Schmidt Blog Post #2

Routman (2003): Chapter 4- Teaching with a Sense of Urgency

October 27th,  2015

     To help students become better independent readers, it is important for teachers to model what it is like to be a proficient independent reader. Out of the "Top Five Things I Do To Ensure Students Become Excellent Readers", I believe the most important part is the fourth one, to teach students strategies they need to know to process understand text. Students could have a great book, but if they don't have good comprehension skills, they will not be able to derive much meaning or excitement from the book. There are four phases of learning a student needs to go through in order to become a better reader: demonstration, shared demonstration, guided practice, and independent practice. 

     

     During the "demonstration" phase, the teacher simply shows the student "how to do it". They model, explain, and think out loud for the student to hear their thoughts. Learners listen and observe carefully, but there is no pressure to perform. The task or skill being modeled for the student is authentic.  Teachers also are responsible for showing their pleasure in this activity, letting students know that reading can be fun. 

    

     The next phase is "shared demonstration". In this phase, the teacher is still in charge of the book or pen, but the student begins to get actively involved in participation. However, the student is not expected to master any one particular thing. They are just practicing what they are learning. In this stage, the teacher scaffolds as needed. Basically, this is the hand-holding stage. 

     The third phase is known as "guided practice". This is where the students begin to take control. They are now in charge of the book. They are now expected to take charge of their own learning, using what was taught by the teacher and putting it into action. The teacher can still offer a bit of help, however, just enough to get the students started on their own thinking. 

     The fourth and final phase is known as "independent practice". This is the stage where students take full control. Help from the teacher is very minimal. They begin to become more independent readers, and more motivated to read. Teachers are there to help praise the student and remind them of any steps they need to take to become a better reader. The motivation in this phase is intrinsic, and students become very proud in their accomplishments.

     I also learned the importance of "thinking out loud" when teaching students specific skills in reading. For example, instead of just showing students what you would highlight in a book and expect them to do the same thing, you have to walk them through every step. What you highlighted, why you highlighted it, why you didn't highlight other things, and just every step that runs through your head. By modeling this way, students know exactly what you did and why you did it, so they can do the same. It's not about how much you teach, but how well you teach it. 

     All in all, I learned the importance of making learning meaningful. Students need to have hands-on experience with their learning, and they must know how their learning relates to anything in their life. If students don't have this, the motivation for learning is just not as high as students who know exactly why they are doing what they are doing.