Blogs were described by the technological experts as being a simple web 2.0 tool which supported traditional literacy. The simplicity of blogs allowed the user to focus on the content rather than on the medium to collaborate with bloggers on topics of interest. This technology gave the user the opportunity to use reading and writing skills to communicate ideas in a rich social environment. Kamel Boulos, Maramba, & and Wheeler (2006) believed that blogs were able to promote “dynamic learning communities”.
Blogs can be used as a research tool by learners to gather and share views on similar topics. Students are given the opportunity to comment on posts as well as publish posts to highlight individual concerns, ideas and opinions. This exercise requires the blogger to read and analyze the content so that the responses will be suitable to the target audience. The blogger can then critically respond to the material while developing creativity. The learner can incorporate links, videos, and audios to support contributions while enhancing learning.
Learners have traditionally used blogs as a journal to record learned material. Blogs can be used to post assignments and to highlight class activities. Students can be encouraged to post poems, reflect on readings and comment on fellow learners posted work. The teacher can also post thought provoking issues for students to respond to in the comment box.
The teacher can show the versatility of blogs by posting the learners work done in class. Class portals can be created to display activities within the classroom, poems, essays, instructions to complete mathematical and science exercises, art work and past and upcoming activities. The blog can also be used as a portfolio for the learner to observe his or her progress over time. Blogs will encourage learners to become global analytical and critical thinkers.
Monday, August 2, 2010
Teachers are Treasures: The Good, The Bad and The Ugly
Teachers are the people who prepare persons for the various faucets of society on a daily basis. We have been responsible for ensuring that society was supplied with human resource commodity for continuity of the global community. Yet over the years, instead of being praised for the good, we have been constantly chastised for the ills of society. Someone has to be the scapegoat and why not the teacher.
After elections, the Minister of Education in an article in a local newspaper shared his plans to rid the system of delinquent teachers. Another article to the editor highlighted some behaviors displayed by these teachers of a particular institution by a novice to the system. However, it seems to be a tradition to focus on the bad and the ugly rather than on the good that teachers are responsible for.
We can testify about the constraints that teachers work with and yet our accomplishments overlooked. Every year students are rewarded for their achievements for academic, sports and social activities. However, the person or persons preparing these students to reach their fullest potential go unnoticed or unmentioned. Sometimes, the principal’s annual report in highlighting the milestones of the institution may congratulate the teacher. But, does this really affect the way teachers are perceived by their employer. I recall an incident when my school was visited by an official who questioned the qualification of a dedicated teacher with more that twenty five years of experience for the acting principal post. This teacher in spite of all the challenges believed that teachers are treasures.
Teachers, I employ you as my mentor did to give of your best to the nation’s children. Be an asset to this noble profession to reclaim the positive ideals and respect that we deserve.
Teachers are Treasures
Gopeesingh ready to discipline teachers.
Microscope on failing teachers.
After elections, the Minister of Education in an article in a local newspaper shared his plans to rid the system of delinquent teachers. Another article to the editor highlighted some behaviors displayed by these teachers of a particular institution by a novice to the system. However, it seems to be a tradition to focus on the bad and the ugly rather than on the good that teachers are responsible for.
We can testify about the constraints that teachers work with and yet our accomplishments overlooked. Every year students are rewarded for their achievements for academic, sports and social activities. However, the person or persons preparing these students to reach their fullest potential go unnoticed or unmentioned. Sometimes, the principal’s annual report in highlighting the milestones of the institution may congratulate the teacher. But, does this really affect the way teachers are perceived by their employer. I recall an incident when my school was visited by an official who questioned the qualification of a dedicated teacher with more that twenty five years of experience for the acting principal post. This teacher in spite of all the challenges believed that teachers are treasures.
Teachers, I employ you as my mentor did to give of your best to the nation’s children. Be an asset to this noble profession to reclaim the positive ideals and respect that we deserve.
Teachers are Treasures
Gopeesingh ready to discipline teachers.
Microscope on failing teachers.
