Tuesday, December 14, 2010
Final Reflection
So, if I can be honest, before this semester, I'd been feeling pretty lackluster about my college and career path. I was excited at the prospect of teaching, but I've just taken so many darn writing classes that the absence of education classes was really getting to me. This semester, from the field experience to the unique experience in this class of getting to sort of put myself in the mindset of my future students, has sparked an excitement in me that I thought I'd lost. True statement. One of the most beneficial tactics Dr. Pytash used this semester were the read and teases. It made me aware of so many young adult novels that we just wouldn't have had the time to really read and explicate this semester. Also, I feel like I'm verging on a new era of my life. It might seem silly to think this (but, no. That can't be.) I'm just so pumped that there are people at Kent State who are in the education program and are such great people. The professors and the students. I was really at the point of reconsidering this profession, but now it feels right. There's no better way for me to say that. Sorry about the sappiness of all of that. I'm posting a "final reflection", and that's the most influential facet of my reflection. Being an educator is what I'm called to do. Its focus is really solely helping people. And, fortunately, there are resources available (books like this text from Beers, professors like Dr. Pytash and Dr. Gershon, etc.) that will make that seemingly impossible task--helping people learn--more feasible. Thanks everyone!
Chapter 14
The concept of finding the right book or genre fits perfectly with what seemed to me to be a huge epiphany about a year ago. I was reading this novel (can't even recall the name of it now), and it was just like pulling teeth. I hated it. After about a month or two of this novel sitting by my bed, not getting read, I decided that I just had to return it. No more teeth pulling. Dentistry over. I thought, "Why am I wasting my time feeling bad about not reading this book when I could just get a new one and spend my time liking it." I talked to Dr. Pytash about this earlier in the semester. She said that she can't stand not finishing books, and I totally understand. It's just a personal thing, I think. But, for struggling readers, I think it's super-important for them to know that, for the most part, they aren't contractually obligated to finish a novel. Now, that's not to say that I'd let my students read a page and get a new one--they'd never know the great feeling that accompanies a riveting conclusion. But, I just have to realize that each one of my students are going to have a different reading interest, and it probably won't be mine.
I was trying to help my boyfriend figure out what genre he might like a few months ago. I didn't know about this chapter. The list on page 285 about what aspects of a book a student might like will be really helpful.
The section on "selling the book to students" is really useful, as well. This is definitely a chapter I'll be revisiting many times in my career. I especially like the idea of the read and teases. I seem to feel familiar with this strategy. Maybe it has something to do with the past 4 months. ;]
I was trying to help my boyfriend figure out what genre he might like a few months ago. I didn't know about this chapter. The list on page 285 about what aspects of a book a student might like will be really helpful.
The section on "selling the book to students" is really useful, as well. This is definitely a chapter I'll be revisiting many times in my career. I especially like the idea of the read and teases. I seem to feel familiar with this strategy. Maybe it has something to do with the past 4 months. ;]
Chapte 13
I looove this chapter!! I just think it's so great that Beers devoted this entire chapter to giving kids the confidence they need to really want to read. This is something I've been thinking about a lot. In fact, I just had a conversation with my mom about why I really want to teach English. I want people to want to read. I want to help people find the pleasure I do in text. But, it's hard to do that. So, Beers is explicit about some ways to go about it.
When I worked with a teacher at Firestone this semester, I learned that keeping expectations high is one of the key techniques he uses with his students, and that's just what Beers says is the way to do it! She says, "As we watch other students struggle with reading (specifically) and learning (in general), our first reaction is often that we need to make the curriculum easier" (261). But, what will happen, if we do that is that kids will think, "Our class doesn't read hard stuff. The teacher thinks we can't do it (261). They're not oblivious. Our students will notice what we do and often why we do it. That's important for me to remember. Even at a young age, (and perhaps especially) kids are really observant. My tutorees often tell me things about what I'm doing that I don't even know I'm doing. I can't overempasize the importance of high and consistent expectations for students, but, thank God, Beers has done it for me.
