| Reading is the most important element of a child's | | | | we do not squash that natural desire. |
| education because it is a precursor to every | | | | Unknowingly, and with good intentions many |
| other subject. Fall short in this one, and one will | | | | educators/ parents squash children's natural desire |
| struggle with other subjects. Yet if a child is not | | | | to learn in the following ways: |
| comprehending, he finds himself in much the same | | | | 1. A very common mistake in the attempt to |
| predicament. It is no wonder that parents/ | | | | build self esteem is to make sure the child does |
| educators are in search of answers to this | | | | not struggle with adversity. We often want our |
| question. | | | | children to have it easier than we did. However |
| Working with children over the years I have | | | | studies show that when a child meets adversity, |
| discovered some very useful information: | | | | and is able to overcome he/ she develops an |
| First of all it is important that a child master some | | | | amazing degree of inner strength and confidence. |
| degree of reading before teaching comprehension. | | | | The movie "Rudy", which is a true story, explains |
| Teaching division before addition and subtraction is | | | | this phenomenon very well. Rudy Ruettiger was a |
| out of step. Teaching comprehension before | | | | young man who met many obstacles because of |
| teaching some degree of reading is the same. So | | | | his small stature. However those struggles helped |
| I teach children to read one or more early reader | | | | him to developed a strength and confidence that |
| books (preferably more) before teaching them to | | | | made him try and try when others might have |
| understand what they are reading. | | | | given up. Many of his high school classmates who |
| For example; I had my first group reading very | | | | had things much easier often gave up far easier |
| efficiently only to discover they had no idea what | | | | than Rudy. Thus many of them, as adults, did not |
| they had just read. So I had them read a few | | | | accomplish as much. |
| sentences, and then act out the scene described | | | | 2. At the opposite end of the spectrum, we do |
| in the book. Permit me to tell you the story. | | | | not want to continually set children up for failure |
| The group was taking turns reading aloud, "Sam | | | | by expecting them to read adult books before |
| ran. Dan ran." I replied, "OK, who is going to be | | | | learning to read at their own level. Likewise it is |
| Sam, and who is going to be Dan?" It is important | | | | best to have them comfortable with phonics, and |
| to allow them to take the leadership role. Too | | | | some degree of reading before teaching |
| often adults want to do the work (or give the | | | | comprehension. Take things in logical steps. |
| answer) which subtracts from the learning | | | | 3. This one is most common. Many times we ask |
| experience. Two young volunteers excitedly | | | | a question only to get dead silence. It is so |
| stepped forward..."I'll be Dan." I'll be Sam." | | | | tempting to fill in that time by giving the answer, |
| However when I asked them to act out what | | | | but far wiser to wait in complete silence. When |
| they had just read, they looked at me and their | | | | we do someone usually fills in the silence by giving |
| pears with a bewildered look. They had no idea | | | | the answer, or asks a question about what we |
| what to do. Wanting to create self-confidence, I | | | | meant. This teaches them the power to find |
| simply had them read the two sentences again, | | | | answers. |
| and encouraged the whole group (not me) to | | | | 4. When a child asks us a question it is all to easy |
| take charge of the needed action to complete | | | | to give them the answer. However if we ask |
| the task. | | | | them a seriez of questions that help them |
| It was more fun to watch them in action. One | | | | discover the answer on his own they learn a |
| child stood up, put his hands on the shoulders of | | | | great deal more. In ancient times Plato proved an |
| one of the actors, gave him a gentle push, and | | | | important point along these lines. He was |
| told him to run. We continued in this manner | | | | explaining to his colleagues that knowledge comes |
| through the whole book. | | | | from within. "Oh no, no, no", replied his colleagues. |
| Young children love this activity because it is | | | | They added that a person is not born with |
| geared to their natural tendencies. Have you ever | | | | knowledge, and it must be given to them. |
| noticed how many hours they spend role playing? | | | | To prove his point Plato had a 5 year old child |
| This is a natural way for them to learn. So use | | | | brought to the meeting. When the child arrived |
| that natural tendency to teach. We continued to | | | | Plato began asking him questions, but giving no |
| do this activity with several more books. They | | | | information. At the end of the demonstration of |
| were eager to participate, and became more and | | | | progressive questioning the little boy solved a |
| more skilled at it. | | | | very complicated algebra problem proving Plato's |
| Eventually I simply began asking each child to tell | | | | statement that knowledge comes from within. |
| me what he had just read. At first they wanted | | | | In conclusion, it is our job to show children that |
| to rely on the role playing, which I gradually | | | | the power to learn is within themselves. It is not |
| weaned them off of. Soon they realized they | | | | something we must cram into them. This |
| would be asked the question, and made sure they | | | | approach makes one far more successful at |
| were prepared to answer successfully. Children | | | | teaching. |
| naturally want to learn, and succeed as long as | | | | |