I have just got through reading Chapter 4 in Readicide. I enjoyed this chapter and had many thoughts as I was reading it. I am going to try and go through them as clearly as possible but feel overwhelmed with the many thoughts I had.
I had a little bit of a laugh when I read the first part about the child coming home and stating that she hated her reading teacher because she kept stopping them to analyze what they had just read. The author stated this was one of the many travesties of the reading class. Um......I just got through listening to Module 4 which had about 6 podcasts that taught us how to analyze the reading material to develop greater understanding. We were told to stop and discuss and to talk about predictions and to have the students express their thoughts to analyze comprehension of the text. They seem to be at a contradiction to each other. So, I'm confused. Who is right??? Each side seems reasonable.
I tried to think about how I was taught to read (although this was MANY moons ago). I remember that somehow I just picked up on reading myself. My mother was a very busy mother to six kids that did not have time to sit and read to us. I, however, was one of these kids that could keep myself busy for hours on end with any project that required concentration whether it be Lincoln Logs or coloring books. I remember going into kindergarten and rebelling at the teachers because I already knew my letters and was kind of bored with what they had me doing. That did not go over very well. I guess times don't change.
I continued my school years always being in advanced reading classes. I remember going to the library in the third grade and picking out a book that was clearly beyond third grade level. The librarian proceeded to tell me that they would only let me check out books that I will read. I proceeded to tell her that I had planned to read that book. Incensed, she made me read a passage out of that book. After I read the passage in a clear, coherent fashion, she looked at me like I ate her dog. So, needless to say, I was not encouraged to be a reader throughout school.
I eventually began to dislike reading. I couldn't be bothered because TV was much more fun. Also, reading Romeo and Juliet in eighth grade was torture (much like the Mr. Gallagher talked about teaching Hamlet). John Steinbeck's The Pearl was akin to a root canal and lets not even talk about The Great Gatsby. It wasn't until my senior year that a reading assignment in my Current Events class that changed my view on the whole subject. The teacher let us choose which book we could read from a cart full of choices. I chose Shirley McClaine's autobiography because I was always fascinated with how famous people became famous. I could not put the book down. What a great life Shirley has had!!! I have not stopped reading since then.
In short (OK, maybe I passed by short a while back), I found reading when I was given the choice of what I wanted to read. I developed my own strategy to be a comprehensive reader. So, I agree with Mr. Gallagher: assign students SOME difficult yet classical reading but let them also read for enjoyment. Take time to analyze the text but let them read at their own pace, which they find enjoyable, without distraction. Afterwards, discuss what they read to define their comprehension.
I also laughed when Mr. Gallagher was talking about the teaching guide for To Kill a Mockingbird being half the size of the book. Can we talk about too many experts/consultants having a little too much free time on their hands???? He was SO CORRECT about this!
Sunday, September 26, 2010
Sunday, September 12, 2010
On Friday, I had my computer class do the same project that we saw on our last module. It was the project where the students created a newsletter about their family and themselves. First, they did not want to do it but they eventually got into the project. However, the results were very interesting. I did have some really good newsletter but the overall grammar I received was atrocious. One girl had a sentence with well over 200 words in it. I knew that it was bad but I did not expect it to be that bad. It really opened my eyes.
I am getting a lot out of this course. A lot of what............depression??......resignation??.......observation?? who knows
I am getting a lot out of this course. A lot of what............depression??......resignation??.......observation?? who knows
I thought I would take notes while reading Chapter 2 of Readicide:
I find it hard to believe that students that are reading All Quiet on the Western Front have no concept of who Al Qaeda is. Although, in reality, that is what is going on in our classes. I talk to my accounting class about the economy on a nearly daily basis because I want them to have an idea about financial literacy and the effect on the world. Most of these students do not even have a basic knowledge of world affairs and most of them are dual enrolled in an AP Economics class. I am proud to report that a lot of these kids are now coming into my class and want to talk about something that they saw or read on the news. They ask my opinion a lot and I do play a point-counterpoint so they are able to evaluate and consider all sides of the story but I do not want to give my opinion because I want them to start outlining their views on life and how they feel about whatever they read. I also encourage them to ask their parents a lot of questions because I strongly believe they are the ones that should have the ultimate influence on their children. I do agree with the author about the fact that these kids will be able to vote in an election with no real grasp on the true issues facing them. Sad, sad, sad.
I slightly disagree with the author about what is available as far as reading materials in the school. I know I am impressed with the variety of choice in our library. We have everything a kid could want on a variety of topics. There are novels for every diverse demographic and many different types of reading material. For instance, they have a wide variety of graphic novels at our school. To some, they may be comic books, but I argue that it is SOMETHING to make a child read. The author suggests that there should also be more challenging books for the children but what he fails to point out is HOW we are going to interest the kids in reading them. I think that is what is great about the Harry Potter phenomenon. The books are not short but the kids will read them. It is like Field of Dreams: You build it, they will come. If you make the books interesting, they will be read.
America's most underrated athlete, Micheal Phelps???? I had to look at the date of publishing. Funny how things change. Great analogy though.