Another concept Beers presents here corrolates really well with an idea I've worked on recently. I know that learning styles vary widely in people, and it doesn't stop with just the learning. Everyone has their own comfort level. Beers says that teachers should encourage risk in the classroom by creating a supportive environment. But, she also promotes giving students options. "I give participants/students three opportunities for participation:
~They have the opportunity for personal reflection that they can choose to share with no one or perhaps only with me.
~They have the opportunity for small-group discussion with others whom they choose.
~They have the opportunity to speak up in the large-group setting" (264).
This is similar to the emerging concept to give students options in terms of which test they'd like to take, i.e. a multiple choice test vs. a short answer or essay.
When I worked with a teacher at Firestone this semester, I learned that keeping expectations high is one of the key techniques he uses with his students, and that's just what Beers says is the way to do it! She says, "As we watch other students struggle with reading (specifically) and learning (in general), our first reaction is often that we need to make the curriculum easier" (261). But, what will happen, if we do that is that kids will think, "Our class doesn't read hard stuff. The teacher thinks we can't do it (261). They're not oblivious. Our students will notice what we do and often why we do it. That's important for me to remember. Even at a young age, (and perhaps especially) kids are really observant. My tutorees often tell me things about what I'm doing that I don't even know I'm doing. I can't overempasize the importance of high and consistent expectations for students, but, thank God, Beers has done it for me.
Another concept Beers presents here corrolates really well with an idea I've worked on recently. I know that learning styles vary widely in people, and it doesn't stop with just the learning. Everyone has their own comfort level. Beers says that teachers should encourage risk in the classroom by creating a supportive environment. But, she also promotes giving students options. "I give participants/students three opportunities for participation:
~They have the opportunity for personal reflection that they can choose to share with no one or perhaps only with me.
~They have the opportunity for small-group discussion with others whom they choose.
~They have the opportunity to speak up in the large-group setting" (264).
This is similar to the emerging concept to give students options in terms of which test they'd like to take, i.e. a multiple choice test vs. a short answer or essay.
Chapter 10
This chapter is full of really good advice and information about students' reading. But, there are a few specific facets that I'd like to focus on.
"Reading rates usually increase faster during the elementary school years than during the middle and high school years" (208). So, if the reading rate increases this quickly and we are still employing the "tracking" system in the public education system, where are we accounting for the fact that students can be placed in the wrong level of education. For example, perhaps a student in the 3rd grade exhibits exemplary reading fluency and comprehension, but then his or her ability sharply declines the very next year? Or vice versa? Then these kids who have been placed in an honors English class will end up getting totally lost, or students who could really benefit from being in an honors program in high school will not get that opportunity. It's really upsetting. However, I do really like that Beers gives a more informal way to test students' reading rate on page 210. That way, a teacher could do several mini-tests each year just to keep up with a student's growth.
I know it seems like a really obvious statement, but I LOVED when Beers made in unquestionable that "students need to hear fluent reading in order to become fluent readers" (215). I thought, "well of course", but then I couldn't help but question how often I actually read to my tutorees. Their mother really focuses on my creating lesson plans for them to write, but I know that at least one of the two is a struggling reader. Reading and writing are so conjoined that I really think maybe I should designate at least five minutes in the beginning of a session to read to him. What do you all think?
Finally, I also think that I really do too much correcting when I hear my tutoree read. Beers is explicit in saying that a teacher needs to prompt a student to correct him or herself. She says that sometimes readers will need different prompts, such as, "Can you divide the word into syllables and sound it out that way?", but the simplest prompt is usually just to say, "Can you read that again?" (217)
"Reading rates usually increase faster during the elementary school years than during the middle and high school years" (208). So, if the reading rate increases this quickly and we are still employing the "tracking" system in the public education system, where are we accounting for the fact that students can be placed in the wrong level of education. For example, perhaps a student in the 3rd grade exhibits exemplary reading fluency and comprehension, but then his or her ability sharply declines the very next year? Or vice versa? Then these kids who have been placed in an honors English class will end up getting totally lost, or students who could really benefit from being in an honors program in high school will not get that opportunity. It's really upsetting. However, I do really like that Beers gives a more informal way to test students' reading rate on page 210. That way, a teacher could do several mini-tests each year just to keep up with a student's growth.
