This activity is designed to get young readers thinking about what they read and why they read it.
The objective is to understand that reading is a way of acquiring information through the written or printed word. Learners are introduced to different types of information texts and their purpose: signs, instructions, messages, non-fiction books and websites. It underpins all subsequent units on finding information, and is relevant to all curriculum subjects where learners have to read for information.
This unit should help learners to recognise the variety of ways in which reading is an essential and useful activity.
The unit can be used by teachers in the classroom, either by using an interactive whiteboard to promote whole-class discussion, or by making the materials available on individual computers for pupils to work through in small groups or on their own.
Throughout this unit, more confident learners will be able to read the text, while others can follow the information through the audio. This means that all learners have access to the information, irrespective of their reading level.
Extension
Use this unit to encourage pupils to recognise that reading has a variety of purposes. It can also be used to begin the process of recognising style and genre.
This activity is designed to get young readers thinking about what they read and why they read it.
The objective is to understand that reading is a way of acquiring information through the written or printed word. Learners are introduced to different types of information texts and their purpose: signs, instructions, messages, non-fiction books and websites. It underpins all subsequent units on finding information, and is relevant to all curriculum subjects where learners have to read for information.
This unit should help learners to recognise the variety of ways in which reading is an essential and useful activity.
The unit can be used by teachers in the classroom, either by using an interactive whiteboard to promote whole-class discussion, or by making the materials available on individual computers for pupils to work through in small groups or on their own.
Throughout this unit, more confident learners will be able to read the text, while others can follow the information through the audio. This means that all learners have access to the information, irrespective of their reading level.
Extension
Use this unit to encourage pupils to recognise that reading has a variety of purposes. It can also be used to begin the process of recognising style and genre.
The evidence is irrefutable, Surveys of graduates of education schools and colleges indicate that the #1 area of concern of new teachers is their feelings of inadequacy in managing classrooms. Despite clinical experiences, student teaching, and other observations in classroom settings, this problem has persisted for decades. There is no magic elixir that will confer skill in this area of professional responsibility. We only wish there were.
Classroom management and management of student conduct are skills that teachers acquire and hone over time. These skills almost never "jell" until after a minimum of few years of teaching experience. To be sure, effective teaching requires considerable skill in managing the myriad of tasks and situations that occur in the classroom each day. Skills such as effective classroom management are central to teaching and require "common sense," consistency, a sense of fairness, and courage. These skills also require that teachers understand in more than one way the psychological and developmental levels of their students. The skills associated with effective classroom management are only acquired with practice, feedback, and a willingness to learn from mistakes. Sadly, this is often easier said than done. Certainly, a part of this problem is that there is no practical way for education students to "practice" their nascent skills outside of actually going into a classroom setting. The learning curve is steep, indeed.
As previously mentioned, personal experience and research indicate that many beginning teachers have difficulty effectively managing their classrooms. While there is no one best solution for every problem or classroom setting, the following principles, drawn from a number of sources, might help. Classroom teachers with many years of experience have contributed to an understanding of what works and what doesn't work in managing classrooms and the behavior of students. The following information represents some of the things that good classroom teachers do to maintain an atmosphere that enhances learning. It is written in straightforward, non-preachy language, and will not drive you to distraction with its length. I think most students appreciate that. With that in mind, I truly hope this information is useful to you.
The Classroom
Tip: Distractions in the classroom are deadly. To help avoid distractions, sit near the front of the class. You're less likely to miss something important, and there are far less distractions at the front than any other location.
Tip: Think! Thinking is one of the most important things you can do in class. If you just sit there passively, and not think, class can be deadly. Think about what the teacher is saying BEFORE writing down anything. Writing down each word is a WASTE OF TIME. Reorganize in your mind what the teacher says, and then write it down. This way you will be connecting the teacher's words with HOW you think. If you do this, your notes will make a lot more sense later on.
Tip: Pay attention to the course outline or syllabus. Generally, important points and materials are referenced here and repeated. Don't be afraid to ask the teacher if there is something you don't understand. Most teachers will be glad to clarify for you.
Preparing for Class
Tip: Efficient students do not underline! Underlining is not a productive way to emphasize textbook material. It's best to use a highlighter.
Tip: Read the table of contents of your texts carefully. If the textbooks have chapter summaries, read them first! If you don't understand the material from the summaries, go back and highlight. Take notes on what you have highlighted and review your notes. Tip: Break study material into short segments of length dependent on its difficulty. Remember, concise notes are more powerful than copious notes. Think about the material! Then take notes on what you don't know or are not sure of.
Test Taking
Tip: For essay examinations, try the "memory dump" technique. If permitted, write down everything you've memorized - facts, names, dates, ideas, events, and so on BEFORE you do anything else. Sometimes reading through the essay questions can distract you from what you've studied. The "memory dump" technique requires that you write down everything possible BEFORE you begin writing essay answers. This way, you are less likely to forget something important.
A Final Word
The study skills presented here depend on one thing, and that is your willingness to WANT to improve and do well in school. If you really don't want to make the effort and sacrifice, no amount of suggestions, ideas, or outlines can help much. You are the one who is responsible for your education, and effective study skills can help you.
