Archives for posts with tag: reading

…and we’ve circled back.

This quarter, I’m teaching reading, and in some ways this is my actual dream. I love reading, and I’m still really excited to share this love with my students.

But we’re back to the baby-bird syndrome, something that I noticed in my grammar class during the first quarter (it’s now the third quarter).

In Grammar, I’d figured out that the way to wean the students from relying on me to directly spit my pre-chewed knowledge into their mouths was through self-directed companion worksheets. I made worksheets that they used to dig through the text to figure out grammar points on their own, and then they practiced mostly on their own.

When we went over the material, it was a lot of them telling me the treasures they’d found and me tweaking their understanding of the rules.

With reading, I suppose I haven’t quite found my groove, and I worry that it’s negatively impacting my students. I’m still in the trenches, and I’m doing my best to give them engaging material, to activate their schema and to practice what we’ve learned–but things don’t really seem to be sticking,

a fact that is definitely reflected in their test scores.

For a couple weeks, I had students doing silent reading in class every day, and we went over the tests together as a class. This seemed to result in a positive uptick in test scores, but I was worried that I wasn’t spending enough time on explicitly teaching everything in the course plan (we have course plans that detail the subjects/skills we should cover each week).

So, for a couple weeks, I dialed back the silent reading to once per week and stopped covering the tests in class.

This has resulted in a noticeable downswing in test scores. Of course, there’s also the chance that I’m not doing the right kind of practices, but to me it looks like the reading skills simply aren’t sticking.

So I think we’re going to go back to plan A–more silent reading, more discussion of plot for The Giver, and more explicit correction in errors. We still have two more quizzes for the quarter, and I’d like to see students’ test scores come up again before the final exam.

The students have told me that reading is getting easier for them, but I’m not seeing it reflected in an academic context and I’d like to.

That’s all, for now.

Well it’s the beginning of a new quarter at my university, and that means a new schedule and new subject.

For the past two quarters, I’ve been teaching Grammar out of the Focus on Grammar series. Overall, I’ve enjoyed it a lot, and I especially enjoyed the last quarter. I felt like my students and I really managed a solid grasp of the material overall.

So of course, the laws of the universe dictate that my tiny teaching universe be completely turned on its head.

This quarter, I am teaching reading to a lower level, and I’m on the evening shift (This last bit being completely irrelevant except to drive home the whole “turned on its head” bit).

I am still a pretty new teacher, so I was really nervous. Slowly, though, I remembered my Hagwon experience in Korea and the fact that I actually love teaching Reading because…well…I love to read. That simple.

I could think of no better way to spend my days then spending a few hours sharing my love of reading to a captive audience–

captive in the literal sense, of course, because they are bound by university rules to stay in class or be dropped.

Of course the love of reading isn’t enough. I have to teach these students how to pass their final exam, and how to pass the TOEFL if that’s their goal.

According to the Journal of Studies in Education, there are nine basic ways of reading: Intensive and Extensive reading; scanning; skimming; search reading; receptive reading; critical reading; reading for meaning; prediction; and redundancy.

With a teacher along to help develop these ways, students can use reading as a powerful language acquisition tool and it can provide them with critical target language exposure.

Intensive reading is pretty task-based, and its easily modified to a classroom environment. The article “Teaching Reading to EFL Students to make them Better Readers” states that the overall aim of intensive reading is get students to understand the meaning of a text and how that meaning is produced. In extensive reading, on the other hand, we often teach parts of a whole (book), and in that way we will be able to construct the meaning.

This strategy is a bit more difficult to adapt to the classroom because they can be forgotten. Also, in my limited experience, the length alone is intimidating to students, and it requires significant patience and review to keep even the lowest learners on par and engaged with a veritable mountain of foreign-language text in front of them.

That’s right. In my class, I’ve decided to teach my low-intermediate English readers a book: The Giver, to be specific.

This is one of my all-time favorite books and I think it is intensely appropriate for an academic setting. Plus, right now with the dystopian YA novel-turned-movie renaissance, I think it’s quite relevant, and that students have a lot of schema they can activate to contextualize the story and themes.

As the article states, longer texts also provide ample opportunity to practice reading strategies like skimming and scanning, plus it gives students a chance to compare the text against itself, and to think about the way the plot and characters develop, and to even discuss the writers’ point of view.  I’m hoping that in studying these topics, students will also be able to develop their receptive reading and critical reading skills.

And hey, maybe their critical thinking skills too? It is college, after all.

I realize that I’m not going to make them fluent readers in 10 weeks, but my earnest hope is that I will be able to impress my love of reading upon at least a few of them. The skills that I’m teaching them this quarter are the skills some excellent teachers taught me years ago, and in turn those teachers have gifted me with basically the love of my life: the love of reading a good look.

I’m really excited and optimistic about passing on that gift to a few of my students. Not unlike The Giver 😉

Source: Macrothink Institute. Teaching Reading to EFL Students to Make them Better Readers. http://www.macrothink.org/journal/index.php/jse/article/view/3895/3296