In conclusion to the book Do I Really Have to Teach Reading? Content Comprehension, Grades 6-12, by Cris Tovani, in regards to the strategies she has spoken about in her book (highlighters, sticky notes, accessible text, assessments, journal entries, group work). She states, "none of these activities are fancy or complicated. I hope that as you finish reading this book, you are saying to yourself, "I can do this." Sure you can. You know more about reading instruction than you think." I like that she realizes some of the reading comprehension strategies she uses in her classroom work for her and her students, but will not work well for other teachers and their students. It is great to get ideas from teachers and students to see what will work best each year. The more I learn as a teacher, the more I can teach my students and figure out what works best. Each year will be different because myself as the teacher changes, the students change, and the content and focus changes. Therefore I cannot expect to teach the same way year after year and expect students to excel.
When I return to teaching, I will try to use some of these strategies that Tovani has used, I also anticipate to learn new strategies and think on the spot, to determine and meet the needs of students. As a teacher I have committed to being a life-long learner. I expect to change every year of teaching, at times I may refer to traditional strategies or I may need to evolve to more technical or modern ways of teaching. The thing I can count on, is that teaching changes everyday, I will use different strategies to be prepared and teach in the best possible way.
I found that this book fit into the framework of our course and the theories we have learned. Tovani uses examples of and expects that her students will draw on previous known information which ties to James Paul Gee's Discourses theories. Tovani thinks that discussions are a great way to increase student understanding , which ties into Janet Emig, stating that "talking is natural." In regards to Rosenblatt she also states that "a conversation is a temporal activity, a back and forth process. Each person has to come to the transaction with an individual history, manifested in what has been termed a linguistic-experiential reservoir."
"If teachers become distant from their own learning they will most certainly become distant from the learning of their students." - Alisa Wills-Keely.
I agree with you. I remember when I first started teaching and I was given a book on the first days of school and I tried to follow what it said day 3 I realized I couldn't replicate this persons classroom. But it gave me a guideline and a model I could use. So from that point on I learned I can take something and apply it but my outcome will be my own. good luck :)
ReplyDeleteI think you're right in saying you have to be on your toes as a teacher and be able to think on the spot. When I taught Kindergarten I would quickly have to change lessons to keep the students interested. It's good that you were able to compare the theories we're learning about to this book. Maybe with the two connections you can add enrichment to some of the reading lessons that come in the state-mandated curriculum.
ReplyDeleteI loved having a book with mock mini lessons that were great in their own way, but also flexible. I am learning that teaching is a profession in which we have to roll with the punches and adapt as needed. Something may be relevant one year, but not the next. Or a book may be required one year, but not the next. I'm nervous to student teach and go by someone else's standards, but I'm hoping I will have the chance to get a lot of great ideas from them.
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