The issue of male academic underachievement continues to attract worldwide attention. In Trinidad and Tobago, the situation is consistent with what has been found regionally and internationally. Frymier and Gansneder (1989) suggest that when students endure male academic underachievement, they become at risk and suffer from a variety of negative factors such as crime, illiteracy, substance abuse, dropping out of school, poverty and suicide.
In addition, Superville (1999) asserts that academic underachievers display "learned helplessness" - a condition in which they do not try to reach a goal because they lack self - confidence and feel that their efforts would not succeed. As such, they reinforce experiences of alienation and a negative sense of belonging, feeling cut off from family, friends, school and work as an affect of seeming incompetence.
Various factors that may contribute to this phenomenon include the biological, social and personal history of the individuals as well as a lack of parental involvement and expectation which can de - motivate a child and cause him /her to become a chronic academic underachiever. In addition, males who suffer from low self esteem feel that they have been " stigmatized" and , as such , there is no genuine desire to do good in school since thsy believe that their efforts will go unnoticed.
Wednesday, August 4, 2010
Reading Comprehension
Sweet & Snow (2003) define Reading Comprehension as, " the process of extracting and constructing meaning from text." There are three interactive elements which impact comprehension: the reader, the text, and the context. The reader is doing the comprehension. The reader's capabilities, abilities, knowledge, and experiences impact the act of reading. The text is anything that is read. The context is the activities of which comprehension is a part. The authors further suggest that there are three dimensions to these activities. These include purpose ( why is the reader reading the text ); processes (what mental activity must the reader engage in); and consequences ( what did the reader learn or experience as a result of reading the text).
There are two major types of text - narrative and expository. The structural pattern, or the way information is organised , and the relationships those ideas form to communicate meaning are different. Narrative text typically follows a single structural pattern often called story grammar. Expository text comes in a variety of patterns; for example, description, sequence, compare- contrast, cause - effect , and problem solution.
Expository, or informational texts convey and communicate factual information , and are generally more difficult to comprehend due to the variety of structures and unfamiliar content.
There are two major types of text - narrative and expository. The structural pattern, or the way information is organised , and the relationships those ideas form to communicate meaning are different. Narrative text typically follows a single structural pattern often called story grammar. Expository text comes in a variety of patterns; for example, description, sequence, compare- contrast, cause - effect , and problem solution.
Expository, or informational texts convey and communicate factual information , and are generally more difficult to comprehend due to the variety of structures and unfamiliar content.
Tuesday, August 3, 2010
Motivation
All educators need to be aware of the concept of motivation if he /she is to effect any meaningful change in a student/ individual. Lyons, C. (2003) explains that "motivation" comes from the Latin word "movere" which means to "set in motion". The root of motivation is' motive' which is an inner drive, impulse, incentive, goal to be reached that causes a person to act in a certain way. According to Lyons, "Motivation" is an internal state of mind that an individual must activate himself. It is self - generated and happens within the child. In other words , it is not done to the child.
There are basically two types of motivation:
i. Intrinsic - an internal desire to become involved in an activity that reflects the genuine inclinations of the child.
ii. Extrinsic- this is an individual's involvement in an activity because an incentive or reward external to the activity has been offered.
The overarching goal of motivation is to promote the development of motivation that arises from the child's own nature and inclinations. In other words, children must be intrinsically motivated to become self- regulater, independent, life - long learners.
There are basically two types of motivation:
i. Intrinsic - an internal desire to become involved in an activity that reflects the genuine inclinations of the child.
ii. Extrinsic- this is an individual's involvement in an activity because an incentive or reward external to the activity has been offered.
The overarching goal of motivation is to promote the development of motivation that arises from the child's own nature and inclinations. In other words, children must be intrinsically motivated to become self- regulater, independent, life - long learners.
Reading across the curriculum
Teaching reading is an integral part of all content areas. Therefore, every teacher must be a reading teacher. The concern is why is reading so important in the content areas. Firstly, content area teachers affirm that students do not have the skills to read and comprehend text. As such, teachers need to be skilled in content - based reading strategies. Secondly, skills needed depend on the content and text.Undoubtedly, content teachers are best qualified to help students comprehend the material presented by developing prior knowledge on the topic. Thirdly, teachers must provide opportunities for students so that they will be better prepared to meet identified standards in all areas. In addition, background knowledge provide an essential link between what students understand and what they read.
