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| Teaching English |
I came across this article from BBC entitled: Reading and elementary learners, recently as I was on the Facebook. It is not something new, rather something that ESL teachers have been doing all this while. I take it as a refresher and a reminder on the importance of teaching this skill systematically.
There are issues teachers need to address in order to conduct a successful reading class. Bear in mind that teaching reading involves hard work and it need to be done systematically over a period of time. Consistency in techniques is very important, as it will gives the confidence to the young readers because they know what to expect and what is being expected of them. Variation in task however, is encourage as we need to inject the element of fun and avoid boredom.
Teaching reading should start with the question, "How to select reading materials?" The answer lies in our pupils, we need to:
- Identify their reading level: elementary, intermediate or advance
- Get to know their interest, hobbies
Once we know that, we can look around for print materials or if some of you would prefer, the internet. In fulfilling the national curriculum, I would rather browse through the selection from the books provided by the ministry for literature. The books are colorfully illustrated, embedding children's theme and the vocabularies are suitable for my pupils.
Once we have decided on the materials, we can plan our lesson accordingly. One reading material can be use many times in different tasks. For example, a reading task about Cinderella, can be use to introduce new vocabulary, understanding how to use the vocabulary or applying their new vocabulary in different context. I would prefer to use Bloom Taxonomy in teaching reading. This is to maximize the use of one reading material into increasing their reading skill. Once you have decided on recycling the material, the lesson plan must be constructed accordingly.
Planning a reading lesson. What to do?
A reading lesson must consist of three parts. Some teachers just like to label Step 1,2 and 3 or presentation, practice and production. However, as I look around the labels are the only difference. The execution is more or less the same. The three parts are:
- Pre-reading
- While reading
- Post reading
In discussing these reading parts, there are many issues surrounding it for example time allocation. I went to a reading pedagogy course and the facilitator suggested pre-reading activities that can last for a week! However, I think it's better to allocate appropriate time for pre-reading, and match it with the other two stages.
Other issues such as the coherency of the activities, the degree of difficulty and the suitability of activities in each part in increasing reading skill.
To illustrate these steps, I will use Pamela Rushby's Tidy Your Room, Tanya!
Other issues such as the coherency of the activities, the degree of difficulty and the suitability of activities in each part in increasing reading skill.
To illustrate these steps, I will use Pamela Rushby's Tidy Your Room, Tanya!
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| Tidy your room, Tanya! by Pamela Rushby (the book cover) |
Pre-reading
- Use the book cover to prompt the pupils. The things they can see, the characters. They can guess what the book is all about.
- Introduce the vocabulary that u find difficult and solicit meaning by prompting their pre-requisite knowledge (the word in the mother tongue)
- Tell a short story almost similar to the one in the book. Change the character to yourself, so they will feel the story is relevant to them although it is written in English by a foreigner.
- Bring in realia, and act out part of the story and ask them to guess, and then saying the answers are in the book.
- Comparing a tidy room and a messy room. Ask them to find an object in both pictures.
While reading
The next step is to actually read the book. I would prefer to do the reading in section. In Ms. Rushby's book, Tanya was scolded by so many people in her family for not tidying her room. This is the section I am talking about. It is no point reading the whole book during one class although it is just a thin book. What we do with the material is more important.
During this step, we can:
- Teach or reinforce dictionary skills.
- Use vocabulary map, learning to use word in different contexts.
- Story chain, Listing one sequence after another. For weaker learners, teacher can jumble the series of events and ask the pupils to rearrange and rewrite them.
- Scanning for main ideas.
- Identifying grammar items. For example past tense verbs, past tense sentence.
- Teacher can do Total Physical Response (TPR) activity such as asking them to clap when they hear the vocabulary highlighted, or act out the verbs in the story when the teacher reads.
Post reading
For me there is a fine line between while reading activities and post reading activities. The activities used for both stages can be recycle and use accordingly. This is where the issue of coherence that I mentioned earlier come to play.
To embrace the Bloom Taxonomy of learning, I would prefer the activities during the post reading stage would be slightly difficult. The activities we can do:
- Role play. Acting out the characters in different context. For example, mother is looking for something and the room is messy.
- Imagining that you are the thing Tanya's been looking for. Your feelings of being left behind in a messy room.
- If the activities done in section, you can ask the pupils to draw Grandma's face, before she is angry, when she is angry. Or you can ask them to draw the layout of the room and predict where is Tanya's lost item.
