One of the most daunting tasks for teachers is motivating adolescent readers to read. While this may be daunting it is however not impossible. Many researchers postulate the the key to motivating students is through the creation of a a positive reading environment, the use of engaging, meaningful material and quick and positive feedback. In the construction of a positive reading environment we can lean on the theories of behaviorism where we positively reward all efforts and provide incentives to facilitate reading in the classroom. Casteel (n.d) delineated some steps that teachers can follow to create this positive environment for reluctant adolescent readers. He posits:
1. That achievement of motivation in the classroom is most effective if teachers set goals and obtain feedback from students.
2. Instructional material must be relevant, meaningful and stimulating to students in order to obtain students' co-operation.
3. Construct a reading program that meets the needs of the struggling reader.
This list is by no means the sum total of all motivational strategies but I do hope it will help someone.
Article: Casteel, C.,A. (n.d) Motivating reluctant readers to become mature readers.
Wednesday, July 28, 2010
Instructional Writing Strategies
We place a great deal of importance in reading, which is very good, but sometimes I feel as though writing is not given the same measure of importance. In my recent readings, I have come across quite a number of instructional writing strategies which I believe can be implemented in the classroom to enhance the writing skills of students, whether it is used with or without the aid of technology. Beneath I have highlighted a few examples but more can be obtained from the website that will be seen at the bottom of this blog. Writing can be improved through the use of:
1. Free writing: This is where the student is encouraged to just write about anything with little emphasis being placed on grammar and the mechanics of writing. This is known to improve fluency in writing and improve thinking.
2. Sentence Combining: This is where students are asked to combine a series of short sentences into longer, more complex sentences. This improves the quality of their writing.
3. Modeling: Like reading students need to be provided with examples of good writing as often as possible so that they can see what good writing is and model the same efforts.
4. Students should be provided with clear rubrics, scales or criteria so that they know or understand what their goal is and have a good idea of what is required for successful writing.
5. Writing should be inquiry based.
These are the main points highlighted by George Hillcocks in his article. However, more information can be obtained from the following website:
http://michiganreading.org/cms/images/stories/PDFs/overmeyermarkhandout1.pdf
1. Free writing: This is where the student is encouraged to just write about anything with little emphasis being placed on grammar and the mechanics of writing. This is known to improve fluency in writing and improve thinking.
2. Sentence Combining: This is where students are asked to combine a series of short sentences into longer, more complex sentences. This improves the quality of their writing.
3. Modeling: Like reading students need to be provided with examples of good writing as often as possible so that they can see what good writing is and model the same efforts.
4. Students should be provided with clear rubrics, scales or criteria so that they know or understand what their goal is and have a good idea of what is required for successful writing.
5. Writing should be inquiry based.
These are the main points highlighted by George Hillcocks in his article. However, more information can be obtained from the following website:
http://michiganreading.org/cms/images/stories/PDFs/overmeyermarkhandout1.pdf
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