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.
I agree with you 100%. I think Beers is absolutely correct when she says that she needs to assist students but also to scaffold. I think that the use of Vygotsky's principles applied here is a great example of the importance of scaffolding. This allows students to learn with the assistance of a teacher, but then with less and less help, on their own. I also liked your example about the girl you tutor and her brother explaining what you meant. I agree that students can sometimes teach each other more effectively than a teacher can and I plan on using individual group discussion as a way of achieving this in my classroom.
ReplyDeleteIt is amazing the amount of influence teachers have! We have to make sure youth have positive experiences in our classrooms!
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