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.