Good News for Struggling Readers
Drummond (2005) highlighted some positive news for teachers with students experiencing reading difficulties. The author believed that ninety to ninety five percent of students with reading difficulties can become functional readers with the appropriate early intervention. However the question is who can make a qualified judgment about the remedial needs of a student which will be recognized by the Ministry of Education (MOE).
Students with special needs writing the National Test and the Secondary Entrance Examination have been allowed extra time on the basis that there was documented proof of their abilities or lack thereof over time. The Dyslexic Association of Trinidad and Tobago positive diagnosis of students, according to some affected teachers, no longer can qualify these students for concessions.
The goal of education is to prepare our students to be functional, responsible citizens nationally, regionally, and globally. Reading is the tool to achieve this goal. It is then our responsibility as teachers to gauge our students learning and to advise parents as early as possible about necessary intervention. Intervention should cater to the needs of that particular student and should not be misinterpreted for general class lessons.
Of course, accurate diagnosis is imperative to determine the remediation the student needs to support learning. The next step is ensuring that the remediation needed is received to increase skills in reading. However, the natural abilities of the student must be incorporated into the remediation process so that it would be more effective. Encourage parents and guardian to be involved in the process and complement the learner for achievements big or small.
Lastly, encourage the learner to be actively involved in his or her achievements. Have discussions about exercises and allow him or her to share any anxieties, confusions, and interesting points. Engage the student in goal setting with regular reviews to ensure that they are being met.
Helping Struggling Readers
Students with special needs writing the National Test and the Secondary Entrance Examination have been allowed extra time on the basis that there was documented proof of their abilities or lack thereof over time. The Dyslexic Association of Trinidad and Tobago positive diagnosis of students, according to some affected teachers, no longer can qualify these students for concessions.
The goal of education is to prepare our students to be functional, responsible citizens nationally, regionally, and globally. Reading is the tool to achieve this goal. It is then our responsibility as teachers to gauge our students learning and to advise parents as early as possible about necessary intervention. Intervention should cater to the needs of that particular student and should not be misinterpreted for general class lessons.
Of course, accurate diagnosis is imperative to determine the remediation the student needs to support learning. The next step is ensuring that the remediation needed is received to increase skills in reading. However, the natural abilities of the student must be incorporated into the remediation process so that it would be more effective. Encourage parents and guardian to be involved in the process and complement the learner for achievements big or small.
Lastly, encourage the learner to be actively involved in his or her achievements. Have discussions about exercises and allow him or her to share any anxieties, confusions, and interesting points. Engage the student in goal setting with regular reviews to ensure that they are being met.
Helping Struggling Readers
Saturday, July 24, 2010
Practice What You Preach
An article I met in My Reading Place. com reminded me of an idea that my mentor and I have been purporting for years about encouraging children to read by example. This article was also supported by a famous children's author, Eve Bunting, featured in a podcast entitled “Meet the Author” on Reading Rockets. Ms. Bunting reminisced on her parents active involvement in the act of reading and how it impacted on her as an author.
The tips in the article encouraged parents to become actively involved to encourage children to become ardent readers. It reported five basic strategies to assist parents. The first was for the parent to be a model reader for children to follow. Secondly, parents were encouraged to read to children regularly. Children should also have access to a wide selection of well written books of interest at their disposal. However, praising children for their efforts and talking and singing with children help to build and cement the much needed vocabulary and self esteem necessary for reading.
The International Reading Association celebrates reading annually in September with the Drop Everything And Read (DEAR) project. Circulars are sent to the nation’s schools to be participants of this project. Sustained Silent Reading (SSR) is also another initiative that teachers can use to promote reading. Five to Ten minutes can be utilized for SSR daily in the classroom. However, the teacher must also remember to model the same.
Students can bring appropriate text of interest. The SSR period should be announced and everyone in the room should be actively engaged in the act. At the end of the period allot two minutes for reflective sharing. This will help students to stay on task. Model how a summary is done. Eventually, students can be directed to critically review reading material.
