Jessica Christy Klayton Kendall English 121 7 September 2015 A Better Understanding In the essay ‘Disliking Books” Gerald Graff claims that he has an “advantage teaching literature”. That advantage is attributed to the fact he felt animosity and fear towards books growing up. He didn’t understand what he was to say about these books that never related to him. Or why he was supposed to say these things. Understanding the confusion about these things and knowing that there is more than one way to get to the goal, loving and understanding literature, is the true reason that Graff has an advantage as a literature teacher.
Gerald Graff began his career as a teacher before becoming an author focused on critical theory. “Disliking Books at an Early Age” is one of his publications that focuses on the teaching of critical theory. Graff’s argument is that students should be introduced to theory early in academics because a pure reading experience is impossible. Every person brings their own experiences and questions to a text that influences it. Therefore, literary theory gives them a scholarly way to shape their readings and develop the level of “intellectualspeak” that colleges seem to require, which teaches them the skills needed to discuss literature and add to the scholarly conversation.
Reading is a process of constructing meaning. In developing a pedagogy about teaching reading, teachers must be aware of all elements that create a good reader. Teachers can provide the best instruction by delivering a balanced approach to teaching reading. Whilst it is necessary for students to recognise explicit elements of reading such as phonics, students will achieve much more success when also viewing reading from a ‘world view’. Teachers should incorporate a combination of direct instruction and the constructivist approach when teaching reading.
He even chose the profession of teaching. Graff describes a traditional viewpoint of first closely reading a book and then having an intellectual discussion, but this isn't what happened to him. He needed a passionate conversation to give him ground to stand on before diving into a reading. He found this to be the case for a lot of his students as well. Graff suggests that being able to to discuss literature is a primary factor in being able to read well.
Read alouds allow the teacher to model fluent reading and make the comprehension process visible, (Hilden and Jones, 2013, "THE COMPONENTS OF EFFECTIVE READ ALOUDS," n.d). Some students do not receive read alouds at home, and these are the children that especially need to be read to, ( Otto, 2014). As the children progress through their schooling, they begin to think that reading fast is the most efficient, but when the teacher models her thought process aloud, this allows the students to witness what “good reading” actually entails(Hilden and Jones, 2013, "THE COMPONENTS OF EFFECTIVE READ ALOUDS," n.d). Part of “good reading” is asking questions about the
Would memorization of poems or paragraphs of prose assist retention, and if so, should teachers require students to memorize and recite poetry? Many educators and professors memorized poetry in their educations, but “because it has always been taught” is not enough justification. The act of memorization is beneficial for certain contexts and for the brain. In her article, Lisa Van Gemert said memorization helps people learn English syntax and widen their vocabularies, and she included links to resources like Poetry 180 for the reader to begin memorizing! Memorizing more and more information creates new neural pathways and assists in neural plasticity.
Reading can be exciting and satisfying when for example you first meet a character at the beginning of the book and feel a certain way towards them, but by the end feel a completely different way about them. This feeling can really engage your attention in a book and make you think deeper about the people in your own life. Also, when you read a really well-written book, it can take your mind away from your own world and into that character’s world. Sometimes this even makes you more grateful for your own life that you have compared to your character 's situation. Or it can fulfill the void in your life that reading about a character doing just what you are lacking can fill.
A highly debated subject is- who should choose the novel to read in class, the teacher or the student? This argument is not one sided, as both sides are supported. I support that the teachers should decide on which books to read in class. The teachers have a better understanding of the curriculum, there won’t be conflict among students, and the teachers have a wider variety of book knowledge. To start, the teachers have a better understanding of the curriculum.
Homework wastes the leisure time of students, create pressure to students. After that students will copy the other's answer, students will learn naughty hobbies. At last, homework not really helping students, especially in grading. Homework also has bring benefit to students, it provide example for students to learn and revise. Homework is helping students but it also harm students.
All children need instruction; modelling, explaining, and demonstrating are very important teaching activities if children are to learn to read and write. Teaching assistant can model the reading and writing by engaging in them while children observe; reading aloud to children, which provides a model of how reading sounds and how stories go. Reading aloud is a way to model fluent reading. Teaching assistant can discuss books and stories while modelling the thinking process leading to understanding. Teaching assistant talks through the process step-by-step to show the children how things are done, for example, how to make, confirm or change predictions.