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Although I don't work in any school district and I have no children in school, I am well aware of what is going on in our schools. (Our local high school principal was named State Principal of the Year in 2011.) Our local schools are HEAVY on reading and I have mentioned (a time or two) the reading program SMART (Start Making A Reader Today) that helps at risk students learn to read and develop a love for books by having adults read to each child for one hour (two half hour sessions) a week and also giving each child two books a month to take home and keep forever.
I know it is not the teachers wanting all the PC crap. They have to follow the orders of their bosses. I've talked to many teachers who said the same thing you did.
Are you saying that teachers are being told to send home required book lists? By higher ups? I really am curious.
So how are you well aware of what is going on in our schools if you don't work in any school district and don't have children in school? I thought I had a good idea of what was going on in my local schools after having three children graduate from our local school district. After taking an early retirement, I went back to school for a teaching certificate and started subbing in several local school districts. The education program also had required observations, practicums and student teaching that exposed me to different schools.
I realized I didn't really know much about what had been going on in my ownchildren's classrooms. I have subbed for every class from kindergarten to high school and have taught every class except for French, wood shop and home economics. Much of my subbing has been with learning support at both the elementary and secondary levels. At the secondary level, this usually involves inclusion classes where you co-teach or provide support in a regular classroom.
There is a serious problem with the ability to read from what I have witnessed in about 30 different schools and several universities. I am constantly amazed at how many students at all grade levels who state that they hate to read. I have head high school English classes ask me if they can read an in-class assignment aloud as a class, since they don't remember it if they read silently. I have seen high school English teachers read chapters of a novel aloud to their class instead of assigning it as homework since they have given up expecting students to read. I have heard college students say they don't buy textbooks since they don't read them anyway.Yesterday, I gave a vocabulary test to high schools students where they had to match the definition to the word. They had been given the list of 35 words a week earlier. One third of the two classes that I graded got less than 10 out of 35 correct, one student got only one correct and two students got two correct.
We have a serious education problem in this country. It is not just with reading but there is also a serious problem with math. I see many teachers and teacher aides working very hard to educate students but it appears to me that in many ways, our education system is worse than it was in the 1960's. Broken homes are definitely a major portion of that problem. I also think computer and video games both at home and in schools, are not helping the issue. Students definitely need to read more but many students were not reading much in the 1960's. Yes, forcing students to read 20-30 books over the summer is excessive and I would be turned off by reading Little Women. Something that encourages and rewards students for accomplishing some reading over the summer is definitely something that will benefit all students. I would suggest a long list of potential books from which students can pick approx. five books depending on length.
The elementary school where I subbed today was sending two paperback books home with each student. In addition to local libraries, many used books can be purchased for $0.01 plus $3.99 shipping on Amazon.com.
Last edited by villageidiot1; 06-06-2012 at 05:10 PM..
Well-if it make you feel any better I have a lazy child as well.
It doesn't.
Somehow, instead of experiencing solidarity by picturing your kid in front of my eyes, all I manage to see is little dedicated and diligent Asians (or Asian-like kids) raised by Tiger-Moms, doing academics and everything else needed to create the super-human of the 21st century - 28 hours a day. ...
Oh, of course. He's picked his own but he is not any more passionate about those he picks compared to those I guide him towards.
I know really well what pushes his buttons and what is likely to catch his attention...but yes, we do both. He usually ends up liking better those that I pick for him - because I know what's what. He rarely does based on a cover.
Are you attempting fiction or non-fiction?
My son hated to read anything that was fantasy based. Give him a science book or a math book though and he would go to town.
Perhaps something interesting about science.
You say he likes legos. Reading the directions on the kits is still reading. Perhaps a book about how legos were invented might be something he would like?
Over on Parenting, the topic of summer readings lists came up. From an educator's point of view, what is the purpose of required reading lists? Do you think that it inhibits a love of reading when kids are made to read 20 or 30 books over the summer rather than choosing their own?
Sure it's plenty fun to go to the library and choose 'fun' books to read; however if those books are far below the expectations of the level those students should be reading, then they're not making as much progress as they could with understanding the meaning of bigger words, pronouncing bigger words, reading more fluently, etc. Though let's not ignore that any reading (regardless of level) has more benefits to a child than not reading anything at all.
I think the main idea of having required reading lists is to let parents know what their children will be reading throughout the following year. Students who are not quite at that reading level have the perfect opportunity to read to their parents, siblings, friends, relatives, etc. and ask the important questions they may not get answered if they had first read the story in the classroom. The material can be read at their appropriate pace. Parents can spend more time monitoring their own child's progress. Students who are above the reading level of the expected books can still read those books, but may be further interested in reading similar book themes, authors, etc. that would better fit their reading level. Parents can still interact with their young readers and discuss the books they read (regardless if it took them a few minutes vs. an hour for some students).
Rather than thinking "Oh my child has to read 20-30 books that he/she doesn't like. I don't get why he/she just can't pick their own books," think of how the child may react to this book. Will they want to find similar books? If they don't like the book- why not use that as an opportunity to have a rich discussion about their impressions of the book. Thinking that your child can only read those 20-30 books and nothing else seems a bit drastic. Have your child read one they like, one of the assigned books, one they like, and so on.
If all else fails, it keeps a child's mind active and gets parents involved in their child's progress.
My son hated to read anything that was fantasy based. Give him a science book or a math book though and he would go to town.
Perhaps something interesting about science.
