Tovani Reading Instruction

Hi, my name is alexander Ramsey,

and today I'll be responding to Krista Bonnie's book called why do I

have to read this literary strategies to engage our most reluctant students.

Uh this is for my ari instruction class

and

1st I wanna just

give a little intro,

I've never heard of christa Bonnie and I wasn't sure totally about this book,

um but the title really applied to me,

um I want to be an english secondary education major teacher and

um why do I have to read?

This is a question that a lot of students often ask um within an english classroom.

And there are times where I even asked that question um because

obviously there are books that I'm not interested in

reading and why do I have to read this?

And actually for this specific book, um I was like, so why do I have to read this again?

Um So yeah, it's something that really applied to me and really um

got me interested into the book and I think won the

title of the book is something that draws people to it

as well as the titles of every single one of the chapters um are very interesting,

very captivating.

And so

uh that was just the way I started out with the book

and kind of my feelings for the book at the very beginning,

and then

I was like, well I have my own ideas of how

I want to teach

and so far the classes that I've taken, they've helped me to expound and to become um

more inclusive of my the learning environment stumps,

trying to portray to the students and trying to put the students into.

Um,

I want to introduce students to all the new books alike and I love this class because

constantly we get are getting introduced to new um,

graphic novels especially.

Um, but new ways to be able to introduce new books to students. Um,

and then I want to be honest with

students about how high school students process reading because

as with every single teacher,

um, or majority of teachers,

they were high school students themselves

and

me as a high school student.

Yes,

I enjoyed reading and I read a pretty good portion

of the text of what I was supposed to read,

but there were texts that, you know, I skim read, I didn't read the whole thing.

I read the first couple of chapters, I read the last couple a couple of chapters,

There were times where I felt like

I could skim this,

pick out the important pieces of information and be able to still do well at school,

which is, I guess would be to Bonnie's mask of minimal effort.

Um

however, um, it's something to be honest with students about because

I don't think just being the type of teacher that kind of presses,

like you have to read this book, you have to annotate this book,

you have to do all these steps and you have to make sure

you read every single word on every single page is very realistic,

especially when we get behind and you start

adding more reading to the um homework and it becomes unbearable to read.

Um I've had that happen many times as a high school student where we got behind

and all of a sudden we have to have a double reading day and I'm like

I'm sorry,

I don't have time to double reed and redouble the amount of pages that did before.

And I also want to encourage love of

reading through application type projects and discussions because um

everybody loves reading in their own way.

There are people that um say they don't they don't

like reading but they love reading um graphic novels,

it's the same thing

um obviously there's a visual context,

obviously there is a bit of difference but still

reading or they like they don't like reading,

but they like to play video games that have really good storylines and you kind

of have to read in order to understand um the storyline and so it's like

there are application type of ways that the students will be able

to understand that learning is not only enjoyable but it's necessary,

necessary, especially um learning to read

and then

um I was like well

I have to read this book for class,

so I'm gonna might as well do it and I started reading and some

Giovanni's ideas actually without provoking

one thing is

there will be students who did not care about me or

um I obviously knew that there would be kids that don't care about school, I had,

that happened in high school, I knew those type of kids,

I was friends with some of them.

Um

and then at the same time though there will be students who do not care about me,

they do not care who I am, they don't care that I'm teaching them.

Um they could care less whether or not I show up on any given day

and then every student who is reluctant

um, may have a reason for a different reason to be, so,

not every single student has exactly one same reason either.

Um, and then also, how much of my class time will I plan to engage with the students

or be engaged by the students,

where the students take up the majority of the time versus me,

I'm a very lecture lecture type teacher.

I really love lectures and I also like for giving lectures and so

having that balance is something in the book that really stood out to me.

And so some takeaways, um,

Wait 1 2nd,

some takeaways for me

would be

to make sure students

control a good portion of the classroom time.

Um, I believe Christophe Bondy said 2/3 of classroom time should be.

Uh, students engaged in some type of independent or group work.

Uh, some type of discussions,

some type of tenure where I'm not lecturing

them or presenting the presentation without their input.

Um also

in the

a chapter about the mask of the class clown,

um taking all questions seriously, even if you think the students joking,

it was a very interesting um passage to read and her examples were very, um,

we're about topics that were very controversial and honestly very serious.

Um and so learning to identify the topic and

why the topic is important to the student.

It was something that was very um

effective for effective for me. And so I was like,

well I will take this and apply it in the future because I know there

will be students that joke around and um ask questions just to be um,

in their own way. Um,

just to show that they, or try to show that they don't care, but in in fact they do,

they want to learn it

and then uh student rubrics could be concise but understood by students.

I love the image in the book of a rubric and

um there were some concepts like taking a position

and

um

um providing, providing, providing, providing evidence that were so cold and red

um position. What does that mean? Evidence, what does that mean?

Um,

I believe that when teachers create rubric

and they're the rubric is extremely concise.

A lot of students might not understand what actually

that is supposed to be so explaining it and taking the time to

explain is very important and that's a really um good takeaway for me

and then save for later.

Um

one my

main things about this book

um

that didn't quite like um

is the second point, but the first point think sheets,

I think I would just save this for later.

I think sheets was in the chapter um about the masculine visibility

and students who are really quiet or just seem to not want to get noticed. Um

and

it was a very interesting way to get the students to be engaging to

talk without even talking in the classroom with talking with the um teacher.

However, um,

I'm very comprehensive about it because

I mean apprehensive about it, because it's

some of the questions could be very personal and um even though I do

want students to be talking about personal matters with me from time to time.

Um I don't think

a worksheet is a good way to do that, or facilitates take that discussion.

Um however, I feel like I will be using it sometime in the future.

This is a book that is very incredible, so I probably will be using it.

Um and then referring to these masks

um

in the very beginning of the book, she says she cringes every single time,

a teacher says

that

they have a c student or a low performing

student or this is my class of students that see

a student

and she at the same time starts characterizing these students in her classroom as,

oh, this student was wearing the mask of invisibility.

This student was wearing a massive class class clown.

This student was mask, I was wearing the mask of anger or the mask of disengagement.

And to me it's the same thing your grouping students based on um

how reluctant they are or the tactics that they used to be reluctant.

Um and I don't really like grouping students, however, I feel like

for purposes of the book and for the purpose

of actually implementing it in in school life,

it is essential to um characterize some of these um aspects into

a box and then

allow different types of tasks to be done in order

to um accommodate that one student that you're dealing with,

because even though they might be wearing the mask of invisibility

might be very different from the situation than in the book.

So, um learning different tactics is a good way uh to go around uh

referring to the mass or making it seem like you're putting the student in the box

and then we have finally the conclusion.

So, I enjoyed the book and I took a lot more from it than justice.

What in the presentation, I believe,

finding myself using that I will be finding myself

using this book over and over again to help

facilitate some of the methods I choose to teach reading in

high schools or whatever level I become as a teacher.

And so I want to finally thank you for introducing me to this

book and um introduced me to new books as well in this class.

And I've enjoyed this class so far, so thank you very much and.

Tovani Reading Instruction

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