Nodelman and Mavis also state that there are many strategies that can be used in order to help children become aware of good literature. According to these authors, the children are helped even more if they also enjoy literature; if they do, they are able to teach their students better. 1.1 What to Teach Nodelman and Reimer suggest that teachers must teach their students the techniques that people who read literature on a regular basis use (34). This basically means that children must learn how to interact with literature by making good choices of what to read and by being motivated to read, because what they read is interesting. As an example, in this author’s opinion, one of the reasons the Harry Potter books became so popular was because children of all ages (including adults) could read and enjoy the books. Readers were motivated to read each book as it came out because J.K. Rowling left something for readers to wonder about at the end of each book. The books are fun, interesting, and they make the reader want to go to the land of Hogwarts. For some children and adults, Harry Potter may have created an interest in other book series like the Hobbit or Narnia books because they were also interesting and able to take the reader into these far away lands. The research done by Nodelman and Reimer provide several ideas for teaching literary strategies that they learned from observing children and teachers in Britain. Some of these were: Children need to have a variety of literature to read in their homes and parents need to love and read literature also to set the example. Children need to be able to read a variety of literature from comic books to nonfiction and fiction. Teachers should allow students to choose from a variety of literature in their classrooms and children should have a say in the books they want to discuss in class. Parents can encourage their children by becoming familiar with the books their children are reading and talking to them about the books. These are a few of the many tips that are available to help teach a love of literature to children. The rest of this research paper will discuss a variety of strategies that have been used to teach this topic. 2 Teacher Strategies for Teaching Literature Helping children learn is a major reason to promote the teaching of literature. The reason literature is important is because it can be used to teach across the curriculum. This discussion begins with Gail Goss, a teacher who combines children’s literature and her students’ interests to help them learn easier. Goss suggests an interdisciplinary approach because it: 1. Increases the student’s curiosity in a subject and makes them want to read. 2. By using several content areas, students make a connection between any of their subjects. 3. This allows the teacher to provide “real world” activities like “researching, collecting and synthesizing data … narrative reports, and it helps to connect students with real world situations” (Goss 4). Goss uses the theme of cats to work with her students and uses a variety of literature about cats. As an example, she uses the books Puss ad Boots and Cats of Myth to teach grammar. Children
Name of of Professor Name of Class Date Teaching Literature Strategies to Children 1 Introduction Young children are always fascinated with books and all they entail. They enjoy looking at picture books and making up their own stores. This is a natural aspect of what they do and teachers can help children develop this natural curiosity for literature as they continue to grow and move through various grades…
Reading Fluency Strategies for Home and School
Reading is a challenge for many students, and those who struggle in this area realize very quickly that school is much harder for them. Therefore, this paper will discuss some of the techniques available to help struggling readers achieve better fluency and comprehension when they read, thereby improving their overall academic performance.
This difficult task is at times neglected by the teachers, thinking that their primary obligation is to teach, only. However, the real scenario contradicts this notion. Since real teaching cannot be employed without student participation, it is the teacher’s task to set her students in the class, in a way that they are motivated to listen and ready to learn.
Learning dispositions noted from story: (Carr, 1998, 2001) Taking an interest: Ever since Daneka’s brother was confined at the hospital and she has gained an interest in medical equipment such as the drip stand and the infusion of IV. Being involved: During her hospital play, it was observed that she seemed as if she knew what she is doing as she was straightforward in asking for what she needs in her pretend play such as the drip stand, the bag of fluid attached to it, a bandage, a dolly, etc.
As such, principles and other figurative idols within these institutions are coming up with teaching strategies aimed at preparing students towards assuming societal roles in the future. As of today, faculty are already experiencing the pressure of lecturing less, making learning surroundings become more interactive, integrating technology into experienced learning as well as resolve to use of collaborative learning strategies whenever appropriate (Killen 47).
By 1996/97 all the secondary schools and two thirds of the primary schools had at least some ethnic minority groups, and the proportion of the minority groups was less than one percent. The great majority of the teachers across the country are expected to work with the ethnic minority at some point in their career.
When we see children's literature that refers to sex, such as Melvin Burgess's Doing It, and it contains the line, "Fat girls are grateful for it... Fat girls will do anything", it surely has no place in a middle school library (156). Yet, one of our leading book distributors has this on their recommended list for 14 year olds, and proclaims it to be "a funny and honest book" (Campbell).
Even though translations significantly enhance the cultural and literary experiences of readers, issues may arise on selection of literature to promote, market and the level of adaptation or translation from source language to target language. This essay will compare and analyse the differences between translating fiction written for children and fiction written for adults.
Many children books put emphasis on being good mannered and warn the child on vioating any rules that are set by the parents. As a result, the book plays a great role in creating good morals on the children. This reduces
ures, which include the production of content, drafting of ideas, revision of text, choosing of relevant or appropriate vocabulary, and editing of text. Students learning a first language (L1) hardly struggle with these procedures, as there is limited interference cognitively.
Problems and challenges of teaching are explored for diversity in early teacher education in the literature. It describes the issues related to identity of student and teacher, their approach to classroom activities and their attitudes.
10 pages (2500 words)Essay
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