I know it seems like a really obvious statement, but I LOVED when Beers made in unquestionable that "students need to hear fluent reading in order to become fluent readers" (215). I thought, "well of course", but then I couldn't help but question how often I actually read to my tutorees. Their mother really focuses on my creating lesson plans for them to write, but I know that at least one of the two is a struggling reader. Reading and writing are so conjoined that I really think maybe I should designate at least five minutes in the beginning of a session to read to him. What do you all think?
Finally, I also think that I really do too much correcting when I hear my tutoree read. Beers is explicit in saying that a teacher needs to prompt a student to correct him or herself. She says that sometimes readers will need different prompts, such as, "Can you divide the word into syllables and sound it out that way?", but the simplest prompt is usually just to say, "Can you read that again?" (217)
Wednesday, October 13, 2010
Chapter 9
I have a question. On the second page of the chapter, Beers essentially says that vocab tests are no good. Instead, she says that teachers should do more informal assessments like a jeopardy or bingo game to see who remembers most. Don't teachers have to give a certain amount of tests, or no?
Through reading this chapter, I realize how frequently I tell my own students just to "use context clues" as if they have any idea how to do that without the background and knowledge acquired previously. However, I guess I have another question. How much grammar (such a prefixes and suffixes) will I need to be teaching to my students? Does that just depend on the type of class I get a job working with?
Ah hah! Dr. Pytash, every week, uses the "read and tease" technique on us! (198) She entices us to read the full novel by reading an excerpt before class. I wonder if it would take too long to do that in class at a high school. Maybe I could do that or a think-aloud once a week, like perhaps on Fridays to settle kids down at the beginning of class. Actually, that's just what I thought about the two- or five- minute mysteries that Beers brought up in the last chapter.
Through reading this chapter, I realize how frequently I tell my own students just to "use context clues" as if they have any idea how to do that without the background and knowledge acquired previously. However, I guess I have another question. How much grammar (such a prefixes and suffixes) will I need to be teaching to my students? Does that just depend on the type of class I get a job working with?
Ah hah! Dr. Pytash, every week, uses the "read and tease" technique on us! (198) She entices us to read the full novel by reading an excerpt before class. I wonder if it would take too long to do that in class at a high school. Maybe I could do that or a think-aloud once a week, like perhaps on Fridays to settle kids down at the beginning of class. Actually, that's just what I thought about the two- or five- minute mysteries that Beers brought up in the last chapter.
Chapter 8
Ahh! Now we're getting to delve into ideas about what to do after the reader is already confused. If students simply forget or are too concerned with the actual reading to use prereading strategies, these will help them make sense of their confusion. Again, the chapter clearly defines what students will gain from these strategies.
Beers says, "I teach scales by modeling one for students" (143). Again we see the importance of modeling. This is the tenth time, at least, that we've read about how much impact modeling can have on students' understanding. I'm beginning to realize the importance! ;]
Also, I absolutely love the Questions and Answers segment of the chapters. This is mostly because the questions are all asked by teachers, not students. This is stuff that I want, and need, to know as one who'll be utilizing these techniques.
I love the fact that students are required to logically defend their positions from the scales using citable, credible information. They can't just say, "He was brave" without backing it up.
I feel like Beers is beginning to really get into the nitty-gritty of how we're to teach our students. Also, interestingly, I was at Firestone High School the other day, and the teacher of one of the English classes was actually teaching his students the very same techniques we're learning about in this class.
Beers says, "I teach scales by modeling one for students" (143). Again we see the importance of modeling. This is the tenth time, at least, that we've read about how much impact modeling can have on students' understanding. I'm beginning to realize the importance! ;]
Also, I absolutely love the Questions and Answers segment of the chapters. This is mostly because the questions are all asked by teachers, not students. This is stuff that I want, and need, to know as one who'll be utilizing these techniques.
