'The Read-Around: Raising Writers' was the article from Christensen which most connected with my life and my concerns towards constructing a classroom environment. Asking children to read aloud, especially their own work, can cause a lot of issues for particular students. The classroom must promote a positive atmosphere and have experienced many activities where the children build their relationships in order for such a task to work.
At first when I started reading the article I was assuming I would feel negatively towards the concept, after reading article after article in ED302 about the dangers of asking students to read aloud: how it can turn them off, how it causes them only to care about HOW they read it and not the actual material, and so on. Also, coming from a kid who used to be terrified to speak publicly, I am a bit touchy on the subject.
The efforts provided, however, seem to consider a lot of these negatives about reading aloud. The students are prepared for what they have to read aloud, rather than asking them to read aloud a random passage from a text book, as that would be somewhat tricky for any reader. The material is also written in their own voice, and therefore, most likely easy to read.
The ability to pass or simply read a paragraph I find to be a good way to let those who doubt their abilities ease into the process. Many children can be fearful to let a classroom of their peers into their personal lives, so passing or sharing a section can be a good way to get around this.
The sharing of such information also seems to be a good way to promote a community within a classroom. In such a situation kids are going to pick up on how others write and definitely take what they see working. Sharing their stories also promotes discussion, within and out of class, and can really generate a friendly environment. The 'positive only' comments allow kids to get feedback on what they are doing well.
There are a few things, however, that I did not like within the article. Staying on the same subject as the comments, there needs to be some form of critical feedback; otherwise it seems to just be 'story time,' as the teachers allows any piece of writing to be read aloud. Also, the last section of the article on 'when it doesn't work' needs to be given more attention. This activity seems like it could easily slip into the same children reading all the time, simply to receive 'bonus points.' The children will be able to tell the stronger readers and writers, and in such a public forum, there will most likely be a separation with involvement in the activity (no matter how many positive comments a student receives). I still find this article useful practice within a classroom, but with any reading aloud activity there needs to be a positive classroom atmosphere for it to be successful.
1 comment:
I can intimately relate to your interpretation of the text. Even today my hands began to shake when faced with reading my writing in front of the class. What seems to be a constructive use of the "read arounds" is to allow those who wish to speak the opportunity without alienating other members of the class who would rather keep silent. Christensen's idea of giving an anonymous reading appears to be one method of allowing shy children to interact. Then perhaps having the positive comments about the writer spoken aloud, so there is no tell-tale slips of papers directed towards them. Perhaps that would build the confidence needed for the adolescents to share in the future.
Or even the teacher relating their own fear of commanding the classes attention and reading their material to the students, could work to pull together the group. I always appreciated the honesty of my profs who told of their impending fear due to each approaching semester. I believe the students empathize with this fear as many of them feel it. Besides which, it would make the teacher seem more human to them, instead of some figure who lacks emotions.
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