Chapters 3 and 4

Tovani, C. (2004). Do I really have to teach reading?: Content comprehension, grades       6-12. Portland, ME: Stenhouse.

Summary: Chapters three and four talked about how in each class there is sort of reading that is required, whether it be with a book or a chart. Tavani also gave examples as to how to keep someone interested in reading and for those that reading is difficult she gave ways to be able to figure out what is being said. Accessible texts were also mentioned so that students could find material about a specific topic that was more at their level and they could understand what is being said.

            While reading this text, I was able to relate to the teacher who thought that he was never going to have to use reading in industrial tech. As a math teacher I feel that you do not use reading in math, of course we have a textbook, but no one actually reads the book. Students just look at the example. Two things that I did not take into account were that reading did not just imply words. We have to read graphs, examples, equations, calculators, rulers and many more things. Secondly, I falsely assumed that since I never read my math book, no one else did. Since I was able to just look at the examples and figure out what was going on, I never read my books. Come to find out, a friend of mine said that she always read her math books to understand what was going on. I need to take into account, that just because things came easy for me, they did not come easy for others.

            The idea about having accessible texts in the classroom really sparked my interest. Looking back on my high school years, I remember reading books that were past my reading ability. I am a slow reader and do not comprehend things very easily. Like Tavani, I would read the book, but then go to outside sources to figure out what was going on and the meaning of the text. I found the books very interesting after I was able to understand the background and the plot behind the story. It helps to be able to visualize the story in my head so that I have like a movie going on in my mind and I can remember what I read.  

Education for ESL

Skoczylas, L. (2012 January 8). “JPS uses new strategy for ESL.” [Electronic Version] The Post-Journal

Driebusch, C. (2012 January 20). “More immigrants, fewer English classes.” [Electronic Version] The Wall Street Journal

Summary: There has been an increase in the number of non-English speaking students but a decline in the number of classes offered for these students to take due to funding. In Jamestown, a program has been started for students whom do not speak English very well, where they are in a different classroom, learning the same things, but just at a slower pace. These students have done very well in the program and their test scores are improving.

            I felt that in the article, “More immigrants, fewer English classes” the author wrote in such a way that could cause confusion when reading. The first time I read the article, it sounded like it contradicted itself. First it sounded like there was less interest in the English programs for the immigrants, but then later it said there was a waiting list and funds were being cut. After reading the article again, I concluded that the enrollment was going down because the classes were being cut from the budget. I feel like the author should have been a little clearer about this and emphasized it more.

            In the second article, I really liked the idea of putting the students whom were learning English into separate classes not only to benefit the students themselves, but also others in the classroom. I feel that immigrants who do not speak English well can slow down the normal classes because they do not understand what it going on. I am sure that the immigration students are very smart, but being able to slow things down for them to understand what is being taught is important for their development.

            While reading this article I varied my reading speed and picked out important wording to understand the article better.

Tovani Chap 2 Response

Tovani, C. (2004). Do I really have to teach reading?: Content comprehension, grades       6-12. Portland, ME: Stenhouse.

Summary: The second chapter of this book talks about asking the question “so what?” This refers to getting students to think more about why they are learning the things they are and how it is useful. Tovani also mentioned that teachers are having too many things that they have to cover, and need to step back and pick out the important things to cover.

            One of my favorite questions to ask in school is “so what?” because I do not like learning things that I will not have to use. I think it is a waste of time and it is hard for me to put a lot of time and effort into it if I really do not need to know it. It is very important for teachers to ask themselves why the things they are teaching are important for the students to know and how can they use it in life.  Tovani say, “Ask yourself, ‘Why am I doing this?’ and ‘How will it help students think, read, or write more thoughtfully about my content?’” (2004). When students know how something can be useful, they are more inclined to listen and want to learn more. Teacher should tell their students the importance of everything they are teaching. I thought that the idea of a double-entry journal is great for answering the “so what” question. I think that the double entry can really help with student’s comprehension and getting them more into the story they are reading. I do not see myself using a double entry for my math students, but it is something that I can think about as a teacher when I am answering the “so what” question for myself.

Technology in the classroom

Bafile, C. (2010). “Teaching? Learning? There’s an “App” for that!” Retrieved January 24,2012 from www.educationworld.com

Knorr, C. (2012). “Do high-tech toys belong in school?” Retrieved January 24, 2012 from www.commonsensemedia.org

Toppo, G. (2011, September 16). “White House details plans for more digital learning” [Electronic version] USA Today

Summary: The three articles referred to bringing electronics into the classroom and how much technology is a part of our lives today. One of the articles discussed how parents need to discuss with their children about technology use and when it is appropriate to use it while the other two talked about new ways of making learning fun through technology such as games and Ipods.

           

In Bafile’s article it mentions the use of Ipods as a way for students to learn. I was confused as to how Ipods would be used in the class room and how they could relay information to the teacher. I am not fully literate in the use of Ipods, but I feel that the article should have said a bit more about how exactly the Ipods actually worked. From my knowledge of Ipods, they are used to download music and listen to. But besides the use of technology in the class, I really like one of the techniques that was mentioned in the article. It said, “While that might not seem like a big deal, students have told me over and over again that they appreciate having a voice in the work schedule of their day” (Bafile 2010). I think this is a great way get the students to feel important in the class so they can be able to learn better. They might want to do the boring stuff first and then the fun things last so that they have something to look forward to. The teacher probably will organize the class in this order naturally, but the difference would come in what the students and the teacher think are boring or exciting. I feel that student input is very important because they know how they learn the best.

