not likely to be able to state the forms, patterns, and system of discourse that they jointly constructed with students during curriculum events. Therefore, teachers tend to focus mainly on what they are teaching and what their students are learning. At best, awareness of the nature of classroom discourse is a secondary consideration for many teachers (Aulls 56). Shor suggests this is the natural consequence of the fact that in traditional classroom education the exchange of ideas is either (a) actively discouraged, or (b) is tolerated but not encourag
...