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About Me
- Prof. Lignelli
- I am a University Professor of ESL at Howard Community and Montgomery College. I often teach at Anne Arundel Community from time to time as well. I have taught various levels of English from Elementary to University. I have a MA in TESL from Inter American University of Puerto Rico. I look forward to seeing each and everyone of you in my class!!
In classroom reading performance, which area out of all 9 should be given the most emphasis and the least emphasis?
ReplyDeleteQuestion 2)- Can giving too much emphasis on just reading and not enough hands-on application affect the students learning ability in the long run??
Question 3)- How can you create a "healthy balance" but also maintain the authenticity and not forget the important skills learnt?
Question 4)- is too many options (like named on the bottom, doing, choosing,transferring,answering,condensing,extending,duplcating,modeling and conversing harmful in the long run? should it be kept more simple?
Number 1--- There is no winner here. Really! Each has its place. There will be certain times where one will take more presidence but each should be tried or carried out in some way or in different units or semesters.
ReplyDeleteNumber 2---- Too much emphasis on reading aloud (PR) can be bad. Reading aloud does not prove comprehension. It improves reading aloud. Now, sometimes it is good to read aloud. I do it with all of my classes. I read, they read, and so on. We stop occasionally when a word is mispronounced or there is a problem with understanding a word or sentence. But Reading alone is good. It creates independent readers. However, if you don't instill good practices and strategies to comprehend the material it is not good. Reading and writing together along with all of the other two skills should be included in each lesson and with each unit. Hands on application should supplement what you are doing and so should the reading. They work hand in hand.
NUMBER 3----- Trial and error is the answer. What works in one class or semester or unit may not work the same if used again. Always reflect on your work and remember what was good and bad about the lesson or unit. This allows for development. The balance can be maintained once you know your students as well. The more they write, speak and interact with you the more you will know what is good or what will work for them. It is not easy but variety is good to keep things fresh. Pre/during/post reading/writing activities along with other projects and activities keep them on the edge and not knowing what they will be doing next.
NUMBER 4---- I'm not sure it is harmful in the long run. By using those options it allows the student to develop into a better reader/writer. However, I need more input to what you mean exactly.
Lignelli
Ok, so then my main objective, is that everyone participates equally, we read together, we stop during the reading process now and them, explain and talk about what is going on, what is what, and when they stumble on words they dont understand, explain what they mean, and maybe even use them in a few sentence texts so they get the idea of it.
ReplyDeleteSo also i still have to always remember, that what works in one, sometimes will not work in another. And also, to remember to apply all the basic skills in each unit.
Good. All that is important. Plus, getting them to answer the questions and do verbal assessments of the readings will give you idea about how much they got from the reading. Plus, doing some writings or an activities based on what they learned could help prove this too.
ReplyDeleteLignelli