Teachers carries a great responsibility. Flanders (1965) studies the effect of teacher behavior on student behavior and achievement and found superiority in many ways for what he called "indirect" behavior of teachers.Indirect influence means that the teacher accepts students feelings, praise them, use their ideas and ask them questions. On the other hand direct influence refers to the teacher giving notes and lecturing, giving instructions and criticizing where necessary.
Students of indirect teachers make better achievement scores, produced higher level of critical thinking and become more curious about the world around them than students of direct teachers. Thus student outcome is a direct result of the personality and processes utilized by the teacher during the student's school life.
Thursday, August 5, 2010
Questioning and its importance in reading
Questioning students is very important in evaluating what they have learned from any given reading assignment. The article "crafting questions that addresses comprehension strategies in content areas" states “at the heart of comprehension is how students think their way through a text while reading , and the quality of that thinking depends, in part, on the type of questions teachers ask” (Alvermann et al., 2004;Hoyt, 2002; Miller, 2002; Vacca & Vacca, 2005).
There are so many different strategies that teachers can use when questioning their students and at any time. Thinking about ones’ own thinking is an important strategy in comprehension. This type of thinking strategy is known as meta cognition and it is important because according to O’Mally, Chamot, Stewner-Mazanaares, Russo, and Kupper (1985) students without meta cognitive approaches are essentially learners without direction or opportunity to review their progress, accomplishment and future directions. The author -Nancy W. Fordham went on to show us in a practical way how she helped her students with instructional strategies that will enable her students to better extract meaning from written texts. Prior knowledge, preview of materials making connections and questioning the text are all tools for thinking. Once these tools are used by the students they will become proficient in comprehension. In teaching strategic reading her students saw her in action, while teaching she was able to think her own thinking while reading the text aloud. This strategy is so important in giving students the practical aspect they are able to remember was taught and put it into practice, after a while they will become competent in that area.
An embedded question is another area that was of interest to me. In researching, I found that embedded questions are questions that are included in another question. Weir (1998)recommend this extra support for less able readers who need practice in thinking their way through a reading task. It enables them to think about what it is they should be doing during reading and to self assess themselves whether they are doing it, meaning is made not found. The writers’ goal in introducing this activity of embedded questions “was to encourage content teachers to bridge what they know about meta cognition and good questioning techniques and think about what they as teachers need to be doing when asking questions and self assess whether they are or not. Once the ability is mastered the teachers are able to guide their students through a reading assignment using appropriate questions that would help them to think their own thinking”.
There are so many different strategies that teachers can use when questioning their students and at any time. Thinking about ones’ own thinking is an important strategy in comprehension. This type of thinking strategy is known as meta cognition and it is important because according to O’Mally, Chamot, Stewner-Mazanaares, Russo, and Kupper (1985) students without meta cognitive approaches are essentially learners without direction or opportunity to review their progress, accomplishment and future directions. The author -Nancy W. Fordham went on to show us in a practical way how she helped her students with instructional strategies that will enable her students to better extract meaning from written texts. Prior knowledge, preview of materials making connections and questioning the text are all tools for thinking. Once these tools are used by the students they will become proficient in comprehension. In teaching strategic reading her students saw her in action, while teaching she was able to think her own thinking while reading the text aloud. This strategy is so important in giving students the practical aspect they are able to remember was taught and put it into practice, after a while they will become competent in that area.
An embedded question is another area that was of interest to me. In researching, I found that embedded questions are questions that are included in another question. Weir (1998)recommend this extra support for less able readers who need practice in thinking their way through a reading task. It enables them to think about what it is they should be doing during reading and to self assess themselves whether they are doing it, meaning is made not found. The writers’ goal in introducing this activity of embedded questions “was to encourage content teachers to bridge what they know about meta cognition and good questioning techniques and think about what they as teachers need to be doing when asking questions and self assess whether they are or not. Once the ability is mastered the teachers are able to guide their students through a reading assignment using appropriate questions that would help them to think their own thinking”.
