Tovani starts of the chapter with a story on how she was having a workshop for all the teachers in the school on a Saturday and then again the following Monday during school. As you could imagine some of these teachers were not too excited to have to be here to learn how to teach their students reading. Most teachers understood and appreciated the help that Tovani gave but some decided that they couldn't help their students read because they did not do any reading in their class. After probing a couple of questions to an angry industrial tech teacher the teacher and Tovani soon realized that the students had to read directions which can sometimes be very inconsiderate text. Then they also realized that they have to "read" blueprints in this class. Tovani had recently had an experience with blueprints and not belong about to read them. So she expressed to the teacher that you need to be able to read different things that only you as an elective teacher can give.
She then moves into a story how she presented to a class of math students how she thought about the problem when she was reading the math textbook. As someone that was mathematically on the same level as the regular students she actually went through and showed how she started to read through the text to understand the math. Tovani and the math teacher soon realized that the teacher sometimes takes for granted that they understand things about the text that they don't realize the students may not know.
She ends the chapter with a story on how she was coming into an English class to try to show the students how to get through a hard book like Frankenstein which they were having to read for their class. She expressed how she fake read it in college herself and had a hard time reading it for the lesson she would be giving to the students today. She then truly had to figure out ways to get herself through the book so that she might find ways to help the students get through the book. She piqued their interest by giving them the most interesting art of the book to start off with. She then gave a history on the author and why she made the book. She also explained how the book was separated so that they had a better understanding of the layout.
I found this last part to be the most interesting because I am having a really hard time with a reading that we are having for this class. Unlike the considerate text that Tovani uses the text in this reading is extremely inconsiderate. I read through it once without picking up a single piece of comprehension. After reading it a second time I picked up on only a couple of things. Then I literally had to reread the beginning part like five more times to even get a decent understanding on the intro. I don't understand why we have to read things like this. I find that it discouraged more than encourages if the reader can finally comprehend. It's not exciting for me to comprehend.
I do not like math. I feel something difficult with this word because it reminds me with a lot of bad experiences during my elementary school. When I see this word ‘MATH,’ I read quickly & pretend that I understand but that I know I need to reread your post to understand. This state of mine could be an example of your post. I agree with you that there are some hard texts to understand as you said and as we read in this course. Here is the role of the teachers. How to help? How to scaffold? How to simplify the process?
ReplyDeleteI truly believe that a worthwhile anticipatory activity will really set the tone for any segment of instruction. I like how the author used art. It's something everyone can see and everyone can have a feeling towards, good, bad, or indifferent.
ReplyDeleteMy favorite part of this chapter is when she is trying to get the children interested in Frankenstien. I have never read this bookand like the students in the book, have never had an interest in reading it; that is until Tovani broke it down and showed interesting paragraphs from the book. The paragraphs she picked to have the students read to peak interest really made me want to read the book. I actually went and bought it and will read it after this class!
ReplyDeleteIt is very true that just because we know something and we tell a student, or anyone for that matter, about it we automatically assume that they know what we are talking about and that they understand it. I know I do this alot when I am talking or teaching older people. I do not do it so much with kids, but with older people, I assume that they will get it right away, and that is just not how it works, so then I have to go back, because they did not tell me that they did not get it, and it just sets you back as a teacher, and them back as a learner.
ReplyDeleteThis is very interesting, I really liked the part were she is trying to explain a book but has a hard time reading it. As you said, it happens to us all the time, not only to young students, but it seems like the author went down to the students level and figure our ways to approach the book in a way that they will be able to understand the text. I feel that teacher should think as students in order to discover those moments in which students will have a hard time, and be ready to aid and guide them when they are struggling.
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