In attempt to build my literacy experience further, I ventured out to the local library to seek the help of a children's librarian and was brought back to the middle school world of Goosebumps and Captain Underpants. When the librarian brought up these books, I remembered being 12 and not being allowed to read such literature being instructed by my mother to stay away from things so disgusting and ugly. But the librarian was very adamant about how popular the books were with her own children, who refused to read before discovering the thrillers.
I'm sure at some point in even my own middle school life, I disdained literature written for 12-year-olds as juvenile and unsophisticated, but am now gaining a new appreciation for the genre and the authors who wok hard at creating wonderful plots in simple language.
So, I am not sure if these books are yet too intimidating for the student I am working with, but I feel more confident about presenting some material that is at his level in hope that he may yet be enticed by it.
What sorts of books have you used successfully with reluctant readers?
16.6.08
Literacy Resource 1: Board Games
All though right now I am feeling a little overwhelmed by the challenge of my tutoring assignment for the summer, I imagine that by the end of the season, I'll have built a bit of a repertoire of resources and I think I will post them here as I discover them.
This morning, in a flash of genius and desperation, I remembered all the times that I've been told that board games are excellent resources to keep in the classroom for down-time or time fillers and realized that perhaps using fun as a purpose for reading, I might get this student motivated after all. After coming to this realization, I then remembered that the only games that I own personally are Scrabble and Balderdash. True, these are both reading games, but are not quite appropriate for this student. And then-- my third memory-- I have little to no Money.
So I ventured out to my favorite local thrift store and was shocked at the selection of games that they carried. I came away with at least a few really great games for about five dollars. And the best part? The time flew by as we did Mad Libs, played scrabble and made our own sentences with wood blocks. As soon as I emerged from my car with arms full of games, I could tell from his eyes that it was going to be a good day.
Never underestimate the power of a good game...
This morning, in a flash of genius and desperation, I remembered all the times that I've been told that board games are excellent resources to keep in the classroom for down-time or time fillers and realized that perhaps using fun as a purpose for reading, I might get this student motivated after all. After coming to this realization, I then remembered that the only games that I own personally are Scrabble and Balderdash. True, these are both reading games, but are not quite appropriate for this student. And then-- my third memory-- I have little to no Money.
So I ventured out to my favorite local thrift store and was shocked at the selection of games that they carried. I came away with at least a few really great games for about five dollars. And the best part? The time flew by as we did Mad Libs, played scrabble and made our own sentences with wood blocks. As soon as I emerged from my car with arms full of games, I could tell from his eyes that it was going to be a good day.
Never underestimate the power of a good game...
14.6.08
Convincing students that reading is worth the work...
This summer I find myself working for the school district's ELA department as a 1:1 Tutor for a sixth grade boy. When I found out that I actually got the job, I was excited about the opportunity but am now seeing why a majority of the people hired for this position are ELA certified teachers: this is hard work and requires a lot of brilliance AND resources.
It has been interesting to see all that I have read in literacy books about students who are a) reluctant to read b) don't understand the letters they are decoding and c) don't see the value in learning to read, materialize in the form of this exuberant boy.
I find myself having to make the decision between laughing and crying when my student explains all the tactics he has developed just to avoid reading. If he wants to know what a news article is about-- even if it is something of interest to him-- he simply finds the one with the most pictures. If he wants to use the family's video camera, he simply asks his brother to explain it. If an error message comes up on the computer, he would rather take the risk of loosing his work than reading and understanding the message. What to do?
When I attended the two hour training session before I met with this student(which, unsurprisingly, was dominated by instructions on how to administer pre and post exams), they told us that for the duration of the eight to ten hours a week we spend with the student should be dominated by practice in reading, but should not feel like school. So what do you do with a student for three hours a day that will do anything to avoid reading? To say the least, I think we both find the time equally excruciating.
So what to do? How do I help this boy understand that reading is a beautiful and essential skill to hold? When I left his kitchen on Wednesday, he was fairly upset about my weekend homework assignment: finding one piece of reading material that was both school appropriate and something he would be interesting in reading. Somehow he gave me the impression that such a request would be unreasonable.
So... I don't even know if people read this blog, but if you do and you have any ideas about activities that might interest an eleven-year-old boy who wants so badly to be about 17, but unfortunately is quite intimidated by the sight of text, please share your ideas. I know that this scenario is not unique nor unusual, so please do share your own experiences. I'm looking forward to learning a great deal this summer, but am still waiting out the learning curve.
It has been interesting to see all that I have read in literacy books about students who are a) reluctant to read b) don't understand the letters they are decoding and c) don't see the value in learning to read, materialize in the form of this exuberant boy.
I find myself having to make the decision between laughing and crying when my student explains all the tactics he has developed just to avoid reading. If he wants to know what a news article is about-- even if it is something of interest to him-- he simply finds the one with the most pictures. If he wants to use the family's video camera, he simply asks his brother to explain it. If an error message comes up on the computer, he would rather take the risk of loosing his work than reading and understanding the message. What to do?
When I attended the two hour training session before I met with this student(which, unsurprisingly, was dominated by instructions on how to administer pre and post exams), they told us that for the duration of the eight to ten hours a week we spend with the student should be dominated by practice in reading, but should not feel like school. So what do you do with a student for three hours a day that will do anything to avoid reading? To say the least, I think we both find the time equally excruciating.
So what to do? How do I help this boy understand that reading is a beautiful and essential skill to hold? When I left his kitchen on Wednesday, he was fairly upset about my weekend homework assignment: finding one piece of reading material that was both school appropriate and something he would be interesting in reading. Somehow he gave me the impression that such a request would be unreasonable.
So... I don't even know if people read this blog, but if you do and you have any ideas about activities that might interest an eleven-year-old boy who wants so badly to be about 17, but unfortunately is quite intimidated by the sight of text, please share your ideas. I know that this scenario is not unique nor unusual, so please do share your own experiences. I'm looking forward to learning a great deal this summer, but am still waiting out the learning curve.
5.6.08
Entering New Worlds
I walked through the doors of Lincoln Jr. High School for what felt like the 100th time on Monday-- except this time it felt a little closer to being real. As I settled into a seat in the lecture hall, I looked around and thought to myself, awed, There are real-live teachers all around me. Strangely, I felt like I was standing on the Red Carpet in Hollywood or something-- all sorts of my own heros were all around me and I was one of them.
This summer, I am working for the school district as an One on One ELA tutor. I am scared out of my wits and stoked out of my mind. I was "hired" without interview and with little information about what the position would entail, but in a nutshell, I'm broke and will take any experience I can get. Typically, the people they hire for this job are ELA-Certified teachers. I'm a "Teacher Candidate" with a content area in Art. But I got it anyway and here I am.
I don't know what this summer will hold and all that I will learn, but I think it will be definately a great learning experience, if not an exciting one. I let you know how it goes!
This summer, I am working for the school district as an One on One ELA tutor. I am scared out of my wits and stoked out of my mind. I was "hired" without interview and with little information about what the position would entail, but in a nutshell, I'm broke and will take any experience I can get. Typically, the people they hire for this job are ELA-Certified teachers. I'm a "Teacher Candidate" with a content area in Art. But I got it anyway and here I am.
I don't know what this summer will hold and all that I will learn, but I think it will be definately a great learning experience, if not an exciting one. I let you know how it goes!
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