Thomas, P. (2002/2003) Reading and Writing as Ways of Understanding in the Content Classroom. Classroom Leadership, 16 (4)
According to Thomas, as educators we must know, “The ability to read and write profoundly affects a student’s ability to learn.” In other words, a student’s success relies strictly based on reading and writing and if the student can actually comprehend the discipline. Thomas then states, “…teachers across grade levels and from all content areas should be writers and teachers of writing.” He supports his idea by listing the “dos and don’ts” of how a teacher must successfully embrace reading and writing.
Thomas starts by discussing the importance of using authentic text he feels that students need to read the words of historical figures like Thomas Jefferson and Fredrick Douglass and not the words of someone writing about them. Thomas then agrees that enhancements to the text including fiction, drama, or movies can better the understanding of the content fields for students. Thomas goes on to state that students must see the teacher commit themselves to sincere reading and writing. This leads into his next objective, “Don’t assign reading and writing as extra credit only.” He affirms that giving students reading and writing assignments as extra credit spoils the student’s mind; thus, making the idea of reading and writing trivial.
“Be aware…of current data…” Thomas testifies that staying current on issues may stimulate new classroom practices and ideas while sparking an energy for experimentation based collaborative thinking.
The Term Paper on A Journal on Observing a Reading Teacher
I was deployed at the Elementary Department of the New Era University under the mentorship of my cooperating teacher, Prof. Samuel Bayang, Reading coordinator of the division and the adviser of Grade 6 Simon, the department’s upper hetero section which is composed of 33 scholarly pupils. Given the chance by our supervisor, Dr. Corazon Liwayway, Principal of the Elementary Department, to observe ...
Thomas moves on to indicate, content teachers must call for a reduction of the curriculum. Thomas infers that teachers must suspend the idea of covering too much of the content, which overwhelms the student and teacher alike. Thomas believes, if a teacher covers “everything” in the content area, most of his/her students will not retain the information given to them.
Thomas stretches this idea by moving on to his next point, which is, “Plan for the big ideas.” Thomas avows, “We often become slaves to coverage in content areas.” Thomas believes conceptual planning helps to foster an appreciation of learning in students that will compel them to pursue subjects further, on their own. Thomas believes this practice sparks students to learn just to learn rather then learn for a grade.
“Limit and focus the teaching of reading and writing skills” According to Thomas, “Content teachers have an obligation to teach reading and writing, but ultimately they are not the primary teachers of those skills.” Simply stated, it is okay to teach reading and writing in your designated content area, but leave the teaching of the reading and writing to the designated teacher.
Thomas then moves on to write, “Far more important to students is a focus on clarity, correctness of information, and specificity in writing, than is attention to grammatical or mechanical conventions.” Furthermore, teachers must harvest the students writing content rather than the grammar and mechanical skills.
Thomas writes, “Students who encounter several teachers across disciplines who value, require, and confront reading and writing as essential skills will begin to appreciate the value of reading and writing themselves.” This translates into teachers being consistent with incorporating reading and writing into the everyday curriculum rather it be science or social studies.
Thomas concludes his statements with the theory, “Content teachers must be involved as scholars in their fields.” Thomas believes that teachers must be experts in their fields and involve reading and writing in everything, they do, even outside of their respected teaching area. Thomas firmly agrees this idea facilitates students to become lifelong learners.
The Essay on Reading And Children- How Teachers Make Students Hate Reading
In many instances, students cringe when the words “reading” and “school” are said concurrently. Fear immediately arises in most children at the sound of their teacher’s announcement that they will be reading a book in class. There are two main reasons why children dread a reading assignment: knowing that they must answer tedious questions and knowing it might be a ...
I agree with Thomas about the misconception of a student entering high school equipped with the tools needed to read and write. I have seen first hand, in my own life, how this idea can hinder a student’s way of learning. For example, when my sister April was assigned with a writing prompt during her first year of high school, the teacher assumed April knew how to write because she enjoyed writing letters to friends and family. After writing the paper, April handed in her final draft. Shortly thereafter, she received a grade of “85.” I remember being elated that my sister had completed a writing project satisfactorily. I reviewed the assignment in an effort to provide some valuable insight to help her on her next writing project. To my surprise, I found her written work was not worth the grade she was given. There were misspellings, incorrect use of words, and definite grammatical errors. I think the biggest concern was that a teacher would allow a student to use words like “waz, cause, and till.” I was also dumbfounded on the fact that the whole paper made no sense, and did not flow correctly. It was then I questioned, “What are teachers looking for in a students writing?”
We as educators sometimes fail to model by example by showing the students the correct way to read and write; I feel it is important to show students that reading can be beneficial to their learning process and future. We must generate a true learning experience by teaching students how to correct their mistakes and show them true reading skills that will endure far after graduation. In Thomas’ article, he provides us a clear understanding on the high and low points of teaching reading and writing in the classroom. Though some may not agree with Thomas’ way of thinking, one can only accept that he has some points worth embracing. I understand it does take great humility for an educator to adapt another person’s philosophy and ideas into his/her own way of teaching. I trust that as educators, we do not fall into the trap of dismissing the importance of reading and writing, and I hope that in the light of all matters we can motivate students, once again, to find the beauty in the written word.
The Term Paper on Students Diversity and Teaching Practices
Teaching practice is the practical aspect of teacher training and it is an assortment of factual and dramatic characteristics. During the teaching practice student teachers find an opportunity to use the acquired knowledge, especially in the areas of psychology, teaching methods, teaching principles and teaching techniques. During teaching practice student teachers are like apprentices to acquire ...