- Relate the story's morale value in their context. Universal truth.
- They can suggest ways on keeping tidy. Bring out the decorator in them. How to keep small things, bigger things. More than once I asked them to do an exhibition on "how to?" The pupils love it because they get all the attention they want and they feel valued and appreciated.
Conclusion
I love reading and I want my pupils to understand and feel the enjoyment from it. I also want them to realize that there are many ways to interact with a text. By interacting, we can increase our reading skill, nurture our thinking and broaden our horizon.
With this I share one of the reading lesson done in the classroom based on the book. It incorporates the elements of shared culture and putting it into our context. It is a broad and abstract concept for young learners to understand but it was worth the try. I find the lesson enjoyable although it was a little ambitious, but I can see from their faces they enjoyed it too.
My 2012 Classroom Rules
I don't mean these are the only rules. These are the core. It might appear childish and unnecessary or it is a universal truth, then again my learners aged between 7 to 12. They need rules that are not ambiguous in nature and very specific. I'll observe the execution if these rules to a "t" in the first three months and make appropriate adjustments or modifications if needed.
Reflecting on my teaching practices, I start off the class with greetings. However, I dislike the idea of pupils standing to greet me, so I always ask them to sit whenever I enter the classroom. Then, we recite the "doa" seeking God blessings for the day's lesson. I will check their tidiness, the hair, hijab, clothing and their desks, asking them to clear up any mess (rules no. 2). If there are any homework due for submission (rules no.3), I will ask for it but I hardly check those who didn't hand in because I don't want to feel upset and start scolding.
....and teaching time, I'll teach as per lesson plan, yeah right...the lesson will be modified every time because I need to cater to their moods and understanding. A teacher needs to be flexible and dynamic to ensure the delivery of the contents reach the pupils and achieving the day's objectives. During this time, rules no. 4 plays an important part and it is crucial for the pupils to adhere to it. In order to learn, pupils need to focus their senses, if they talk, disturb others or play it is doubtful they will understand what the teacher has been teaching.
Toilet breaks? I will allow it for 2 periods class, in the second period (rules no. 5). If the class is immediately after recess obviously I won't allow for breaks. Sometimes pupils just like to go out, get a fresh air or escape from something, that is why I don't allow it often and has to be strict about this. Furthermore, it is dangerous for young learners to be wandering around the school because you will never know what they will do because it is out of your radius.
The supreme rules of all, rule no. 1, it can be use to outlaw everything, decide on new rules because I am the King in the classroom. A teacher will always try to be fair, Insyaallah, so there should not be doubt of me misusing my power.
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| Can't wait to see my new pupils! |
I've been teaching for almost seven years now. Still, I have some
dilemma over deciding on rules that can highly contribute to effective
classroom management. There is no exact formula in establishing rules.
As students come and go, rules need constant revision to ensure its
reliability and validity in our present teaching context.
In
preparation for next year, I browsed through some of the websites that
can provides some ideas concerning this matter. One good thing about
this is I will be able to reflect on my teaching practices while reading
some of the ideas presented. Therefore, I can select which rules might
suit my class more.
In establishing rules, a teacher should remember that rules are meant for both parties. The teacher and the students. It is unfair to presume the teacher is a saint and does everything well. I think this is where I am lacking. All this while, I did not lay out rules for myself to adhere. It is just a belief in my mind on how a teacher should behave in the classroom.
For a start, I need to set up rules for myself. It must not be too ambitious, just a few to start with so that it can be realistic and well observed. I find the ones suggested on this website provide the guidance I needed. I find the rules are attainable and it is one step higher than my current standing, intellectually and ability. To sound academic, you can say I am quoting Krashen's i+1 here. :)
In establishing rules, a teacher should remember that rules are meant for both parties. The teacher and the students. It is unfair to presume the teacher is a saint and does everything well. I think this is where I am lacking. All this while, I did not lay out rules for myself to adhere. It is just a belief in my mind on how a teacher should behave in the classroom.
For a start, I need to set up rules for myself. It must not be too ambitious, just a few to start with so that it can be realistic and well observed. I find the ones suggested on this website provide the guidance I needed. I find the rules are attainable and it is one step higher than my current standing, intellectually and ability. To sound academic, you can say I am quoting Krashen's i+1 here. :)
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| An article wrote by Shelly Vernon |
The
rules suggested focus on teacher's attitude in earning the love and
respect of the students. A good classroom management should hold on to
this virtue in the first place as teacher is the decision maker and the
highest authority in the classroom. I am a firm believer of this, love
and respect will gets a person far in his/her life.
