Sunday, January 21, 2007

Jaime's Ch.1 Reflection

It's obvious from reading the Foreword and Introduction that Sharon Taberski is a very dedicated and passionate teacher. She spends her personal and professional time by researching and rethinking ways to make reading a passion for children so they can become lifelong readers.

Chapter 1 explained the teacher’s role in helping children learn to read. I felt a bit overwhelmed because I felt as though I might not have enough time to do all those thing like: assess children’s readings, demonstrate effective reading strategies, provide children with opportunities to read, practice a variety of approaches to text, respond to their reading and to encourage them to reflect on their reading process orally and in writing. Then I realized that teaching children to read will not be done only during reading period. It's not something that can be taught in a few lessons rather it's an ongoing lesson. Sharon also talked about our time with children being limited and that we (teachers) need to make the most of our time. We need to know what worked or didn't work with the children.

I like Sharon's idea on how to respond to children. Rather than comparing students capabilities, children need to see their progress from what they did a week or a month ago. I also like the idea of having the student and the teacher reflect at the end of the reading workshop. It helps them realize the strategies that worked or didn't work and it can be applied for the future. I think more teachers need to reflect at the end of the day rather than complain about how the students are "just not getting it."

1 Comments:

Blogger Greg said...

I like this list that you made, Jaime. I will use your quote here:

"I felt as though I might not have enough time to do all those thing like: assess children’s readings, demonstrate effective reading strategies, provide children with opportunities to read, practice a variety of approaches to text, respond to their reading and to encourage them to reflect on their reading process orally and in writing."

1. If we use the traditional system -- adn that system is still very much with us out in the field, then we do not have time to do what Sharon Taberksi does. But that begs the question, "How does she find time to do these things?"

2. She finds time to do these things because her classroom is a workshop rather than a lecture hall. Once you get down the idea of how her day and how her classroom is structured, I think you will see that it is reather easy to do the things that you listed. In fact, and I have said this before -- the teachers I know who teach at Sharon's school do not drag home reams of papers to grade -- the kids get feedback right on the classroom -- and everybody (including the teacher) goes home to have a regular life.

Your reflection is wonderful because it brings up a critical question -- when do we have time to do these things. Once we are convinced that we have the time, we must learn how to do these things. I think you guys are on your way to learning how.

Good thinking, Jaime.

7:32 PM  

Post a Comment

<< Home