Leila's Ch. 10 Reflection
Taberski makes a very good point about one-on-one conferencing with students. In her words, "Individualized instruction is invaluable when learning a new skill." It certainly is! One-on-one time provides an opportunity for a maximum learning experience between students and teachers. Students can address as many questions and get an immediate respond back right there and then at the time of the conference. They can get help with problems they are having immediately rather than the next day or so. This all due to the one to one attention that each student gets from the teacher. Most importantly, the one-on-one strategy allows each students to read at their own pace.
As for teachers, one-on-one conference helps them to identify the strenghts and weaknesses of each students more better. Unlike whole or small group setting, teachers don't have to divided their attention to x amount of students. They can just paid attention to that one student. Then from their observations, teachers can decide what to focus on with that particular student rather than decide on one strategy that will best fit the whole class.
In this chapter, Taberski mentions various one-on-one reading strategies that teachers can work with an individual student. I really enjoyed the text features strategy. It teaches a students how texts are structure and their purpose. I didn't know that a text break (***) means a change in time, place, or situation. Other reading strategies that she discusses were book features, prompts to help children attend to cues, and achieving more fluent-sound reading. From the individual reading conferences that I have with my students, I think that the problems that I noticed does not lie so much on figuring out unknown words but the meaning of the words. There are some good vocabularly in the books that my students are reading. They have no problem saying it but understanding what it means. I can of suspected it when I often ask for a summary of what they read. They would use the word incorrectly in their response. So I guess the strategy that would best address this problem mentioned in this reading is the prompts to help children attent to semantic, syntactic, and graphophonic cues. Right?
As for teachers, one-on-one conference helps them to identify the strenghts and weaknesses of each students more better. Unlike whole or small group setting, teachers don't have to divided their attention to x amount of students. They can just paid attention to that one student. Then from their observations, teachers can decide what to focus on with that particular student rather than decide on one strategy that will best fit the whole class.
In this chapter, Taberski mentions various one-on-one reading strategies that teachers can work with an individual student. I really enjoyed the text features strategy. It teaches a students how texts are structure and their purpose. I didn't know that a text break (***) means a change in time, place, or situation. Other reading strategies that she discusses were book features, prompts to help children attend to cues, and achieving more fluent-sound reading. From the individual reading conferences that I have with my students, I think that the problems that I noticed does not lie so much on figuring out unknown words but the meaning of the words. There are some good vocabularly in the books that my students are reading. They have no problem saying it but understanding what it means. I can of suspected it when I often ask for a summary of what they read. They would use the word incorrectly in their response. So I guess the strategy that would best address this problem mentioned in this reading is the prompts to help children attent to semantic, syntactic, and graphophonic cues. Right?
posted by Leila | 12:40 AM
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