Chapter Two and Three Reading to Learn in the Content Area

Chapter 2 of Reading to Learn in the Content Area brought back memories for me.  As the chapter discussed affect and learning and specifically the affective domain I recall my day in first grade. While in first grade I wanted to badly to master addition and subtraction. My teacher at the time had this box of worksheets and each morning she would prep us for the day by doing Minute Minders. I can admit that I was slightly obsessed with Minute Minders, my goal was go get to the highest group possible. Each day I would go home practice and hope the next day that I would pass to the next level. I grabbed sheet one and would wait for the teacher to start the clock. Today would be the day I would think. I would move to the next level. Everyday, I was met with with the horrible words "You didn't pass to the next level". My self-concept and self-esteem was diminished. Even today as things get tough within my studies I think back to my ability (or lack thereof) and it changes my attitude. I attempt to use this as motivation to push through and know that with hard work and effort I can be successful.

The text encourages teachers to make learning fun and relative to the students life and everyday events. I struggle with the motivation of my students. Attempting to help my students honor, respect, and value themselves and others is a daily struggle. I began by assessing my classroom, making sure that I had a climate that was affective. Students are placed in groups and I utilize Kagan strategies of collaboration to help the students be expressive. I also felt motivated to do a self assessment. I know that I play a large role in impacting my students and have since created data folders where students can track their learning. I'm working at being more accepting of the stories and things that students wish at share. My goal is to make sure that my students know that I value their inquiries, sharing and inquisitive nature.

In Chapter 3, Preparation of Learning, there is a focus on addressing students' prior knowledge. In November 2013 my students were given a monthly test for comprehension in the area of science. A test question displayed a  bird feeder that had a cylinder shape. It measured how much bird seed the birds had eaten over a given period of time. After the students had taken the test, I noticed that almost all of students failed the question. Confused we began discussing the picture. I asked the students what the bird feeder showed. The students were extremely confused regarding the question. This is when I discovered a total disconnect. The students could not tell me that the picture was a display of how much bird seed the bird's had eaten over a period of time because they could not see the feeder. I began to let the students talk, I listened and this is when I discovered that a majority of my students had never seen an actual bird feeder before. They didn't know that the cylinder was the feeder, they had never seen anything like it and kept claiming that they couldn't see the feeder. To them the feeder was the person throwing out the birdseed.  I can admit that there was a huge disconnect with my students and making a connection in what was relevant.

I like the idea of doing a prelearning concept check.  After reading the chapter I began thinking about learning how to heighten interest in my classroom. I think making sure that I do some prelearning and checking prior knowledge would better guide me in the delivery of my lessons. I know that the prior knowledge attempts don't have to be grand or even have a project attached to them. It could be something simple like reading the first page of a story, performing a preconcept check, or using a story impression to get the students involved and motivated. The concept that I found most interesting is factstorming, the concept being similar to brainstorming may be easy to introduce to students. It also allows the whole class to be involved in the activity. If we marry factstorming with anticipation/prediction guide it could be an explosive learning experience.

As teachers we struggle with passion. I find myself asking "How do I motivate them? Why don't they love this?" Chapter 2 and 3 provided great information to me as a teacher. If I can feed my students emotional needs, self-esteem with strategies I can create passionate responsible learners.