I love the fact that students are required to logically defend their positions from the scales using citable, credible information. They can't just say, "He was brave" without backing it up.
I feel like Beers is beginning to really get into the nitty-gritty of how we're to teach our students. Also, interestingly, I was at Firestone High School the other day, and the teacher of one of the English classes was actually teaching his students the very same techniques we're learning about in this class.
Chapter 7
I like the fact that this chapter specifically points out what the strategies we're learning will do for our students. They are the most important people in the classroom, and this chapter helped to solidify the need for humility within the classroom. As a teacher, I'll have authority over my students, but, as in totally expected and natural, most people do not want to go above and beyond when they do not feel valued in the first place. So, I'm glad that these strategies will serve the greater good here in helping the students to visualize, predict, question, and clarify.
I will totally be keeping this book to copy handouts from. The rules for "Say Something" are clear and I think students will really benefit from having direct examples of ways to begin their "Say Something" statements. It's just a little bit of scaffolding that students may or may not need, but I can certainly see how it might be helpful.
There are such great ideas in this text! I'm totally going to use the rereading strategies this weekend in my tutoring session. Give "students a short text, and [ask] them to reread it three times...ask them to reate their understanding of this text on a scale of 1-10 after each reading" (113). This is so important, because, so many times, struggling readers don't see the use in rereading. However, fluent readers recognize it as vital to understanding text, which they see as their responsibility.
I will totally be keeping this book to copy handouts from. The rules for "Say Something" are clear and I think students will really benefit from having direct examples of ways to begin their "Say Something" statements. It's just a little bit of scaffolding that students may or may not need, but I can certainly see how it might be helpful.
There are such great ideas in this text! I'm totally going to use the rereading strategies this weekend in my tutoring session. Give "students a short text, and [ask] them to reread it three times...ask them to reate their understanding of this text on a scale of 1-10 after each reading" (113). This is so important, because, so many times, struggling readers don't see the use in rereading. However, fluent readers recognize it as vital to understanding text, which they see as their responsibility.
Chapter 5
I'm really glad that this chapter slows down the process of thinking aloud. Beers breaks down which parts of a text are the most vital to focus on. I was particularly suprised (though totally unsure of why I hadn't noticed) that one of the most important clues when making inferences from text lie in the pronouns.
I assumed that the class which struggles with comprehension would have a difficult time with tinferencing. However, I guess I really didn't expect that the class of students who were not struggling readers would gather so much information. Although it probably wasn't the case, they reasoned that the "he" might've even been a son trying to buy his mother the movie tickets. I have to assume that this extensive deduction was the results of superior modeling. So, in this way, Beers reitterates just how very important it is to really model just exactly how students will have to be doing their work. The onus is on the instructor to model well so that his or her students can perform well.
One awesome idea Beers presents is to cut out cartoons, project them for the class, and help make inferences based on why we find them funny. These are usually political cartoons. Three books of short stories I really want to use in my classroom are Two-Minute Mysteries by Donald Sobol, Five-Minute Mysteries, and Even More Five-Minute Mysteries, both by Ken Weber. Beers proposed that teachers could begin class periods with one of these short stories to get students focused.
I assumed that the class which struggles with comprehension would have a difficult time with tinferencing. However, I guess I really didn't expect that the class of students who were not struggling readers would gather so much information. Although it probably wasn't the case, they reasoned that the "he" might've even been a son trying to buy his mother the movie tickets. I have to assume that this extensive deduction was the results of superior modeling. So, in this way, Beers reitterates just how very important it is to really model just exactly how students will have to be doing their work. The onus is on the instructor to model well so that his or her students can perform well.
One awesome idea Beers presents is to cut out cartoons, project them for the class, and help make inferences based on why we find them funny. These are usually political cartoons. Three books of short stories I really want to use in my classroom are Two-Minute Mysteries by Donald Sobol, Five-Minute Mysteries, and Even More Five-Minute Mysteries, both by Ken Weber. Beers proposed that teachers could begin class periods with one of these short stories to get students focused.