Benefits of blogs in the classroom
Weblogs can extent our classroom; it connects students with others outside of school and all around the globe. Collaboration is more “accessible and even more diverse”. Students are able to create links and conduct all sorts of experiments and then share the results using a lot of different mediums. Another important aspect of blogs is it is able to store the learning that students and teachers in files. I t helps students and adults in processing their own thoughts which sometimes seems too much, and organized it so that could be written down for others to access.
Blogs also supports the different learning styles which students display. Sometimes a child may be too shy to talk in class; blogs gives them that opportunity to share their ideas by writing it down in their own space. As students realize that people are listening to them as they share their ideas they are able to overcome and participate more in class knowing that someone is listening to their views. Finally Blogs can teach students to read and write to a competent level in which they will be able to function in an “expanding information society”.
Blogs also supports the different learning styles which students display. Sometimes a child may be too shy to talk in class; blogs gives them that opportunity to share their ideas by writing it down in their own space. As students realize that people are listening to them as they share their ideas they are able to overcome and participate more in class knowing that someone is listening to their views. Finally Blogs can teach students to read and write to a competent level in which they will be able to function in an “expanding information society”.
Intervention Strategy for struggling readers
Within our school systems we have students whose needs are not being met. Some are ashamed and others masked these needs by disruptive behavior. We as teachers have to have intervention strategies to help our struggling students to become striving students. “Early intervention and quality instruction are the key to help struggling students become successful”. A lot of intervention strategies that are used in our schools are ineffective, and the only way we as teachers have to know the right strategy is to work and reflect on the needs of students who are struggling. Within our school I have noticed that the schools has employed remedial teachers in the area of Maths and English to work along with the content area teacher so that students who are struggling are pulled out by the remedial teacher and worked with separately from the class. I asked one of the teachers if this method was effective and she said to me that “children are now learning to understand what is being taught you cannot reach everyone but there are those who are trying”.
Intervention strategy should reflect a comprehensive approach to reading and writing”. An article I was reading suggest instead of teachers looking at specific problems and fix them we should take a holistic approach to the problem. I quote from the article “instruction in the processes of reading and writing (e.g. word recognition, comprehension strategies, vocabulary, fluency) ought to help facilitate student engagement and understanding with real texts”.(Fisher, Ivery.2005)
Effective intervention can make a difference in our student’s lives. It can make them become striving readers who are given every opportunity to learn. We as teachers have to know our students and also know the type of intervention that is needed. We do not know every strategy there is to know but with collaboration with our colleagues we can try different methods until we come to the one that works best for our students. Teachers have to be dedicated, willing to go all out for our students so that in the end they can be the best they can be.
Intervention strategy should reflect a comprehensive approach to reading and writing”. An article I was reading suggest instead of teachers looking at specific problems and fix them we should take a holistic approach to the problem. I quote from the article “instruction in the processes of reading and writing (e.g. word recognition, comprehension strategies, vocabulary, fluency) ought to help facilitate student engagement and understanding with real texts”.(Fisher, Ivery.2005)
Effective intervention can make a difference in our student’s lives. It can make them become striving readers who are given every opportunity to learn. We as teachers have to know our students and also know the type of intervention that is needed. We do not know every strategy there is to know but with collaboration with our colleagues we can try different methods until we come to the one that works best for our students. Teachers have to be dedicated, willing to go all out for our students so that in the end they can be the best they can be.
Women Leaders
Women leaders are more assertive and persuasive, they have a stronger need to get things done and are more willing to take risks than male leaders. Women leaders are also found to empathetic and flexible as well as stronger in interpersonal skills than their male colleagues. These skills enable women to read situations accurately, and because of this they are able to gather information from all sides.
They are also able to bring others around to their point of view because they believed in the democratic process where they really care and understand others point of view. Women leaders are of the strong opinion that their employees must be understood, supported and valued in order to be effective and efficient in the work place.
These characteristics and qualities that women leaders possess were taught to me in my first degree in Business Management. In fact I was a strong supporter in women as leaders until I was under their leadership. Now I believe that very few display the qualities that are mention above.
They are also able to bring others around to their point of view because they believed in the democratic process where they really care and understand others point of view. Women leaders are of the strong opinion that their employees must be understood, supported and valued in order to be effective and efficient in the work place.
