Response with at least 100 words per person
Stevana
In the article, I learned that reading is not a natural learning process. ” This pernicious belief that learning to read is a natural process resulting from rich text experiences is surprisingly prevented in education despite the fact that learning to read is not only unnatural, but it is also one of the most unactual things humans do. I know firsthand as a former student in school, not college. I was a slow learner to read, catching onto grasping the phonetics of reading. I learned that spending enough time does not guarantee a change in reading. I recall spending countless hours struggling to understand a passage and still finding it hard to read. I felt the teacher spent too much time telling us we need patience and time management in reading. I learned that concept of reading software does not help students. This is a common misconception.” It is common for schools to buy an off-the-shelf reading program to address their reading instructions needs and trust that the program will solve their school reading issues.” As a teacher, I was in disbelief that reading software didn’t work. I remember school being drilled with software that helps students understand the reading. I was under the impression that we must, as teachers, enforce spending an hour a day reading. The key is having students become comfortable with reading. I had a broken understanding about teachers needing to be more effective as teachers in the past with their lessons on reading. This, too, was a mistake. I plan to adjust my teaching by having students practice reading during the break for 15 minutes, which equals 30 minutes. I would still introduce the reading software to them but would not let it act as a primary tool for helping students read. I would use pictures in words and recognition to help students catch on to reading. I would not compare today’s teaching style with the old teaching style.
Kenyatta
Ten myths of reading instruction
The suggestion of the ninth and tenth myths developed proofed backed up with some truth to date. The ninth myth is that struggling readers can be helped through short-lived teaching to assist them in catching up with their peers, and whatever lessons are acquired can be established for a long time once the students are awarded thorough focus through private sessions. Student performance might be greatly affected by poor facilities in an institution; in the short-lived sessions, guardians can be willing to increase high-quality equipment that can facilitate competence and advance the learner’s skills (Jansen et al., 2021). students personally develop different learning styles, which might fail to match the tutor’s mode of teaching. When the learning is narrowed, the teacher can change their teaching style to suit their students, leading to an improvement in students’ understanding (Chetty et al., 2019).
The tenth myth suggests that an equal reading approach should be conducted in the curriculum. It also states that whatever is composed of the curriculum should be learned by all students. Therefore, these advocates for equality and fairness in all academic approaches in the classroom, which motivates the students to be involved in the lesson and improve concentration (Soika, 2020). with equality, prioritized students can study where factors like their academic weaknesses, physical formations, and social diversities are acknowledged and respected; this increases the student’s self-esteem and enables the mind to work in an acceptable environment. This type of mindset can improve the performances of students and make adjust the efficiency of learning.
Audrey
I read our reading for this week, trying to figure out which myth I do/did believe. I never thought of any of these to be myths. Previous teachers have never told me this information. This is only the second year that I have been in the education field. So I am a novice teacher.
I am choosing to talk about myth number four. Teachers before us did a better job at teaching reading than those that are novice teachers. Is it because of the lack of experience or credentials that this new realm of teachers possesses? No, absolutely not. Teachers have so much to compete against in getting student’s attention. We have to compete with social media, electronic devices, pure laziness, lack of parental guidance. Students just are not interested in learning to read anymore. Why should they be if they can press the little microphone in the search bar and speak what they are looking for? There is such a microwave mentality when it comes to the mindset of students.
I teach fifth-grade math, but I have only been teaching it for this quarter. Before this, I taught English. I know Covid impacted all students, but those in the third grade during that time were affected the most. The majority of my fifth graders are on the second-grade level or below. It is so hard trying to teach the concept of reading to 10, 11, or even 12-year-olds. If I could get more parental involvement, less access to technology, and denial to social media, I believe that myth number 4 would be just that, a myth.
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