Tag Archives: individual differences

Respecting Teachers’ Professionalism in Reading Instruction

booksIncreasing the reading ability of young people is a major focus of critics of schooling, and prescribed remedies constantly rain down upon us. It is refreshing, then, to re-visit Richard Allington’s What Really Matters for Struggling Readers (2006, 2nd edn.), as I (Clive) have recently done.

According to Allington, the remedies mandated at a system level typically have two flaws: (1) prescribing a single method for all students, and (2) not placing enough emphasis on the amount students read (including re-reading the same favorite works). With respect to the first, he says:

“Expecting any single method, material, or program to work equally well with every kid in every classroom is nonsensical. And yet we see increasing pressure for a standardization of reading curriculum and lessons…. The substantial research evidence that such plans have not produced the desired effects is routinely ignored in the latest quest for a cheap, quick fix.” (p. 34)

Regarding the second flaw in system mandates, Allington says:

“If I were required to select a single aspect of the instructional environment to change, my first choice would be creating a schedule that supported dramatically increased quantities of reading during the school day” (p. 35)

Unfortunately, federally funded Title I remedial reading and special education programs (in the US) have not increased the amount of reading children do. According to one study:

“[C]hildren who received reading instructional support from either program often had the volume of reading reduced rather than expanded as remedial and resource room lessons focused on other activities” (p. 43)

These “other activities” – such as extra phonics teaching, correcting pronunciation, asking comprehension questions – mean that children are interrupted in their reading. Apart from reducing reading time, this means children become used to being interrupted and read in a slow, hesitant manner, with half a mind on when the next interruption will come.

While attempting to support teachers in their reading instruction, then, it is essential to respect their professionalism so they are free to adapt to what works for individual students and give students abundant opportunities to read in peace.

 

You Can’t Win Them All

Teaching can be very satisfying, but it isn’t easy. I (Clive) just received my course Clive Beckevaluation for last term and was reminded that “you can’t win them all.” I thought the course was my best ever, and most students rated it as “excellent.” But some just said it was “very good” (hmmm – why was that?) and one gave it a “good” or “moderate” on every item (what’s their problem?!).

 

One of the most important principles in teaching, I think, is that you can’t win them all. Some people don’t like it because it implies you aren’t going to try hard enough: it lets you off the hook. But on the one hand, it helps you be realistic and maintain your morale as a teacher; and on the other, it reminds you that everybody’s different. Different people want different things from a course and have different views on how to teach. Yes we should try to meet every student’s needs in a course, but no we shouldn’t be surprised or become dispirited when some students are not ecstatic about our teaching approach.

Gold StarBut come to think of it, if I found some good videos and varied the class format more, maybe I would get excellent from everyone…. Just joking!