Wednesday, September 15, 2010
Chapter 6
I am so grateful for and excited about this chapter! This is exactly the kind of thing I want to know right now. I still have a lot to learn about the field of education, but I can put these pre-reading strategies into action immediately.
So, all of these techniques can be useful in different ways, but the K-W-L chart seems to most logical to me in really getting to the core of a student's prior knowledge and what they really want to know. I'd also assume that this, and many of the others, as well, will get students excited about what they'll be reading. Personally, I like to be taught in a pretty structural way. I like to know what I'll be looking for and what I can expect to find in texts before I begin reading them. Yes, I do employ a lot of the tactics she mentioned about cover flaps, genre, heading, etc. before I begin reading, but, if it's something I've never come into contact with, then I like to know where it might go. So, when I view it from the perspective of a struggling reader, I'd have to assume that they'd feel even more comfortable than I do when given a more organized list of themes and questions to be looking to answer. This information about precisely how to go about setting up these exercises in classrooms is so helpful. I've heard of K-W-L charts. I've done some basic, textbook learning about them. But, as with most of the educational practices I've learned, the way in which to actually apply them has truthfully always eluded me. That makes sense--I've never been in a classroom where I had the freedom to try them. So, especially the section emphasizing how important it is to recognize that these charts are not comprised of three distinct column of seperate information. Beers states, "That's what comprehension is:linking the unknown to the known" (85). How wonderful that the aspects of literature that I've always been so drawn to are finally laid out on the table for me so plainly.
I did wonder throughout this chapter, though, "Did Beers actually make up all of these strategies?" I've racked my brain trying to come up with creative ways for my two tutorees to create meaning from text to little or no avail. I know that the Tea Party strategy was adapted from the South Coast Writing Project, but did she just make most of the rest of these up off the top of her head? Or, does the knowledge of these strategies simply come with time and adapting the strategies of other people? Or, both?
So, all of these techniques can be useful in different ways, but the K-W-L chart seems to most logical to me in really getting to the core of a student's prior knowledge and what they really want to know. I'd also assume that this, and many of the others, as well, will get students excited about what they'll be reading. Personally, I like to be taught in a pretty structural way. I like to know what I'll be looking for and what I can expect to find in texts before I begin reading them. Yes, I do employ a lot of the tactics she mentioned about cover flaps, genre, heading, etc. before I begin reading, but, if it's something I've never come into contact with, then I like to know where it might go. So, when I view it from the perspective of a struggling reader, I'd have to assume that they'd feel even more comfortable than I do when given a more organized list of themes and questions to be looking to answer. This information about precisely how to go about setting up these exercises in classrooms is so helpful. I've heard of K-W-L charts. I've done some basic, textbook learning about them. But, as with most of the educational practices I've learned, the way in which to actually apply them has truthfully always eluded me. That makes sense--I've never been in a classroom where I had the freedom to try them. So, especially the section emphasizing how important it is to recognize that these charts are not comprised of three distinct column of seperate information. Beers states, "That's what comprehension is:linking the unknown to the known" (85). How wonderful that the aspects of literature that I've always been so drawn to are finally laid out on the table for me so plainly.
I did wonder throughout this chapter, though, "Did Beers actually make up all of these strategies?" I've racked my brain trying to come up with creative ways for my two tutorees to create meaning from text to little or no avail. I know that the Tea Party strategy was adapted from the South Coast Writing Project, but did she just make most of the rest of these up off the top of her head? Or, does the knowledge of these strategies simply come with time and adapting the strategies of other people? Or, both?