Meet The Author
Tips to Build Strong Readers
The tips in the article encouraged parents to become actively involved to encourage children to become ardent readers. It reported five basic strategies to assist parents. The first was for the parent to be a model reader for children to follow. Secondly, parents were encouraged to read to children regularly. Children should also have access to a wide selection of well written books of interest at their disposal. However, praising children for their efforts and talking and singing with children help to build and cement the much needed vocabulary and self esteem necessary for reading.
The International Reading Association celebrates reading annually in September with the Drop Everything And Read (DEAR) project. Circulars are sent to the nation’s schools to be participants of this project. Sustained Silent Reading (SSR) is also another initiative that teachers can use to promote reading. Five to Ten minutes can be utilized for SSR daily in the classroom. However, the teacher must also remember to model the same.
Students can bring appropriate text of interest. The SSR period should be announced and everyone in the room should be actively engaged in the act. At the end of the period allot two minutes for reflective sharing. This will help students to stay on task. Model how a summary is done. Eventually, students can be directed to critically review reading material.
Meet The Author
Tips to Build Strong Readers
Thursday, July 22, 2010
Preparing a Child to Read
I have always been curious about reading and what triggers that growth to literacy in children. I have met students who are well versed in reading and comprehension exercises on entry into primary school at age five and others who can barely identify letters by name or sound. These latter students are the ones today who are struggling because early intervention was not applied. When should educators and parents start to be concerned about a child’s inability to read?
Some educators report to parents that the student cannot identify phonics or the phonemic awareness is lacking. These terms even for us are times used inappropriately thereby resulting in incorrect remediation. Levin (2010) an educator and contributor to Pre K Pages, has done a comprehensive listing to assist teachers and parents to better understand the differences between phonics and phonemic awareness.
It is important to note the phonemic awareness is developed through oral exercises. That is to say, that listening and speaking are integral to developing this skill. Children need to be afforded the opportunity to hear language in all its splendor as well as experiment with new and interesting words encountered.
Teachers can therefore reemphasize to parents the importance of having meaningful conversations with children as well as immersing them in Nursery Rhymes and Poems. A child who can contribute to discussions sensibly as well as hear and reproduce simple rhymes and poems is well on his or her way of becoming a reader of print. Children have demonstrated their fantastic capacity to retain the World Cup Songs over the last few weeks because they were played frequently. Let us do the same for our children to learn phonics and phonemic awareness so that they will be well on their way to becoming proficient readers.
Preparing a child to Read
Phonological Awareness
Some educators report to parents that the student cannot identify phonics or the phonemic awareness is lacking. These terms even for us are times used inappropriately thereby resulting in incorrect remediation. Levin (2010) an educator and contributor to Pre K Pages, has done a comprehensive listing to assist teachers and parents to better understand the differences between phonics and phonemic awareness.
It is important to note the phonemic awareness is developed through oral exercises. That is to say, that listening and speaking are integral to developing this skill. Children need to be afforded the opportunity to hear language in all its splendor as well as experiment with new and interesting words encountered.
Teachers can therefore reemphasize to parents the importance of having meaningful conversations with children as well as immersing them in Nursery Rhymes and Poems. A child who can contribute to discussions sensibly as well as hear and reproduce simple rhymes and poems is well on his or her way of becoming a reader of print. Children have demonstrated their fantastic capacity to retain the World Cup Songs over the last few weeks because they were played frequently. Let us do the same for our children to learn phonics and phonemic awareness so that they will be well on their way to becoming proficient readers.
Preparing a child to Read
Phonological Awareness
Sunday, July 18, 2010
Digital Story Boards and Literacy
Present day students are submerged in technology and they are very comfortable and excited about new applications. Teachers on the other hand, are being exposed to new and novel ways of integrating technology into the teaching learning process in our local classrooms. Some years ago, the principal of a private secondary school in Port of Spain had the foresight to insist that his students be equipped with a laptop for classes. Now with the advent of every first form student having access to a laptop for the 2010- 2011 academic year, teachers can be assured that their training will not go in vain.
