It's always interesting when principles (like our dear Principles of Significant Learning Experiences) come into contact with practical details. I'm an idealist, myself, so it annoys me when the real world gets in the way of the way I feel like it should work. This is becoming more and more apparent in my internship as I get further and further into planning this unit. I keep thinking of ways to teach reading--not only the skill of reading but also, just maybe, the appreciation of reading. This is coming into conflict with the annoying detail that we only have enough copies of most books for one class full of students--they can't take them home. Even if I did have enough copies to send home with them, though, the sad reality is that a lot of them probably wouldn't read by themselves. So, the vast majority of my class time is taken up by actually reading the text, so I'm mostly limited to teaching strategies that include actual reading.
From what I've seen, many of the students really don't appreciate being babysat while they read--it only annoys them, and then they get annoyed by reading, and then they hate reading. I don't like that, but I can't really think of any other way. So, most of my mentor teacher's class time is taken up by her reading out loud, or the students popcorn reading, or on rare occasions the students read silently or with a partner. There's not much independence involved, and I think that's where it makes my principles twinge. As much as I feel like reading should be social, I think that's more in the aspect of discussing the text and the ideas in it with other people. The act of reading itself has always been individual in all of my most significant reading experiences.
Does anyone else have any ideas about this? Am I being too much of an idealist?
Salutations, fellow idealist. I agree that reading has always been a very private, intimate, independent experience. It is after we've read the book that we talk about it to our friends, maybe do a poor review on goodreads.com, or go out and buy our very own copy of the book at B&N. You aren't wrong in wanting copies of the text for each and every student, everywhere in America, but as members of the human race you and I both know it is, sadly, an optimistic goal at best. I'm constantly trying to think of good ways to overcome this, whether it means copying pages and printing them out of pocket, or buying my own class set. Somehow I feel like the overall benefit would be worth the cost. Copies of books aside, however, I would like to ask about the independence factor. What it seems like you're saying is that when the students read in class, they aren't being independent readers, and without being independent readers, they cannot develop a full appreciation of reading. I am all about fostering independence. But given your situation, how do you think you could build more appreciation for reading in the classroom? If you DID have enough copies for everyone, how could you be sure they actually read it? And if they didn't read it, how could they appreciate reading?? It feels like a catch 22. When you weigh the pros and cons of each scenario...maybe it's okay to just make it work with what you have. You say that "the act of reading itself" was enough to be significant in your life -- perhaps reading (even in the classroom) will be enough for these kids? I would look at what things, what aspects of reading or your response to the book may have contributed to said significance. Perhaps that's an environment or reaction you could recreate somehow, in your class?
ReplyDeleteIs the option of read aloud or short reads paired with discussion an option? They sometimes seem tedious, but I have seen them work. What about blogging discussion? Or just simple journaling? I think it unfortunate that your options here seem so slim, but I would bet that there is a way to make the most of it. I know the classes that I am in love doing blog discussions. They get REALLY into it and will debate back and forth all night and will even refer back to discussions as the reading continues. I know it doesn't solve the lack of involvment in the classroom, but it is an option.
ReplyDeleteI'm interested in this blog discussion idea. Can you talk more about what's involved in that?
DeleteCall me an idealist, too, then, because of the risk of sounding like one, myself, having enough copies of a text for take-home opportunities should not be something ideal, but mandatory. It depresses me that we have to overcome these hurdles, for it really does chew through precious class time that could be spent doing much more interesting things. And, like you pointed out, such a practice does little to foster students' appreciation for learning.
ReplyDeleteI keep wondering if there is some workaround, such as having a course website and posting readings on said course. The concern then would be internet access, but I think that beats having to worry about having enough texts.
I agree that it should be mandatory that every student has a copy of the text to take home. I think it's something worth fighting for. In the meantime, you might check out sites like donorschoose.org and write up a description of which text you would like and how it will benefit your students. One of my friends wanted to add Hunger Games to her curriculum and was able to get friends and strangers to donate about $800 to make that happen. I think that using technology (like a class website) is also a great idea.
DeleteDory,
ReplyDeleteI've been thinking a lot about this idea of fostering independence. One thing that I've done that I think helped encourage students to develop an appreciation for reading as well as independence was requiring students to read for 30-60 minutes each day, outside of school. And instead of having students keep reading logs (which I've found that many find tedious), I had them write reviews on Shelfari.com. Each month they were required to read between one and two books and post reviews online. This had the double benefit of encouraging a reading community among the students and providing choice, which I think can lead to developing independence. And since this reading was in addition to the book the whole class was reading, the students got lots of practice reading. It became a habit. And, for many, something they looked forward to each day.
Jess