The workshop I attended, “Readers Who Shop 'til They Drop” was geared towards elementary school teachers, but in the discussion of how to set-up your first and second grade classroom libraries a few connections to secondary education were made. The workshop focused on helping students choose the right books. It emphasized the idea that in order to get students to grow as readers, they must read the right books. . Books that are too easy will ensure readers stay stuck in their reading level. Books that are too difficult will cause frustration and create disdain towards reading. Interest level is also important to entice students to want to read. Applying this knowledge to classroom libraries and teaching students to select texts that are “just right” for their individual needs can develop life-long readers. By the time students get to high school they have usually decided how they feel about reading--but it is not too late to change their minds.
Book choice is still very important in the upper grades. A reluctant reader is not going to make it through a book that is too difficult or one that they have no interest in. In these second grade classrooms displayed books grab readers’ attention. In high school classrooms this could work too, but actually placing a book in a student’s hands might be more effective for the student who has already written off books. Peer recommendations also work well. Setting up a time during your class or designating a place where students can review and recommend books to other students will convince some students to give a book a try.
I always recommend books for the students sitting who have SSR in my room, but if I reorganze my library so it is easier to find a book of interest, and display different titles students in my other classes might be more apt to pick one up. Anything thing that increasses students' interested in reading is worth the effort.
Teen Empowerment
The teen empowerment presentation reinforced many of the ideas we have discussed in class. The group made an important point: there is a connection between feeling powerless and the increased risk of engaging in dysfunctional behavior. One of the student speakers, Jamal, said, “[If you feel powerless] you are going to do what you need to do to get power,” even if those things are dangerous, illegal or self-destructive. This reminds me, as many of the readings have, we have to look at why students are behaving the way they are. If we understand where they are coming from, and what they are working against, we can begin to make a difference for that student.
More from teen empowerment:
Our students are required to give "Book Talks" at the start of the year on a book that they read over the summer. Through these book talks, the students are able to refer books to each other and talk about why they chose to read their books. Overall, I would say that middle school students usually will read a book that a friend or peer recommends. I have to admit, I am exactly the same way!
ReplyDeleteI try promoting scientific reading in my classroom by subscribing to magazines like "Discover" or "Scientific Illustrated" where the articles are short and the pictures usually attract their attention. I think all teachers, whether teaching first or eleventh grade, are looking for ways to encourage our students to read!
Most of my students do not read anymore, or just never really have. It is always disappointing when we take the time to pick out intriguing, contemporary books for summer reading and still our students do not read. They are only required to read two books! To me this is one of the most frustrating issues in teaching. When did they stop reading? Is technology to blame?
ReplyDeleteOk, I just need to say this. After my coment about how kids do not read, my verification words were "iread." Weird!!!
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