Recently I was alerted to the digital story board that can assist students in develop critical reading and writing skills. This tool gives students the opportunity to write detailed scripts that can later be produced as a movie. The greatest challenge for students creating story boards will be ensuring that enough information is supplied to the producer so that the movie is a reflection of the ideas which are documented on paper.
Story boards closely resembles comic strips, however detailed notes about the scenes, characters and camera manipulation are included so that the producer embraces the authors thoughts. The script is written then the student selects key points to highlight the essence of the story. These key points are drawn as panels and additional information about sounds, emotions, props and the story elements supplied so that the appropriate animations can be applied. These panels can then be made into a movie by using real characters or animations. Story Planner and Story Planner Pro are just two applications that can be sourced to assist students in achieving their goal.
Story boards challenge students to develop meaningful stories and also promote critical thinking. This tool will promote critical thinkers
Recently I was alerted to the digital story board that can assist students in develop critical reading and writing skills. This tool gives students the opportunity to write detailed scripts that can later be produced as a movie. The greatest challenge for students creating story boards will be ensuring that enough information is supplied to the producer so that the movie is a reflection of the ideas which are documented on paper.
Story boards closely resembles comic strips, however detailed notes about the scenes, characters and camera manipulation are included so that the producer embraces the authors thoughts. The script is written then the student selects key points to highlight the essence of the story. These key points are drawn as panels and additional information about sounds, emotions, props and the story elements supplied so that the appropriate animations can be applied. These panels can then be made into a movie by using real characters or animations. Story Planner and Story Planner Pro are just two applications that can be sourced to assist students in achieving their goal.
Story boards challenge students to develop meaningful stories and also promote critical thinking. This tool will promote critical thinkers
Wednesday, July 7, 2010
Helping Students to Choose Books
It is important as a teacher of reading to stimulate students' interest in books and reading. One sure way is by getting students to take charge of their reading. The more autonomy the student has in being able to select reading level appropriate material, the more likely that student will develop good reading habits.
Wistrom (2010) stated that one such way was by getting students to understand their reading abilities. The students can then be guided to choose material based on a colour chart describing the content of each book contained in the class library. She also stated that time must be taken to familiarize students with the meaning of the colours represented on the books. This strategy is very similar to the "Goldilocks Strategy" which was highlighted in Tompkins (1995) as an ideal tool to help students to select books. Both authors emphasized the need for students to select books that they would be able to read to encourage them to become engaged readers.
Students selecting preferred reading material would be interested in performing the act of reading. I must also point out that students of all ages can participate in this exercise. I have engaged my students in the First Year Primary class in this activity which allowed me to track their progress over time. I observed that by getting students to report on what they have read made them select books they can actually read. Students were also able to implement the reading process.
This strategy is an exceptional way to make students responsible for their learning. It fosters healthy reading habits and removes the responsibility of choosing books for the student from the teacher. This makes the activity more meaningful to the student. Individual selection of the appropriate reading material moves struggling readers to engaged readers.
Supporting Article
Helping Students to Choose Books
Wistrom (2010) stated that one such way was by getting students to understand their reading abilities. The students can then be guided to choose material based on a colour chart describing the content of each book contained in the class library. She also stated that time must be taken to familiarize students with the meaning of the colours represented on the books. This strategy is very similar to the "Goldilocks Strategy" which was highlighted in Tompkins (1995) as an ideal tool to help students to select books. Both authors emphasized the need for students to select books that they would be able to read to encourage them to become engaged readers.
Students selecting preferred reading material would be interested in performing the act of reading. I must also point out that students of all ages can participate in this exercise. I have engaged my students in the First Year Primary class in this activity which allowed me to track their progress over time. I observed that by getting students to report on what they have read made them select books they can actually read. Students were also able to implement the reading process.
This strategy is an exceptional way to make students responsible for their learning. It fosters healthy reading habits and removes the responsibility of choosing books for the student from the teacher. This makes the activity more meaningful to the student. Individual selection of the appropriate reading material moves struggling readers to engaged readers.
Supporting Article
Helping Students to Choose Books
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