The world is filled with an endless array of words. Words that begin to fill up the empty spaces of reality once they’re spoken, written, or read by people from all walks of life. Like words, people come from anywhere and everywhere. Yet, we are all similar. Similar in a sense that we’ve been reading, and teaching all our lives though we don’t begin to realize it.
Reading cannot exist without teaching. There should first be an impartation of a skill before one can fully master something. A teacher of mine began to impart the skill of reading to me by starting with the basics. She started with phonics that eventually stretched out into words on flashcards. After I’ve learnt a few words, I was then taught to connect each word to form sentences. It wasn’t easy at first to inculcate the concept of reading in me. I had a hard time trying to comprehend the words etched upon the paper but my teacher helped me somehow with the use of picture books.
After awhile, I’ve learnt how to read without the use of pictures, but just by simply looking at the text. With this, my teacher began to assign some books for me to read that barely have any pictures. Somehow, this practice has honed my skill in reading whether aloud, silent, in a group, or solitary.
It can be quite a long process, but is something one should invest in. The act of reading is also an act of comprehending. We read in order to understand someone or something. We read to share ideas, to share a piece of ourselves with others. Therefore, reading is a lifelong skill that one can benefit from.
Without teaching, there would be no reading, and vice-versa. These two often go hand-in-hand whether inside or outside the classroom. They often come second nature to us that we often forget their importance. Yet, our lives would be incomplete without these two things. For anybody can be a reader or a teacher as long as they live. There is always something to teach, something to read, and something to learn.
1) Teach. (N.D.). Retrieved from:http://www.dictionary.com/browse/teach?s=t
2) Read. (N.D.). Retrieved from: http://www.dictionary.com/browse/read?s=t
Salandanan, G. (2001). Teacher Education Journal. Quezon City: Katha Publishing Co., Inc.
The book of Salandanan tackles various topics that would be useful for student teachers, and practicing teachers alike. The topics range from classroom management to multiple intelligences. It explains each topic in a simple manner that is easily read and understood by most people. Unlike the other books, this book doesn’t really give much attention to reading or teaching literature in the classroom. It tackles everything in a general sense.
Alcantara, R.D., Cabanilla, J.Q., Espina, F.P., & Villamin, A.M. (2003). Teaching Strategies 1, For the Teaching of the Communication Arts: Listening, Speaking, Reading & Writing (3rd Ed.). Makati City: PAFTE & Katha Publishing Co., Inc.
This book tackles quite a lot of teaching strategies with regards to the art of communication. There are a few pages dedicated to the teaching of reading in the classroom, specifically, pages 89 – 92. Some of the topics from these pages include: “The Barret Taxonomy Of Reading Comprehension,” “Essentials of Reading Comprehension,” “Factors That Influence The Acquisition of Reading Ability,” etc.
Bernardez, E.B.(2007). Developmental Reading. Manila: Mindshapers Co., Inc.
This book, unlike the other books mentioned in this bibliography, is dedicated to reading. It houses topics like, “The Types Of Reading,” “Word Meaning,” “The Developmental Reading Core,” etc.
It also provides English teachers with the material they need to fully support their student into honing their reading skills. Just like the first book in this bibliography, the topics can be easily read and understood because of its simplistic nature.
Salazar, E.S. (1995). Teaching The Elementary School Subjects, Content & Strategies in Teaching the Basic Elementary School Subjects. Quezon City: Rex Printing Company, Inc.
This book is actually written by various authors who tackle the different elementary school subjects. One chapter, though, is dedicated to teaching reading in the elementary grades. This chapter houses many topics like, “The Nature of Reading,” “The Factors That Affect Reading,” “Developmental Reading,” etc.
This book focuses more on the process of teaching, the methods, and the approaches that one can use to enhance how students learn in different subjects.
Calderon, J. F. (1998). Principles & Practices of Teaching. Quezon City: Great Books Trading.
The book of Calderon houses different topics that tackle various school subjects. Unlike the other books mentioned in this bibliography, this book has chapters that don’t focus on English alone, but rather, on Literature. Few of the chapters discuss the different approaches in teaching literature.
This book also helps teachers to find the right approach or style to best help their students understand a piece of literature.
Basman, A.T. (2013). Student for Life. Educator, (NA), 50-51.
In the article, Basman simply called for teachers to never stop learning, and never stop enhancing the learning of their students. It’s not just the students who need to grow with each and every lesson, but the teachers as well. They should continuously expand their knowledge to make their lessons more meaningful. Yet, they shouldn’t forget to embody excellence, and forget to challenge themselves in the long run.
Pancho, R. (2013). Communicate With Confidence. Educator, (NA), 38-39, 55.
Pancho relays that many students still fear learning or speaking in English. Learning a language takes a lot time as well as patience, after all. For one, there are two kinds of people when it comes to learning a language – the fast and slow learners. With the two kinds of learners in mind, the teacher should be able to tell their students that it’s alright to make mistakes, encourage them to learn the language by diving into their interests. It could also be a big help if teachers stop implementing the, “English Only Policy,” in class and to find different levels of literature that would best complement their level.
Ishikawa, K.(2013). Read Shakespeare? I’d Rather Jump Off a Cliff!. Educator, (NA), 34-35, 58.
In the article, Ishikawa addresses the fact that students need to read literary classics in one point of their lives and it’s up to the teachers to help them ease into it. The classics should be taught in a manner that encourages a student to reflect and interpret the text in their own special way. For this to happen, the teachers should be able to implement strategies that would help a student interact, and understand the text better. Take for example, letting the students act out the characters, or letting them reflect on a specific text.
Fisher, D., & Frey, N. (2015). Fostering Critical Thinking About Texts. Educational Leadership, Vol. 73 (1), 82-84.
According to Fisher and Frey, the students need two skills. First, awareness of the clues that signal critical thinking. Second, the capability to use both cognitive and metacognitive tools to make critical thinking possible.
The article also relays information with regards to text-dependent questions. Students should be able to answer the hows, the whats, and the whys of a specific text. Along with this, is a video featuring a group of students analyzing a specific selection and a teacher who guides them to answer text-dependent questions.
Rechtschaffen, D., & Rechtschaffen T. (2015). 5 Literacies of Mindful Learning. Educational Leadership, (NA), 59-62.
The article focuses on the idea of mindfulness in the classroom as well as the benefits of teaching mindfulness to students. A 2013 study was able to support the claim that mindfulness practice helped students get higher grades in reading comprehension. Yet, this isn’t only the main fruit of mindfulness, but also –awareness of the five literacies: somatic, cognitive, emotional, social, and ecological.
Score : 100/100