Chapter 4
This is exactly what I've been waiting for!! Every time Beers has made some excellent point about which strategies to teach children, I kept asking myself, "But, HOW do I teach this?!" She began answering that question here. Seeing how Kate original class "discussion" transformed was precisely what I want and need to know. Again, Beers presented the idea that students can gain a better understanding by communication with their peers. Although these methods are essentially still teacher-centered, the difference between the structured, stifling techniques of IRE or, Initiating, Responding, and Evaluating, of Kate's first lesson and the more inviting, intellectually stimulating, and creative second method was profound. I guess I'm simultaneously embarassed, dissapointed, and hopeful at the fact that I see a lot of what my own teaching style has been with my two tutor students. I'm still learning, and I'll be applying all of these new ideas into my own work. In fact, this Saturday, I'm planning on taking a page out of this book for this weekend's tutoring session.
Also, I was really impressed that Beers was so honest in her description of how teaching strategies will affect the content being taught. "Does teaching strategies mean I have less time to teach content?...yes" (47). What I have to ask myself here is, "What is the real reason I want to be a teacher?" Well, I want to be able to really help students find the beauty and meaning of literature. It will help them to better understand themselves and their surrounding world, if they let it. But, the only way that idealistic goal will actually be realized is if my students can initially understand and comprehend what they're reading.
On page 58, Beers gives an example of a typical lecture classroom
Also, I was really impressed that Beers was so honest in her description of how teaching strategies will affect the content being taught. "Does teaching strategies mean I have less time to teach content?...yes" (47). What I have to ask myself here is, "What is the real reason I want to be a teacher?" Well, I want to be able to really help students find the beauty and meaning of literature. It will help them to better understand themselves and their surrounding world, if they let it. But, the only way that idealistic goal will actually be realized is if my students can initially understand and comprehend what they're reading.
On page 58, Beers gives an example of a typical lecture classroom
- participate in teacher-led discussions
- work in small groups to complete specific assignments
- work alone to complete written assignments
- make presentations to the entire class
Tuesday, September 14, 2010
Chapter 3
I think what most excited me about this chapter was the highly detailed "If-Then Chart" on page 28. Beers is just so forthcoming and clear in this chart. For example, "if a student consistently has difficulty answering questions, creating questions, thinking beyond literal level questions...then this student needs help with vocabulary, making predictions, seeing causal relationships...". I will absolutely be applying this to my own tutoring.
The Underlying Beliefs section was also so fundamental that I felt so thick that I hadn't thought to use these strategies and codes before. Particularly because Beers is centering many of her philosophies around one of my favorite theorists--Vygotsky. She talks about the fact that students need to be given the freedom to construct their own realities, not the ones their teacher shapes for them. So, resultantly, teachers should 1) make sure that their student's are using strategies appropriately, 2) "offer less coaching as less is called for" (scaffolding, absolutely), and 3) provide multiple and ongoing opportunities for students to transact with other students with a range of texts" (37). This last method is one that has proven to be truly effective in my own experiences. There have been dozens of times that I think I'm relating an idea to Megan (the little girl I tutor), but she simply can't understand what I mean. However, I can recall seeing that glimmer in her brother's eye that meant "I can tell her so she'll understand". And, it worked! It works almost every time! I don't remember the name of that theory, but I know it exists--that one student can sometimes teach another of their peers in a way which is inaccessible for the teacher.
The fact that a student's word recognition and automaticity is so vital also makes perfect sense. Beers presents a student as having the artibitrarily chosen number of ten units of energy to spend on reading and comprehension. If "nine of those units go to just figuring out what the words are, then she only has one unit left for the most critical part of reading--comprehension" (38).
I left this in a comment, but I feel so strongly about it that I'll mention it here, too. Beers letter to George on the last page is really an influential reminder of how much sway teachers hold in the lives of their students. She writes that " [if] I'd only known what I know now...then perhaps I would have been a teacher who made a difference in your life" (39). I must remember the chance I have to change people's lives, and teach accordingly.