            In the other two articles by Toppo and Knorr, I felt that technology is over taking student learning. Granted that the activities are very engaging and fun, but students are becoming way over stimulated. With all of our technology, students can barely sit still for two minutes because they aren’t doing something interactive. TV, Ipods, computers, video games, etc. are stimulating the brains of children at young ages and they become ADHD later on in life. Focus is hard for most people, myself included. I haven’t been around technology as much as children these days, but it still has an effect on me. Using Ipods in the classroom along with video games is too much and I feel that technology needs to only be used in moderation. With how much technology is being pushed into the classrooms and homes I feel that there are going to be harmful effects that are going to be found soon.

Response to "Do I really have to teach reading?" Chap 1

Tovani, C. (2004). Do I really have to teach reading?: Content comprehension, grades       6-12. Portland, ME: Stenhouse.

Summary: The first chapter of this book describes how to get students to be able to engage in their reading and to minimize boredom while reading. It also goes into detail about how to help students comprehend the information they are reading. There are multiple examples and technics that are expressed to aid students in being able to better comprehend the boring reading materials they are assigned to read.

            I really enjoyed the first chapter of this book and found it very helpful in my own life and for helping others in the classroom. Cris Tovani says “asking questions is a strategy that I use to help me read uninteresting material” (2004). Tovani’s approach is awesome and I believe that it can truly work. I am going to try doing this the next time I read one of my books for school. I also like the way that was given to help students become better readers of textbooks. By being interactive with the text and highlighting words that you don’t know, can help you read carefully and you are more aware. I think that as a teacher, a great way to help your students to become interested in the information they are reading or learning, is by relating it to real life. Give them examples as to why they need to learn the information and when they would use it. The examples can’t be for just a specific job, but instead it needs to be related to everyone. Otherwise, the students will say they don’t want to work in that particular job field.

   I can help my students to become more thoughtful about mathematics by showing them how they will use math in everyday life. Math can be used when counting back change, finding out how much something costs when there is a sale and to budget and balance checkbooks. I can also have fun projects such as having students put together a house and figure out what size things have to be. I think that is the best way for students to be able to learn.

Response to the article, "Too Much Facebook"

Hernandez, D. (2011). “Too much Facebook time may be unhealthy for kids.” Retrieved January 15, 2011 from

Summary: According to a study done at Cal State Dominguez Hill by Larry Rosen, teens developed problems, such as depression, sickness and insomnia, the more they used technology. Technology, such as social networking and texting, is a big part of the younger generation because they value connection with a wide range of people rather than quality face to face conversations.

   I find it very intriguing all of the medical problems that are now showing up because of technology use.  I would be very interested in finding out why these conditions develop from technology use. I feel that depression and anxiety can set in from large amounts of video and Internet use because students will focus all of their time on video games or surfing the web rather than going outside and playing with friends or meeting others. Video games can be so addicting that young adults become so absorbed they forget about the “real world.” This can also come into play with Facebook and becoming antisocial. It almost seems as if it were a paradox because Facebook is where you talk with people, so how could it make someone antisocial? I think the answer to the question would be again being absorbed in the “fake world” of Facebook and avoiding all face to face conversations. People are forgetting how to communicate in person and are becoming antisocial because they are shy and do not know how to be themselves around others. Rosen does say though, “For shy kids, this [Facebook] could be a real plus and a way to bring them out of their shells… (2011).” I completely agree with Rosen, but I do feel that there needs to be a balance in order for Facebook and technology in general to be beneficial to all. It is important for parents to have conversations with their children about proper technology use and how to not abuse something that is very beneficial. Rosen goes farther to say, “They [the parent] need to ask questions and listen without making judgments so kids feel comfortable discussing how they behave with other kids online” (2011). This can protect not only the parent’s child, but also other children from being cyber bullied. Online anything can be said and it follows someone anywhere they go. It is a very harmful tool that needs to be discussed with teens and children.

Response to the article, "Facebook: Public Heath Danger"

Ablow, K. (2011). “Facebook: Public Health Danger.” Retrieved January 15, 2012, from http://www.foxnews.com/health/2011/08/08/facebook-public-health-danger/#ixzz1jZMMnjYl

Summary: Facebook is sending out a false sense of status to many people and making them feel as if they are a celebrity. It makes people feel good and is becoming more and more like a drug because people are getting addicted to using Facebook. Studies have shown that children whom are users of Facebook are more likely to get involved with other drugs because one addiction kindles other.

This article, “Public Health Danger” by Dr. Keith Ablow, brings up interesting thoughts about Facebook and how it can be a false idea of one’s self or can become an addicting drug. I can agree that social networking can give one the idea that they are popular and have many friends. It can defiantly be absorbing and I feel is taking over face to face conversations. Many people can hide their insecurities and shyness behind the screen and be out going and fun like everyone wants. It is addicting and can be considered a drug because I know for me and others that it is hard to get online without checking Facebook or Twitter. One can feel like someone else when they are online and feel like a “somebody”. Just like Dr. Keith Ablow say in his article, “You needn’t be very quick-witted or very kind or even very likeable in order to gather a whole troop of people ready to reassure you that you are all those things” (2011). With Facebook, being a “friend” of someone does not have to mean that you have met or even talked with the person. Although, one still feels as if they are friends and it makes them feel good.  It is a whole different world in social networking, and whether it is good or bad is still being decided. Ablow says, “I believe social networking will turn out to have psychological consequences every bit as ominous as cigarettes” (2011). I tend to agree with Ablow, but only time will tell where social networking will all take us.