It seems to me that all faculty meetings around the country are the same. They talk more about paperwork rather than hear the teacher's opinions on how to make students learn.
Why, why, why does Mr Gallagher have to bring politics into his book???? There was no reason to bring Senator Stevens into this book other than to show his obvious political view. Once again, I do not like any politicians and they are ALL to blame for this mess we have now. So, unless you are going to criticize all politicians, keep your political slant out of the book. A less political cartoon could have been used.
Mr Gallagher talks about the students who have the least reading experience score less on standardized testing. Honestly, did we need a study to point out the obvious?? The author suggests that these students be given a broader reading experience. Once again, that is obvious but once again, HOW?????? He seems to suggest that if these kids are given All Quiet on the Western Front, they will instantly become better students. In reality, a LOT of these students in high school can barely read Dick and Jane. How can their reading experience get any broader??? That is why they are in the remedial classes that Mr Gallagher seems to have issues with. These students come from backgrounds where their parents do not read and have not brought their children up with the desire to read. In most cases, their friends will not have a healthy influence on them and will discourage them from wanting them to read. HOW ARE YOU GOING TO CONVINCE THEM TO READ?!?!? We need to find a way to interest them in reading. Give them a simple graphic novel that they can relate to. Give them easy reads on subjects that they can relate to. Give them examples of successful adults who came from similar backgrounds that rose to success with education.
OK, just read the section about prior knowledge. This is what I was talking about!!!!! I found it interesting that the author had an instance in his own class where his testing did not relate to a troubled student. Did he not know that FARRIER was on his test??? I loved the story about the two groups of students who read the story on baseball and how the struggling readers comprehended it better (um.................how was it figured out which group did better???........testing.....funny thing). PRIOR KNOWLEDGE AND PERSONAL INTERESTS ARE THE KEY!!!
Great passage: "students "are not allowed to sit and think. They are constantly rammed through a curriculum to see how fast we can move them along." Amen
Pg 44. Finland produces the strongest readers in the world. I remember seeing a news magazine show where they focused on the educational systems of the Scandinavian countries. They go to school for longer hours and they realize the importance of education. The family structure and culture is based upon success in education much like the Asian culture. They interviewed some of the students who were exchange students in America and asked them about their opinion on the American education system. They laughed. Although they were fascinated by the American teen culture, they were not impressed with the educational level and found it hard to believe that America was a superpower country.
The author suggests that one of the solutions is to provide more books that would interest the students. I disagree. I think it is the opposite. We should provide an interest for a student to pick up a book. Find a book and then give the students an outline as a teaser. For instance, I would love to give a teaser about my Book Club book, Crispen. I would talk about how people are trying to chase him and kill him and and he has no idea why. I would also point out that the cross he carries if the key to the mystery. I think students would want to know why this is happening and want to get the book. In short, money is not the solution. As I mentioned in a previous blog, it is the students that come from the poorest countries that have the greatest interest in education. It is the money that provides too many distractions to the students. Perhaps if they lived in a culture with no TV, computers or video games they would have the desire to read but that is our reality and we must deal with it.
I loved the idea of the article of the week. As I stated above, I encourage my students to read the news and it has gotten a lot of them interested in reading it on their own without my assigning it. It really works.
The author talks about summer reading. Our school system requires it but, for the most part, does not follow up on it. The students HATE it for the most part. I have read The Kite Runner and this is not a breezy summer novel. I agree with the author that the book had value but I disagree that students would want to read it (or at least the ones I encounter). I suggested the book The Glass Castle to a student I have that comes from a less than stellar home life. I did not tell this student why I suggested it but told him that this would show him that anyone could become a success. However, the book deals with a girl who had a horrible home life yet grew up to value education and realized it was her escape. Great book and true story.
Overall, interesting chapter but I would argue that the author is only pointing out the obvious in most cases. Hopefully, he will start focusing on realistic solutions.
I do have to say that I have thought A LOT MORE about the things I can do in my classes to encourage reading. As I discussed above, I think I already concentrate on it but I want to focus a little more that I currently do. I guess this course does have a purpose.
I find it hard to believe that students that are reading All Quiet on the Western Front have no concept of who Al Qaeda is. Although, in reality, that is what is going on in our classes. I talk to my accounting class about the economy on a nearly daily basis because I want them to have an idea about financial literacy and the effect on the world. Most of these students do not even have a basic knowledge of world affairs and most of them are dual enrolled in an AP Economics class. I am proud to report that a lot of these kids are now coming into my class and want to talk about something that they saw or read on the news. They ask my opinion a lot and I do play a point-counterpoint so they are able to evaluate and consider all sides of the story but I do not want to give my opinion because I want them to start outlining their views on life and how they feel about whatever they read. I also encourage them to ask their parents a lot of questions because I strongly believe they are the ones that should have the ultimate influence on their children. I do agree with the author about the fact that these kids will be able to vote in an election with no real grasp on the true issues facing them. Sad, sad, sad.