The Underlying Beliefs section was also so fundamental that I felt so thick that I hadn't thought to use these strategies and codes before. Particularly because Beers is centering many of her philosophies around one of my favorite theorists--Vygotsky. She talks about the fact that students need to be given the freedom to construct their own realities, not the ones their teacher shapes for them. So, resultantly, teachers should 1) make sure that their student's are using strategies appropriately, 2) "offer less coaching as less is called for" (scaffolding, absolutely), and 3) provide multiple and ongoing opportunities for students to transact with other students with a range of texts" (37). This last method is one that has proven to be truly effective in my own experiences. There have been dozens of times that I think I'm relating an idea to Megan (the little girl I tutor), but she simply can't understand what I mean. However, I can recall seeing that glimmer in her brother's eye that meant "I can tell her so she'll understand". And, it worked! It works almost every time! I don't remember the name of that theory, but I know it exists--that one student can sometimes teach another of their peers in a way which is inaccessible for the teacher.
The fact that a student's word recognition and automaticity is so vital also makes perfect sense. Beers presents a student as having the artibitrarily chosen number of ten units of energy to spend on reading and comprehension. If "nine of those units go to just figuring out what the words are, then she only has one unit left for the most critical part of reading--comprehension" (38).
I left this in a comment, but I feel so strongly about it that I'll mention it here, too. Beers letter to George on the last page is really an influential reminder of how much sway teachers hold in the lives of their students. She writes that " [if] I'd only known what I know now...then perhaps I would have been a teacher who made a difference in your life" (39). I must remember the chance I have to change people's lives, and teach accordingly.
Chapter 2
Throughout this chapter, I've found myself comparing all of the characteristics that Beers has portrayed in students, like the three different types of confidences readers need, to my own pupils, though there are only two of them. I tutor a twelve year-old boy and an 8 year-old girl every weekend, and, especially the boy has immense difficulty in actually all of these subject areas. So, the fact that I could relate it to my own students was effective in helping me to see how it could practically be applied. For instance, Cameron, the little boy, seems to have improved with reading fluency and comprehension through our sessions, but it seems like he still struggles with motivation and stamina. Beers would say that this means his Cognitive Confidence has improved, but he still has problems with areas of his Social and Emotional Confidence and his Text Confidence.
One section of this chapter really caught my attention, because it talks about when students "have had so many moments of failure with reading that they not only dislike it but have come to believe that they cannot do it" (17). Cam has had so much literature forced into his mind and hands (partially because of a low Iowa test score) that, I feel, it has contributed to his not being as interested in reading anymore. He's beginning to see that there should necessarily be a method to the madness of writing and reading, and he's not happy about it. I'm at a loss. I want to help him to stay/become enthused about the world of literature, but, at the same time, I need to continue ending the session with tangible writing, illustrating his skill level, for his mother. Suggestions?
Also, I have another question. Beer affirms that "giving the correct information (sometimes repeatedly) to kids is critical" (122). I agree, but considering the different learning styles each child has, how do I know if I'm giving them the "correct information" to help them grasp the material or if I need to actually change my teaching technique in that instance to a way that the student will understand? I know that was convoluted, but it's important. Every student is at a different place in their reading levels and strengths, and I want to learn how to handle these situations before they arise.
One section of this chapter really caught my attention, because it talks about when students "have had so many moments of failure with reading that they not only dislike it but have come to believe that they cannot do it" (17). Cam has had so much literature forced into his mind and hands (partially because of a low Iowa test score) that, I feel, it has contributed to his not being as interested in reading anymore. He's beginning to see that there should necessarily be a method to the madness of writing and reading, and he's not happy about it. I'm at a loss. I want to help him to stay/become enthused about the world of literature, but, at the same time, I need to continue ending the session with tangible writing, illustrating his skill level, for his mother. Suggestions?
Also, I have another question. Beer affirms that "giving the correct information (sometimes repeatedly) to kids is critical" (122). I agree, but considering the different learning styles each child has, how do I know if I'm giving them the "correct information" to help them grasp the material or if I need to actually change my teaching technique in that instance to a way that the student will understand? I know that was convoluted, but it's important. Every student is at a different place in their reading levels and strengths, and I want to learn how to handle these situations before they arise.
Subscribe to:
Comments (Atom)