You say he likes legos. Reading the directions on the kits is still reading. Perhaps a book about how legos were invented might be something he would like?
Yep. I've always loved non-fiction and am very picky with fiction. Many times, people push and push kids to read fiction books, but not everyone enjoys that.
So how are you well aware of what is going on in our schools if you don't work in any school district and don't have children in school? I thought I had a good idea of what was going on in my local schools after having three children graduate from our local school district. After taking an early retirement, I went back to school for a teaching certificate and started subbing in several local school districts. The education program also had required observations, practicums and student teaching that exposed me to different schools.
I realized I didn't really know much about what had been going on in my ownchildren's classrooms. I have subbed for every class from kindergarten to high school and have taught every class except for French, wood shop and home economics. Much of my subbing has been with learning support at both the elementary and secondary levels. At the secondary level, this usually involves inclusion classes where you co-teach or provide support in a regular classroom.
There is a serious problem with the ability to read from what I have witnessed in about 30 different schools and several universities. I am constantly amazed at how many students at all grade levels who state that they hate to read. I have head high school English classes ask me if they can read an in-class assignment aloud as a class, since they don't remember it if they read silently. I have seen high school English teachers read chapters of a novel aloud to their class instead of assigning it as homework since they have given up expecting students to read. I have heard college students say they don't buy textbooks since they don't read them anyway.Yesterday, I gave a vocabulary test to high schools students where they had to match the definition to the word. They had been given the list of 35 words a week earlier. One third of the two classes that I graded got less than 10 out of 35 correct, one student got only one correct and two students got two correct.
We have a serious education problem in this country. It is not just with reading but there is also a serious problem with math. I see many teachers and teacher aides working very hard to educate students but it appears to me that in many ways, our education system is worse than it was in the 1960's. Broken homes are definitely a major portion of that problem. I also think computer and video games both at home and in schools, are not helping the issue. Students definitely need to read more but many students were not reading much in the 1960's. Yes, forcing students to read 20-30 books over the summer is excessive and I would be turned off by reading Little Women. Something that encourages and rewards students for accomplishing some reading over the summer is definitely something that will benefit all students. I would suggest a long list of potential books from which students can pick approx. five books depending on length.
The elementary school where I subbed today was sending two paperback books home with each student. In addition to local libraries, many used books can be purchased for $0.01 plus $3.99 shipping on Amazon.com.
I live in a very small town. I worked in the SMART program (only quit because I kept getting sick) and know a lot of the teachers OFF campus.
Our students are doing super here.
High school drop out rate is .91 this year.
I don't know everything that goes on, but I do know that most teachers would like to teach instead babysit.
Our schools need to teach our children how to learn. Teaching to the test is so stupid. We need to make critical thinkers of our students, not rote robots who spit out what has been programmed into their heads.
Quote:
Originally Posted by negativenancy
Sure it's plenty fun to go to the library and choose 'fun' books to read; however if those books are far below the expectations of the level those students should be reading, then they're not making as much progress as they could with understanding the meaning of bigger words, pronouncing bigger words, reading more fluently, etc. Though let's not ignore that any reading (regardless of level) has more benefits to a child than not reading anything at all.
I think the main idea of having required reading lists is to let parents know what their children will be reading throughout the following year. Students who are not quite at that reading level have the perfect opportunity to read to their parents, siblings, friends, relatives, etc. and ask the important questions they may not get answered if they had first read the story in the classroom. The material can be read at their appropriate pace. Parents can spend more time monitoring their own child's progress. Students who are above the reading level of the expected books can still read those books, but may be further interested in reading similar book themes, authors, etc. that would better fit their reading level. Parents can still interact with their young readers and discuss the books they read (regardless if it took them a few minutes vs. an hour for some students).
Rather than thinking "Oh my child has to read 20-30 books that he/she doesn't like. I don't get why he/she just can't pick their own books," think of how the child may react to this book. Will they want to find similar books? If they don't like the book- why not use that as an opportunity to have a rich discussion about their impressions of the book. Thinking that your child can only read those 20-30 books and nothing else seems a bit drastic. Have your child read one they like, one of the assigned books, one they like, and so on.
If all else fails, it keeps a child's mind active and gets parents involved in their child's progress.
If the required reading is to be read throughout the next school year then leave it for then.
If YOU - the parent - want your child to get a jump on that reading then that is up to YOU, not the school.
I'm all for keeping a child's mind active. I also believe that reading and learning can happen anywhere.
My son hated to read anything that was fantasy based. Give him a science book or a math book though and he would go to town.
Perhaps something interesting about science.
You say he likes legos. Reading the directions on the kits is still reading. Perhaps a book about how legos were invented might be something he would like?
I brought all sorts of things. At some point he WAS preferring non-fiction indeed, but it's not like he is climbing mountains to reach for those.
He ends up looking at the pictures.
Don't tell me at 6 that counts as reading too!
If the required reading is to be read throughout the next school year then leave it for then.
If YOU - the parent - want your child to get a jump on that reading then that is up to YOU, not the school.
I'm all for keeping a child's mind active. I also believe that reading and learning can happen anywhere.
Yep. I've always loved non-fiction and am very picky with fiction. Many times, people push and push kids to read fiction books, but not everyone enjoys that.
Yep.
I personally didn't develop a taste for nonfiction until I was an adult, and now I love both, but most of the kids I teach have autism spectrum disorders, and books that are, as they call it,"real," have far more appeal to them for the most part than anything fictional. I use reading selections of both types with them.
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