Good Classroom Management Rule 1
Be a mentor not a friend and earn the children's trust by being firm, fair and consistent.
A mentor!! Wow, guess I should mind my footsteps now...In terms of learning, I've been trying to demonstrate it. I brought my leisure reading to class, put it on the table, for them to have a glance on my personal favourite. Decorating my space in the staffroom with English proverbs and books. Sharing my favourite English songs or film. There is one time I brought my thesis to show them, and showcase my graduation picture on the class Facebook. I just want them to know that learning takes a whole life to complete. You can never call yourself to clever because acquiring knowledge is a never ending process.
What I miss in understanding this concept is (as mentioned in the article), being a mentor also involve demonstrating in terms of how I expect them to behave. I am only strict when it comes to homework submission but on other things I am off high tolerance. As much as I want to be strict most of the time, it certainly clashes with my personality.
Maybe starting from next year, I must learn how to be strict in some expect for example tardiness and courtesy, besides the one I am already being particular of. In addition, I need to be consistent in reinforcing my new rules therefore respect and trust can be earned. Children are good in identifying the inconsistency in your class management and sometimes they can easily manipulate you to their own advantage.
Good Classroom Management Rule 2
Show your pupils that you care about them.
Being strict doesn't mean you have to stop being human. There are teachers who believe that teachers belong with teachers and pupils belong with pupils. This segregation of thoughts should be non-existence at all! I find it ridiculous and absurd at the same time. Teachers and pupils relationship is symbiotic. We cannot function without one another We need one another to be able to call ourselves, teachers or pupils.
Good Classroom Management Rule 1
Be a mentor not a friend and earn the children's trust by being firm, fair and consistent.
A mentor!! Wow, guess I should mind my footsteps now...In terms of learning, I've been trying to demonstrate it. I brought my leisure reading to class, put it on the table, for them to have a glance on my personal favourite. Decorating my space in the staffroom with English proverbs and books. Sharing my favourite English songs or film. There is one time I brought my thesis to show them, and showcase my graduation picture on the class Facebook. I just want them to know that learning takes a whole life to complete. You can never call yourself to clever because acquiring knowledge is a never ending process.
What I miss in understanding this concept is (as mentioned in the article), being a mentor also involve demonstrating in terms of how I expect them to behave. I am only strict when it comes to homework submission but on other things I am off high tolerance. As much as I want to be strict most of the time, it certainly clashes with my personality.
Maybe starting from next year, I must learn how to be strict in some expect for example tardiness and courtesy, besides the one I am already being particular of. In addition, I need to be consistent in reinforcing my new rules therefore respect and trust can be earned. Children are good in identifying the inconsistency in your class management and sometimes they can easily manipulate you to their own advantage.
Good Classroom Management Rule 2
Show your pupils that you care about them.
Being strict doesn't mean you have to stop being human. There are teachers who believe that teachers belong with teachers and pupils belong with pupils. This segregation of thoughts should be non-existence at all! I find it ridiculous and absurd at the same time. Teachers and pupils relationship is symbiotic. We cannot function without one another We need one another to be able to call ourselves, teachers or pupils.
Outside
the classroom, teachers must show thoughtfulness, displaying caring and
loving characteristics openly. Take time to appreciate your pupils
outside of the classroom. Once in a while I would spend recess with them
at their table. Eat the same food and talk about their favourite
activities. Sometimes I would check out the school bookshop and find out
what they have been spending their on, talk about it and maybe play a
little. I can see their faces beaming whenever I talk to them and they
ease a little.
During my school days, I hardly remember any teachers who did that. But my teacher trainer, Mr. Nodd Ibrahim displayed these attitudes by constantly dropping by our class, singing aloud, inviting us to his place and it made us feel very special compared to other classes. A teacher, certainly has the power to change how people feel about themselves and this is what I hope to be. So this rule is certainly me!
During my school days, I hardly remember any teachers who did that. But my teacher trainer, Mr. Nodd Ibrahim displayed these attitudes by constantly dropping by our class, singing aloud, inviting us to his place and it made us feel very special compared to other classes. A teacher, certainly has the power to change how people feel about themselves and this is what I hope to be. So this rule is certainly me!
