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?

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

• 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

The above bulletins are simply interruptions to the teacher's lecturing. It sounds apalling, right? Well, after considering it for a moment, I found myself reminded of my own senior English classroom. Now, this was the class of the teacher who sparked my interest in becoming a high school English educator. However, I must acquiesce to the fact that the room described fit that class perfectly. I still understood and appreciated it, however. Why was that the case? Because I was not a struggling reader. But, if I'm honest with myself, I'll find that many of the students in that class very well may have been. I'm retaining the passion I learned from that teacher, while recognizing the benefits that Beers is presenting here.

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.

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.