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Why some students think they don’t like reading

Why some students think they don’t like reading

go through Terry Heick

We tend to teach in a very industrial way.

We focus on giving children “tools” and “strategy” to “make” text meaningful. “Take the text apart.” Finding “Author’s Purpose” – Bounce back and forth between a major idea, and “supporting” the details of the main idea, as if reading is something that happens to students by chance during a purely academic journey.

We promote the “other” fantasy of the text by promoting that they only need to decode this, recognize and analyze and analyze lies, and they will be able to “read.”

at the same time able It’s no surprise to try to emphasize the work required for real literacy, why students are increasingly seeking UK, more visual, social and dynamic media. Because these media forms not only entertain effortlessly, but rarely require their own meaningful investment.

It is this connection that makes the consumption of reading or any other media–energetic, vibrant and overall. When readers are young, there will be natural “dedication” between readers and the words, and their imaginations are still primitive, green and alive.

However, as readers age, the amount of dedication given is less and less – the text needs to make context differently.

See: 25 Self-guided reading answers for novels and non-fictions

The spirituality of literacy

The spirituality involved in reading is (actually) only promoted in the classroom. (That is, not at home, social or entertainment, but at school, it’s always a nude.)

Cognitively speaking, students “make meaningful” to the text through perfect personal patterns, that is, through symbols, patterns, enthusiasm, passion, suffering and meaning. Students cannot be simply encouraged to “bring” themselves and their own experiences. They must realize that any mastery of any text is attenuated almost immediately without mastering it.

Without this inherent pattern of reflection, students acknowledge the sheer madness of reading—in which they are asked to merge two realities (text and themselves), and then the process will be forever industrial. Mechanical.

Questions about literacy and “career readiness”.

other.

Interestingly, we provide students with mechanical tools that can break text even if used well, and then wonder why they don’t appreciate Shakespeare, Berry, Faulkner or Dickinson.

We try to divorce the reader.

The nuances and complexity of literature are its magic. However, students do not like readings proposed in the loud, image-based, formal, socialized and self-important situations, and are not used to this selfless and horrifying–different.

The real literacy of self-reflection needs to be frightening! Take a closer look at who we are and what we think we know, by studying another parallel examination of another person who lists their own ideas in the form of a novel, a short story, a poem or a paper! Not only do you want to “read” other people’s thoughts, but you also pour yourself into their bones.

No wonder they skimmed it.

Most readers have worked from disadvantaged positions, thinking they are not only different from the text (false), but somehow further in time and priority, as if they were brought to some text to see if it is worth spending time.

So they sit long enough to see if it exists it entertainment them, Ignore the most basic purpose of literacy: interdependence.

Ironically

When you read, you are just finding yourself as part of it. The instinct you have always had. A situation you’ve been afraid of for a long time. Events, ideas and insights you try to insert words, but just found on the page.

Your brain can’t understand it.

Compared to media experiences, most modern students tend to lean towards Instagram, Facebook, Epic Fail YouTube channels, video games – reading also lacks the direct sights that catalyze the experience. Light them up with basic knee level and will stop them from going further.

Reading is not a show. (Not anyway.) No existence makes them laugh. (Although possible.) But they often turn to the page, hoping to entertain passively. Ironically, reading is not “built” for what we use in education. Reading is personal, but in education we often focus on mechanics, not on people and strategies, not on life and breathing that happens around us.

Reading involves processes, tools and strategies, but that’s not anything.

The ecology of reading

It’s easy to blame the ecology of all this. It’s just interesting to suggest that Huckleberry Finn is because I didn’t compare it to it. Or blame social media for distracting everyone.

This is all part of it. Their habits and complex texts and personal affinity are important. There is an ecology where schools, students, texts and literacy operate in an interdependent internal function – whether we choose to respect it. Many of them are much bigger than you and me as teachers.

But this does not justify our own failures for our teaching methods. We give students process for writing and tool Used for reading without stopping humanizing the overall effort. Mechanized literacy has various disturbing meanings.

You and I – We teach students to overestimate their opinions while still being unfounded and unaware, like teaching them to read without helping them to really understand why they want to read.

We cannot help them blessed, threatening, awkward readings other sex that makes it rise.

So we lose readers in the process – real people.

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