Good Classroom Management Rule 3
Get closer to your pupils.
Get closer to your pupils.
Closer?
I think this apply in the classroom. Teacher should not distance
herself, by being near the chalkboard too much, or behind the desk.
Walking around to inspect your pupils work, taking a seat to different
pupils each time or simply move around the class while teaching.
Therefore, pupils will never be too comfortable around you (they will
try to do their work as quickly) and keep them in focus of the task.
I know, I am guilty by opting to sit when I am teaching sometimes. I must learn to find a solution to this as when I got tired, I have the tendency to sit. I sat on the desk, sometimes I stacked chairs and sat on them or sat on the pupils desk, I can get enough of sitting! Hmm...I should work on this rule, harder...
Good Classroom Management Rule 4
Praise and encourage good behaviour.
Children love praises! Give them heap of praises, never be stingy but do it appropriately, only when they deserved it. I am good at this, I know. Some bragging will not hurt here. ;) Children's self-worth and esteem will increase when they are praised. I noticed my pupils appreciate the praises and encouragement because they smiled a lot throughout the class and the environment of classroom become pleasant and the pupils tend to be highly cooperative.
I know, I am guilty by opting to sit when I am teaching sometimes. I must learn to find a solution to this as when I got tired, I have the tendency to sit. I sat on the desk, sometimes I stacked chairs and sat on them or sat on the pupils desk, I can get enough of sitting! Hmm...I should work on this rule, harder...
Good Classroom Management Rule 4
Praise and encourage good behaviour.
Children love praises! Give them heap of praises, never be stingy but do it appropriately, only when they deserved it. I am good at this, I know. Some bragging will not hurt here. ;) Children's self-worth and esteem will increase when they are praised. I noticed my pupils appreciate the praises and encouragement because they smiled a lot throughout the class and the environment of classroom become pleasant and the pupils tend to be highly cooperative.
Relating to the Malay
culture, praises are not often given. I wonder what is wrong by giving
praises that you deserve. After all, we need to be appreciated for the
hard work we put into something and by praising, it will encourage a
better one in the future. A praise can only be wrong when it is not
given to the rightful owner, done without sincerity and this can be
understood even by a young learner.
Praises, may not be in verbal form per se, written praises, displaying work, appointment of class captain, star awards can be seen as praises and serve as encouragements for the pupils. This way, they can relate their achievement to the praise and the reward the get from it.
Praises, may not be in verbal form per se, written praises, displaying work, appointment of class captain, star awards can be seen as praises and serve as encouragements for the pupils. This way, they can relate their achievement to the praise and the reward the get from it.
Good Classroom Management Rule 5
Make your teaching style interesting and varied.
Ideas? Do not fear. Abundance of materials and teaching ideas available on the web, if you are not into flipping books nowadays. The most important thing is to realize the need of the class and work hard in fulfilling it. Learning various theories on teaching will help a teacher a lot in choosing the right methods to tap in the different learning styles of the students.
As I observed, learners aged 7-9 love kinaesthethic activities. They love anything that got to do with movements, so dancing and singing and some games will help them learn better. The 10-12 years old pupils like singing as well but they tend to be a little shy with the movement so I let them focus on their singing and maybe do a little clapping and bodily sound to encourage their participation.
Keeping chalk and talk to the minimum is something I hope to do. Not only that chalk residue is bad for health but it also take some of your time away from the class.Well it certainly violate some the rules above!
Make your teaching style interesting and varied.
Ideas? Do not fear. Abundance of materials and teaching ideas available on the web, if you are not into flipping books nowadays. The most important thing is to realize the need of the class and work hard in fulfilling it. Learning various theories on teaching will help a teacher a lot in choosing the right methods to tap in the different learning styles of the students.
As I observed, learners aged 7-9 love kinaesthethic activities. They love anything that got to do with movements, so dancing and singing and some games will help them learn better. The 10-12 years old pupils like singing as well but they tend to be a little shy with the movement so I let them focus on their singing and maybe do a little clapping and bodily sound to encourage their participation.
Keeping chalk and talk to the minimum is something I hope to do. Not only that chalk residue is bad for health but it also take some of your time away from the class.Well it certainly violate some the rules above!
Having reviewed all the rules
presented in the article, I think I can adopt and adapt it as mine.
Things are going to change here and there but I wish this would be the
core. I want to have a co0rporative classroom next year and I hope the
measures will assist me in realizing my dreams.