These characteristics and qualities that women leaders possess were taught to me in my first degree in Business Management. In fact I was a strong supporter in women as leaders until I was under their leadership. Now I believe that very few display the qualities that are mention above.
Linguistic Difference in Today's school
Within the United States the student population comprise of immigrants whose first language is not English. Because of this language difference, the way in which teachers are teaching their subject area is changing.
“When these students maintain a strong identification with their culture and native language, they are more likely to succeed academically and there is a positive outlook about their ability to learn” (Banks 2001; Diaz 2001; Garcia 2002). The schools instead of viewing this difference in a positive way has view these students as deficit. As the text has stated “an illness that needs to be cured” (Diaz 2001, p.159).
Each and every one of us who speaks the English Language is in fact speaking a dialect of English this is influence by factors such as age, gender, socio economic, where we are from and where we grew up. These factors influence the diversity of the language that is spoken by individuals. The way that dialect is viewed in the classroom depends on the teacher’s perception and the value that they placed on the language. According to Roberts (1985) these language differences are not good or bad as perceived but people’s perception of this language is more about their judgment and less on clarity and precision. Delpit (1988) argues “that as teachers we all need to respect and admire the strengths of our diverse learners.
“When these students maintain a strong identification with their culture and native language, they are more likely to succeed academically and there is a positive outlook about their ability to learn” (Banks 2001; Diaz 2001; Garcia 2002). The schools instead of viewing this difference in a positive way has view these students as deficit. As the text has stated “an illness that needs to be cured” (Diaz 2001, p.159).
Each and every one of us who speaks the English Language is in fact speaking a dialect of English this is influence by factors such as age, gender, socio economic, where we are from and where we grew up. These factors influence the diversity of the language that is spoken by individuals. The way that dialect is viewed in the classroom depends on the teacher’s perception and the value that they placed on the language. According to Roberts (1985) these language differences are not good or bad as perceived but people’s perception of this language is more about their judgment and less on clarity and precision. Delpit (1988) argues “that as teachers we all need to respect and admire the strengths of our diverse learners.
Wednesday, August 4, 2010
Motivating your child to read
As a child I love to read, I remembered my mummy calling me to wash the dishes and being upset because I was coming to the good part and did not want to be disturb. Now as an adult reading is my favorite pastime especially to cuddle up on my bed with a good book. So you could imagine my frustration, when God bless me with my handsome son and realize that it seems that he dislike reading. When it is time for this particular activity, he would shy away as much as possible in favor of doing something else. As a parent and teacher, I was frustrated because I know the importance of reading, and if a child cannot read the implication it would have for that child. So I had to do something so my child can at least like reading, I had to motivate him instead of being upset with him.
How do I motivate my child? I spoke to his teacher who had no idea what I was talking about because his marks in reading which I must mentioned was in the nineties, and also to other colleagues who gave me some ideas which will help and of course the internet.
1. I needed to learn my child interest and buy interesting books based on those interest.
2. He loves the television, so I began to look at the shows he was watching and brought books based on these shows.
3. I read books with him, and made it exciting that he would be engaged. I even tried the different voices and I realize that he was enjoying the way I was reading to him.
4. We both went to the book store once a month and he got to choose a book that he found interesting. If he finished reading that book before the month ended, he gets a gift. (I know pretty expensive but the outcome is rewarding)
He likes to read now, not love, but I do not have to beg and shout for him to read. So I believe it is a big step in the right direction.
How do I motivate my child? I spoke to his teacher who had no idea what I was talking about because his marks in reading which I must mentioned was in the nineties, and also to other colleagues who gave me some ideas which will help and of course the internet.
1. I needed to learn my child interest and buy interesting books based on those interest.
2. He loves the television, so I began to look at the shows he was watching and brought books based on these shows.
3. I read books with him, and made it exciting that he would be engaged. I even tried the different voices and I realize that he was enjoying the way I was reading to him.
4. We both went to the book store once a month and he got to choose a book that he found interesting. If he finished reading that book before the month ended, he gets a gift. (I know pretty expensive but the outcome is rewarding)
He likes to read now, not love, but I do not have to beg and shout for him to read. So I believe it is a big step in the right direction.
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