My Philosophy of Education My philosophy of education and my personal goals and theories about how students are empowered through their educational experience revolve around the student-centered, interactive approach to instruction and learning. My goal as an educator is to create a learner-focused environment that promotes the basic literacy skills - reading, writing, listening, speaking and thinking. Children are readers, writers, and thinkers who need language to question and understand. They become members of literate communities using language in real ways for real purposes. Through my own classroom research, I have learned to listen to children, to observe the multitude of ways in which they learn, and to examine the elements that encourage their growth.
It is important for children to have a positive learning experience because reading is a very important skill that will continually be needed in everyday life. Whole language and balanced literacy are two commonly used methods for teaching language arts to beginning students. There are many activities used to teach young children how to read and write including the use of music in the classroom, sight words, games, and worksheets. There are two main approaches to teaching reading to young students. One common approach is whole language.
These five components focus on these concepts to: 1. Develop listening & speaking skills, which are instructions to develop students ability to listen and speak well. From this children develop conversational skills which will influence how they interact with others; this will also increase their vocabulary, and also help develop strategies. An example that a teacher could use is "questioning technique" where they give the student time to think of their answer. 2.
This also gives them skills for research and independent learning that they will need in later life. I also agree with the phonetic approach to teaching children to read. I agree with this as again it engages the child into what is being taught, for at a young age a child tends to focus on sounds and actions around them than focusing on a page. Also the repetition of the sounds and the actions that go with them helps with reading a lot more as it is easier for them to read by sounding out, but also teaches them the structure of words and sounds.
(Department of Education, Science, and Training, 2005). Effective reading instruction occurs when a child successfully learns to read fluently, confidently, with full comprehension of meaning and context. A teacher should understand the developmental aspects of how a child learns to read, but also how to engage a modern day child with rich, authentic texts that motivates them and connects to their social backgrounds. An educator should incorporate curriculum and also be open to choose, adapt, and structure approaches using techniques that best fit their teaching styles and situations. Approaching literacy with a balanced approach of both meaning and skill orientated methods, supports a child’s phonological awareness development and comprehension skills, and supports the elements that surround these components.
Suggestions regarding measures that can be implemented to help students in learning to read include: providing print-rich environment, teaching letter-sound correspondence, encouraging children to write down their experiences and then asking them to read the same, for first generation learners, reading supplementary... ... middle of paper ... ...d phonics method for teaching how to read. The phonics method prepares the children to spell and pronounce limitless words correctly thus allowing them to read texts of varying levels. The whole language approach enables them to make meaning of texts without having to memorize a limited vocabulary. Students who undergo such a process of learning to read are able to read fluently and comprehend texts. This methodology is eclectic also in the sense that it focuses on children’s efforts to make meaning and not on their errors.
Elkonin boxes have a positive effect on early elementary grades as they aid children in building their phonological awareness by subdividing words into separate sounds or syllables. They help students know how to count the number of phonemes in a
Practical educators understand that they key in this phase of reading, comes from teaching students to recognize that individual letters and certain letters together create specific repeated sounds. Successful teachers must aide students in having a well-founded understanding of phonemes in order to form letter-sound correspondences and recognize spelling patterns. When teachers assist students in doing so, it leads to helping the students learn how to apply this knowledge in their reading. As mentioned above, a starting point in phonics instruction comes from assessing the prior knowledge of the student. This allows teachers to create lessons and plans that offer diversity and give students a fair chance to understand
Alphabetics are addressed in the word lists provided. Teachers can provide students with a letter-name inventory, a letter-sound inventory, a phonics-inventory which will strengthen their developmental spelling inventory along with strengthen students word decoding (Walpole & McKenna, 2006). Being able to obtain information about students vocabulary, is crucial to establish a vocabulary developmental program. Some IRIs available provides vocabulary knowledge assessments that can gauge the level of vocabulary comprehension. Generally vocabulary and comprehension scores are comparable.
Research has shown the benefit to improve listening comprehension and language. Readers can build background knowledge and language. Students with reading struggles can enjoy a story they may otherwise not be able to read. Dialogic Reading: A process by which a teacher interactively reads a book with a child with the goal to improve language. The teacher uses the pictures, and some text, incorporates ‘wh’ questions and requires specific actions to improve language.