Teachers need to acquaint themselves with techniques and strategies in teaching reading so as to be more competent in their respective content area. These strategies include:
-Reading Instruction
-Respond to Reading
- Develop Vocabulary
- Questions-Answers - Relationships
- Use a Reader's checklist
- Think Aloud
- Anticipation Guide
-SQ3R- Survey, Question, Recite and Review
- K-W-L strategy
- Expository Text Structure and
- Develop Prior Knowledge
Teachers need to acquaint themselves with techniques and strategies in teaching reading so as to be more competent in their respective content area. These strategies include:
-Reading Instruction
-Respond to Reading
- Develop Vocabulary
- Questions-Answers - Relationships
- Use a Reader's checklist
- Think Aloud
- Anticipation Guide
-SQ3R- Survey, Question, Recite and Review
- K-W-L strategy
- Expository Text Structure and
- Develop Prior Knowledge
Why a reading specialist?
I am an English Language /English Literature teacher for the past nineteen years at all levels of the secondary school system. As such, I am exposed to the myriad of problems - physical, psychological, social, mental, emotional, financial - which students experience ,and which have a profound negative impact on their learning abilities. Students are frustrated with the school system and may choose various negative channels to vent their frustration . Quite too often, students may tend to "drop out" of the school system.
My extensive and varied interaction with students clearly reveal that too many times , students encounter problems in reading. In fact, various surveys conducted in my school reveal that students are operating at the frustrational level in reading. Clearly this will impact negatively on their learning abilities.
The opportunity to read for the Masters in Education (Reading), and, by extension, be trained as a Reading Specialist seemed the obvious panacea to make that meaningful, significant, and positive difference in the lives of the students. I clearly anticipate that I will be exposed to the various tools /strategies to become competent and confident in working with students , thereby contributing to a more functional, literate society.
My extensive and varied interaction with students clearly reveal that too many times , students encounter problems in reading. In fact, various surveys conducted in my school reveal that students are operating at the frustrational level in reading. Clearly this will impact negatively on their learning abilities.
The opportunity to read for the Masters in Education (Reading), and, by extension, be trained as a Reading Specialist seemed the obvious panacea to make that meaningful, significant, and positive difference in the lives of the students. I clearly anticipate that I will be exposed to the various tools /strategies to become competent and confident in working with students , thereby contributing to a more functional, literate society.
The importance of vocabulary
Vocabulary is a principle contributor to comprehension , fluency and achievement. Vocabulary development is an outcome of comprehension and a precursor to it. Therefore, teaching vocabulary well is a key aspect in developing engaged and successful readers. Content area teachers must note that a knowledge of words and vocabulary is critical for the successful understanding of the particular subject area. In order to be effective teachers of vocabulary in their content area, teachers must bear in mind the following:
i English is a huge and unique collection of words. It is three times larger than any other language and english grows and changes daily with "neologisms" (new words) from science, technology and culture.
ii. The rules of English are simple and consistent compared with other languages.
iii. Language proficiency grows from oral competence to written competence.Vaca and Vaca (2006), suggest that "words are tools for analysing, inferring, evaluating and reasoning." Students with a large vocabulary base are more articulate, possess confidence as compared to students who lack vocabulary and conceptual knowledge.
iv. Words are learned because of associations that connect the new with the known. Information about words is "Dual- Coded" that is , they are processed in linguistic and non-linguistic forms.
v. Approximately 75% of the most frequently used words have multiple meanings. It is important to show students how to use context to figure out new words.
vi. The meanings of 60% of multisyllabic words can be inferred by analysing word parts. A knowledge of the meaning of Roots, Prefixes, and Suffixes often give clues to what a word means.
vii. Direct instruction in vocabulary influences comprehension more than any other factor. As such, there is the need for thoughtful and systematic instruction in key vocabulary. Instruction in the meanings of new words, and sounds promotes more effective word learning than just analysing context (Juel and Deffes,2004).
viii.Teaching fewer words is more effective than teaching several words in a cursory way. In fact, some content area material may contain conceptually dense terms and most students need instruction in technical vocabulary. As Robb (2000) suggests, " it is more effective to teach few words well than all".
ix.Effective teachers display an attitude of excitement and interest in words and language. Teachers are excited about words, language, they model, encourage, engage students in wordplay , diction and independent investigation into words to build word consciousness.
