Author: Santosh Kumar Biswa, Sr. Teacher, Damphu CS, Tsirang, Bhutan
Angie Barnett’s (2017) essay "6 Techniques
to Persuade Reluctant Readers to Read" was one of the readings that had
the biggest impact on me. My views on education and how to teach secondary
reading and writing were significantly impacted. The article starts by
recognizing that many kids have trouble reading and writing and that
conventional teaching approaches, such as rote memorization and tedious
activities, can be unmotivating and ineffective. Instead, the author makes a
case for a more imaginative and interesting strategy that emphasizes the value
of individualized relationships and interests. The article provided me with
some excellent advice on how to motivate my students to form reading habits in
my classroom. It challenged my ideas about how to effectively engage and
motivate students in these subjects and gave me insightful information on the
difficulties of teaching secondary reading and writing. I no longer feel the
need to struggle to get my students to read, especially the ones who have
trouble connecting with the subject matter. Also, this article has caused me to
consider the value of reading and writing abilities in education and how I can
best teach these abilities.
The idea of "reading as social action"
is among the most interesting concepts I found in the article. I've never
involved my students in such activities before; instead, I focused on the
content matter. It helped me realize that I should encourage my students
to see reading as a method to engage with others and the world around them as
well as a personal activity. I should be encouraging students to become more
active and involved learners, helping them recognize the importance and
significance of reading and writing, and cultivating a sense of community and
shared purpose. Most significantly, as Pressley and Allington
(2014) recommended, I understood the value of giving students liberty and
choice in their reading and writing assignments. Allowing students to choose
their texts and topics allows me to draw on their unique motivations,
interests, and engagement while also fostering a sense of ownership over their learning,
which in turn encourages reluctant readers to engage with texts that speak to
their interests and experiences.
I need to include games, group activities, and
storytelling to make reading more engaging for my students in my classroom, as
Barnett (2017) stressed in the essay that reading should be made fun and
interactive for them. This strategy, in my opinion, is incredibly successful
since it gives students control over their reading experience and encourages
them to read more. It also made me understand how crucial it is for teachers to
utilize technology to support and improve reading and writing instruction
(Kamil et al., 2008). I'll be able to find fresh and creative ways to engage my
students and assist them in enhancing their literacy skills. The importance of
reading and writing for the development of critical thinking skills is also
emphasized throughout the book, in my opinion. In the digital age, where
information is widely accessible, it is crucial to teach students how to
analyze and assess information sources. Students who engage in critical
thinking can develop into independent thinkers who can draw conclusions based
on evidence. Yet, it's crucial to understand that struggling readers may be
experiencing deeper issues including learning difficulties, mental health
issues, or a lack of access to literature. As a teacher, I became aware that I
needed to recognize and address these problems to foster a secure and
encouraging learning environment where students feel free to express their
struggles and receive the help they need.
In conclusion, as a result of
reading "6 Strategies to Persuade Hesitant Students to Read," I have
had a profound change in how I view education and the teaching of secondary
reading and writing. It has forced me to reconsider how I approach teaching and
motivated me to look into fresh approaches to involving and inspiring my
students. I'm eager to put these concepts into practice in the classroom and
observe how they influence the learning and development of my students. In
particular, I want to increase student autonomy and choice in my courses and
look into how technology may be used to enhance and improve student learning. I
decided to incorporate project-based learning into my future teaching to engage
and inspire secondary students and give them the freedom to choose their own
topics and create research projects (Kaite et al., 2021). The use of digital
tools and resources, such as online discussion boards and collaborative writing
platforms, will also be emphasized. I'll also research other potential uses for
social media, such as how to start a class blog or Twitter account and
encourage reading and writing among students. According to the article, these
strategies will motivate students to become more engaged and involved learners
as well as foster a sense of belonging and a shared purpose.
References
Barnett,
A. (2017, August 2). 6 ways to motivate reluctant readers to read.
ReadingHorizons. https://www.readinghorizons.com/blog/6-ways-to-motivate-reluctant-readers-to-read
Kaite
et al. (2021). Effects of Technology on Student Learning. The Turkish Online
Journal of Educational Technology, volume 20 Issue 1.
https://files.eric.ed.gov/fulltext/EJ1290791.pdf
Kamil
et al. (2008). Improving adolescent literacy: Effective classroom and
intervention practices. National Center for Education Evaluation and
Regional Assistance. Retrieved from
https://ies.ed.gov/ncee/wwc/docs/practiceguide/adlit_pg_082608.pdf
Pressley,
M., & Allington, R. L. (2014). Reading instruction that works: The case
for balanced teaching. Guilford Publications. Retrieved from
https://eric.ed.gov/?id=ED465951
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