'…reflective, critiquing…inspired and willing to be discomforted'.


 Image result for inspired  Today I was inspired by Jannie van Hees who later thanked me for being '…reflective, critiquing…inspired and willing to be discomforted'. 
  • I began to think.. Why do we group our learners according to their colour level? Is that what is going to give us bang for buck?
  • Maori learners data from end of 2017 shows...
  • How am I ensuring a balance between the digital world and hands on experiences to create a love for reading?
  • The struggling reader, how do I open a new world of reading for them?
  • Are learning spelling words helping learners to read? Are these words transferring in their writing? 
  • Do I know my learner's knowledge about reading?
  • wouldn't reading about learners breakthrough passions help to increase their vocabulary, knowledge and language?
Link to this article


So when I read this article I see some areas to work on:
Organise reading challenges 
"We challenged students to read one book, fiction or non-fiction, from a wide range of genres. They get them ticked off by their teacher and there are medals at the end of the year." (taken from article)

Escapism


"Promoting reading as a form of escapism from the general pressures of school and their social lives encouraged her class to see reading as a form of self-indulgent relaxation, instead of another intelligence test." (take from article)

Teacher involvement
Teachers reading to learners, to different guardian groups, sharing their new favorite books... showing that teachers are readers too. (taken from article)

Reading walls
"Having a print-rich environment is important." (taken from article)
Drop Everything And Read (DEAR)
"Having 10 minutes of reading at the beginning of every lesson doesn't always work because it can become too ingrained. But the idea with DEAR is that it goes across different subjects – not just English." (taken from article)

Reading to the class

"I think it's important to make sure you read to them as much as they read for themselves or other people, making it a more supportive environment," says Ludgate. (taken from article)

Anything goes

"It's crucial to bear in mind what the student wants to read," says Murphy. "Having this control shouldn't be undervalued, and I think they should be allowed to venture from one type of book to another.
Books across the curriculum
"Our curriculum is very creative and topics are often set around a book," says Webster.












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