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.