Karen Bromley (2007) suggests that these are factors which teachers should know about words and vocabulary instruction if they are to immerse their students in language and provide direct instruction that is thoughtful, intentional and varied.
i English is a huge and unique collection of words. It is three times larger than any other language and english grows and changes daily with "neologisms" (new words) from science, technology and culture.
ii. The rules of English are simple and consistent compared with other languages.
iii. Language proficiency grows from oral competence to written competence.Vaca and Vaca (2006), suggest that "words are tools for analysing, inferring, evaluating and reasoning." Students with a large vocabulary base are more articulate, possess confidence as compared to students who lack vocabulary and conceptual knowledge.
iv. Words are learned because of associations that connect the new with the known. Information about words is "Dual- Coded" that is , they are processed in linguistic and non-linguistic forms.
v. Approximately 75% of the most frequently used words have multiple meanings. It is important to show students how to use context to figure out new words.
vi. The meanings of 60% of multisyllabic words can be inferred by analysing word parts. A knowledge of the meaning of Roots, Prefixes, and Suffixes often give clues to what a word means.
vii. Direct instruction in vocabulary influences comprehension more than any other factor. As such, there is the need for thoughtful and systematic instruction in key vocabulary. Instruction in the meanings of new words, and sounds promotes more effective word learning than just analysing context (Juel and Deffes,2004).
viii.Teaching fewer words is more effective than teaching several words in a cursory way. In fact, some content area material may contain conceptually dense terms and most students need instruction in technical vocabulary. As Robb (2000) suggests, " it is more effective to teach few words well than all".
ix.Effective teachers display an attitude of excitement and interest in words and language. Teachers are excited about words, language, they model, encourage, engage students in wordplay , diction and independent investigation into words to build word consciousness.
Karen Bromley (2007) suggests that these are factors which teachers should know about words and vocabulary instruction if they are to immerse their students in language and provide direct instruction that is thoughtful, intentional and varied.
Benefits of podcasting
I am definitely interested in the use of the podcast in my classroom environment. Research on this technological device suggest that the benefits are numerous for all content area teachers. A podcast is simply a series of digital media files , usually digital, audio, or video that is made available for download via web syndication. As Farivar (2005) suggests, podcasts are " audio files created to be distributed over the Internet. They are available for fr e and are usually encoded in MP3 format". Podcasting then is the"ability to create or listen to audio or video content called a podcas, via the Web, either live or dowmloaded for later viewing/ listening on your desktop /laptop, or a mobile device",Williams (2007).
The benefits of podcasting include the following:
- It is an effective way of interactingwith students outside the classroom
- A form of learning students of today are familiar with and therefore, makes it relevant to them
- It allows for differentiation and project based learning
- It promotes creativity and innovation
- It can offer distance learning opportunities for absent students
- The process of creating and uploading audio files is easy
- Students can record role plays in character ,making their learning more memorable
- Parents can see and hear what their are doing at school
- It caters to multi- lingual education
- It facilitates self-paced learning
- It definitely assists in the remediation of slow learners
- It provides a medium to offer advanced and /or highly motivated learners with extra content
- It offers a rich learning environment.
Podcasting has the capacity of advancing students education beyond the classroom,and must be
encouraged in the classroom environment.
The benefits of podcasting include the following:
- It is an effective way of interactingwith students outside the classroom
- A form of learning students of today are familiar with and therefore, makes it relevant to them
- It allows for differentiation and project based learning
- It promotes creativity and innovation
- It can offer distance learning opportunities for absent students
- The process of creating and uploading audio files is easy
- Students can record role plays in character ,making their learning more memorable
- Parents can see and hear what their are doing at school
- It caters to multi- lingual education
- It facilitates self-paced learning
- It definitely assists in the remediation of slow learners
- It provides a medium to offer advanced and /or highly motivated learners with extra content
- It offers a rich learning environment.
Podcasting has the capacity of advancing students education beyond the classroom,and must be
encouraged in the classroom environment.
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