QUOTE
While thinking aloud during shared reading may
seem like old news to teachers in grades K–5, we
found as we visited the classrooms of middle and
secondary teachers in three large urban schools
(one middle and two high schools) that we were
unlikely to see this type of instruction (Lapp &Fisher, 2007).
REFLECTTION
At the primary levels, these comprehension strategies are highlighted in abundance. However by the time the students get to the secondary levels, teachers seem to have the notion that they are beyond the think alouds and so they do not model its use. The students also may see this as ‘little children’ teaching and do not realize how much it can help at their level. It is up to the teacher to show the students how important these strategies are and that she is doing the think-alouds to help them see how they can go about comprehending difficult text.If the strategy worked at the primary level, why not at the secondary level. "If it aint broke, why fix it".
I recall as a secondary student and even at the tertiary levels, teachers making comments such as "you students like people to spoon feed you all too much. I dont have time for that. You are old enough to do certain things on your own." I never had the experience of dealing with secondary school students at a school as a teacher but even i am guilty of thinking that there are things that a student should 'just know' how to do. reflecting on this quote i realize that I have expected my younger sibblings to understand certain texts because of the fact that they are at a secondary school. However doing this course is opening my eyes to a wide variety of facts that are affecting my old thinking. Age does not define one's ability and a teacher should not use age to determine how much aid they provide students in helping them to comprehend text
Good to see that you have published your reflection on the quote. Need to get your colleagues thoughts on it.
ReplyDeletelike you have noted, many teachers believe that engaging in such an activity means that you are spoon feeding the students.What they fail to realise is that such activities are very beneficial and thus, aid students tremendously. I remember doing activities similar to think aloud but since i was not aware of what i really doing, I sometimes thought it was useless.I noted improved comprehension among students when I did but like the traditional teachers, most times i found myself reverting to old ways where students analyse passages with little giuidance. I am quite certain that all of us will not only highlight the benefits of such strategies, but will use tem when we return to the classrooms.
ReplyDeleteCRAW, THIS IS VERY TRUE.
ReplyDeleteAs i think back i realise that in truth, at the secondry level we expect our students to know how to.
this quote i'm sure have us feeling preetty guilty.. huh?
Well i would like to add, that as asecondary teacher i should not have to "spoonfeed" any student. Afterall time does not permit.
THE MAIN issue here is not that we as secondary teachers DO NOT want to engage in such practises, but that we were hoping that the primary teacher who's responsibility it is to ensure that the students have certain requisite skills did not do so well enough. THE SAD REALITY, is that having recognised this as a result of doing this course our preconceived notions will (if not yet) change and that we will do our parts.
NB: the quote "has us"... "not have". THINKING ALOUD ASSISTED ME HERE....IT JUST DIDN'T SOUND RIGHT.. LOL! PROVES YR POINT
ReplyDeleteLATER....