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Weekly Journal Week Four. Weeks Reading
The main points in the weeks reading can be summarized by emphasizing the promotion of reading in students who resist and the way such practice can be achieved. Additionally, it can be said that the reading was formed as an essential guide, through which a teacher can assess, analyze, and implement strategies through which he/she can impart the love to reading. Such guide can be seen forming a framework through which the methodologies and the strategies included in the reading could be applied. In that regard, narrowing the range of issues in reading to resistant learners and the approaches that can be selected to handle such learners can be considered among the main contributions of the reading, specifically with such a topic being a common issue in practice.
The implication of the learning experience in practice can be directly related to the personal experiences, and specifically failed attempts to raise the interest of the class to read. In that regard, teaching in kindergarten, allows addressing the issue right from the beginning. Accordingly, several parts of the weeks reading were unrelated to the category I am teaching, specifically related to identifying children reading interests. In that regard, it can be said that the children have specific reading preferences, where kindergarten reading literature is mostly general. On the other hand, children resistant to reading constitute a sufficient portion of the class, and thus the general guidelines addressed in the weeks reading can be applied in the kindergarten as well. The application can be specifically seen through the methods that can be used to have the children involved in the process.
Literature in school as a topic can be seen as too general to be limited by a particular curriculum. In that regard, the weeks reading narrowed the gap through which selection can be applied to the literature used in teaching. Mainly, the selection is based on such criteria as the difficulty of reading materials, where such criteria taking from the perspective of students help assess students literature as a whole. Additionally, the reading provided a different perspective on the way reading resistance can be evaluated. In general, it can be said that the reading presented such resistance as a common phenomenon, with a distinctive pattern to overcome. In that regard, the differentiation between students interest and resistance in reading is taking a scale, which becomes the main objective for the class rather than an individual approach for each student. As a teacher, I am not only aware of the existence of such a problem, but also had an experience, where a different approach to such a problem might have served the students better.
The discussion in the class made me aware that the majority of the students are paying attention to the same points as I. In that regard, this discussion forced me to approach this topic as an exchange of knowledge, rather than absorption of information. Additionally, the similarity of the flow of ideas, lead to that the students responses varied in themes, where no similar responses were found. Generally, I can state that the discussion did not alter any ideas I had on the topic, rather than shaping them and direct them toward a more practical approach. These factors resulted in me having a personal interest in the topic, which was perceived as advice and guidelines to follow, rather than a theoretical framework to study and strict curriculum to teach.
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