Chelsea, On Solid Ground (Ch.1)
After reading the foreword in the beginning of the book, it seems
to me that Sharon Taberski is a great caring teacher. A lot of people
admire her work. In her book, she provides teachers with strategies
on how to teach their students to read effectively.
After reading chapter 1, a lot of things made sense to me. Some
things were familiar since Greg has introduced some things to us in
class. For example, she mentions that the three cueing systems work
best together, rather than alone. One paragraph that really stood out
to me while I was reading was on page six. It said that "as teachers, our
time with children is limited." This worries me a great deal. I've sat in
an elementary class and watch the teacher speed through work like it's a
car racing down a track. Sometimes the students catch on and understand,
but some students need more time and more examples. I want my students
to learn. Not just some students, but every single one of them that's in my
class. Sharon suggests that we should know what to teach and what would
be useful for our students. Leave out the extras, the things that might waste
time, and get straight to the point. Learning takes time and it's important.
I really want to be able to have reading conferences with my students. I
want to listen to them read. I think it would be very interesting. We should
assess students' reading skills so that we can help them better themselves in
reading. Silent reading doesn't always do the job because we don't know if
the child is actually reading or understanding what they are reading.
Conferences may take up some time, but I think having them once a week
couldn't hurt too much. We will just have to use our time wisely, that's all.
to me that Sharon Taberski is a great caring teacher. A lot of people
admire her work. In her book, she provides teachers with strategies
on how to teach their students to read effectively.
After reading chapter 1, a lot of things made sense to me. Some
things were familiar since Greg has introduced some things to us in
class. For example, she mentions that the three cueing systems work
best together, rather than alone. One paragraph that really stood out
to me while I was reading was on page six. It said that "as teachers, our
time with children is limited." This worries me a great deal. I've sat in
an elementary class and watch the teacher speed through work like it's a
car racing down a track. Sometimes the students catch on and understand,
but some students need more time and more examples. I want my students
to learn. Not just some students, but every single one of them that's in my
class. Sharon suggests that we should know what to teach and what would
be useful for our students. Leave out the extras, the things that might waste
time, and get straight to the point. Learning takes time and it's important.
I really want to be able to have reading conferences with my students. I
want to listen to them read. I think it would be very interesting. We should
assess students' reading skills so that we can help them better themselves in
reading. Silent reading doesn't always do the job because we don't know if
the child is actually reading or understanding what they are reading.
Conferences may take up some time, but I think having them once a week
couldn't hurt too much. We will just have to use our time wisely, that's all.
posted by Chelsea | 8:48 PM
1 Comments:
Chelsea -- Good job girl! I enjoyed reading your "take" on what we often consider the mundane parts of a book -- the forward, the introduction, etc. It's great that you could make some significant connections -- like, for example with the 3 cueing systems. And Chelsea -- you will be able to have time to conference with your kids -- and if you don't -- both they and you will be missing a big opportunity. You have to be a leader -- and you can do it! You are certainly on the right track and I admire your attitude -- it's our attitude that will enable us to to do great things. Keep going.
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