I slightly disagree with the author about what is available as far as reading materials in the school. I know I am impressed with the variety of choice in our library. We have everything a kid could want on a variety of topics. There are novels for every diverse demographic and many different types of reading material. For instance, they have a wide variety of graphic novels at our school. To some, they may be comic books, but I argue that it is SOMETHING to make a child read. The author suggests that there should also be more challenging books for the children but what he fails to point out is HOW we are going to interest the kids in reading them. I think that is what is great about the Harry Potter phenomenon. The books are not short but the kids will read them. It is like Field of Dreams: You build it, they will come. If you make the books interesting, they will be read.
America's most underrated athlete, Micheal Phelps???? I had to look at the date of publishing. Funny how things change. Great analogy though.
It seems to me that all faculty meetings around the country are the same. They talk more about paperwork rather than hear the teacher's opinions on how to make students learn.
Why, why, why does Mr Gallagher have to bring politics into his book???? There was no reason to bring Senator Stevens into this book other than to show his obvious political view. Once again, I do not like any politicians and they are ALL to blame for this mess we have now. So, unless you are going to criticize all politicians, keep your political slant out of the book. A less political cartoon could have been used.
Mr Gallagher talks about the students who have the least reading experience score less on standardized testing. Honestly, did we need a study to point out the obvious?? The author suggests that these students be given a broader reading experience. Once again, that is obvious but once again, HOW?????? He seems to suggest that if these kids are given All Quiet on the Western Front, they will instantly become better students. In reality, a LOT of these students in high school can barely read Dick and Jane. How can their reading experience get any broader??? That is why they are in the remedial classes that Mr Gallagher seems to have issues with. These students come from backgrounds where their parents do not read and have not brought their children up with the desire to read. In most cases, their friends will not have a healthy influence on them and will discourage them from wanting them to read. HOW ARE YOU GOING TO CONVINCE THEM TO READ?!?!? We need to find a way to interest them in reading. Give them a simple graphic novel that they can relate to. Give them easy reads on subjects that they can relate to. Give them examples of successful adults who came from similar backgrounds that rose to success with education.
OK, just read the section about prior knowledge. This is what I was talking about!!!!! I found it interesting that the author had an instance in his own class where his testing did not relate to a troubled student. Did he not know that FARRIER was on his test??? I loved the story about the two groups of students who read the story on baseball and how the struggling readers comprehended it better (um.................how was it figured out which group did better???........testing.....funny thing). PRIOR KNOWLEDGE AND PERSONAL INTERESTS ARE THE KEY!!!
Great passage: "students "are not allowed to sit and think. They are constantly rammed through a curriculum to see how fast we can move them along." Amen
Pg 44. Finland produces the strongest readers in the world. I remember seeing a news magazine show where they focused on the educational systems of the Scandinavian countries. They go to school for longer hours and they realize the importance of education. The family structure and culture is based upon success in education much like the Asian culture. They interviewed some of the students who were exchange students in America and asked them about their opinion on the American education system. They laughed. Although they were fascinated by the American teen culture, they were not impressed with the educational level and found it hard to believe that America was a superpower country.
The author suggests that one of the solutions is to provide more books that would interest the students. I disagree. I think it is the opposite. We should provide an interest for a student to pick up a book. Find a book and then give the students an outline as a teaser. For instance, I would love to give a teaser about my Book Club book, Crispen. I would talk about how people are trying to chase him and kill him and and he has no idea why. I would also point out that the cross he carries if the key to the mystery. I think students would want to know why this is happening and want to get the book. In short, money is not the solution. As I mentioned in a previous blog, it is the students that come from the poorest countries that have the greatest interest in education. It is the money that provides too many distractions to the students. Perhaps if they lived in a culture with no TV, computers or video games they would have the desire to read but that is our reality and we must deal with it.
I loved the idea of the article of the week. As I stated above, I encourage my students to read the news and it has gotten a lot of them interested in reading it on their own without my assigning it. It really works.
The author talks about summer reading. Our school system requires it but, for the most part, does not follow up on it. The students HATE it for the most part. I have read The Kite Runner and this is not a breezy summer novel. I agree with the author that the book had value but I disagree that students would want to read it (or at least the ones I encounter). I suggested the book The Glass Castle to a student I have that comes from a less than stellar home life. I did not tell this student why I suggested it but told him that this would show him that anyone could become a success. However, the book deals with a girl who had a horrible home life yet grew up to value education and realized it was her escape. Great book and true story.
Overall, interesting chapter but I would argue that the author is only pointing out the obvious in most cases. Hopefully, he will start focusing on realistic solutions.
I do have to say that I have thought A LOT MORE about the things I can do in my classes to encourage reading. As I discussed above, I think I already concentrate on it but I want to focus a little more that I currently do. I guess this course does have a purpose.
Friday, September 3, 2010
Book Club
Just finished reading Crispin. Dr. Webb said it would get you from the first page and she was right. It was set in England in the 1300s and it was a lot like my favorite book Pillars of the Earth (it was like the high school version). This would be a great book for a high school (or even perhaps a middle school class) because you can get into all kinds of discussion. It deals with the class system of the days of old in England and also deals with the plague. It really makes you think about what life could have been like for them 700 years ago. Now it is on to Readicide. Don't you love holidays???
oops
Just noticed down below that I used access instead of assess. Thought I would catch it before anyone else does.
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