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.
One way to pass on specific reading skills is through guided reading groups. This learning activity gives students the opportunity to develop their comprehension, reading fluency, and word recognition, while also providing an effective method of differentiating the curriculum to suit various student reading abilities (Bayetto, 2013). Guided reading programs are not only useful for improving students’ reading abilities, but will also provide useful data for teachers when planning class programs. It needs to be emphasised that running effective guided reading groups is a complex process which requires strong teacher scaffolding and prior knowledge and consideration of students’ abilities (Department for Education and Child Development (DECD),
Literacy Defined Literacy embraces reading, writing, listening, and speaking. Integrating all of these into a literacy program is key. Teachers must provide endless and ongoing opportunities for their student to read, write, listen, and speak. There are many components that make up literacy. In order to effectively teach students these components the teacher must model the concept for the students.
(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.
Explain and comment on the methods taught in primary schools and at home used to help children learn to read and write. Children’s learning to read and write from an early age is essential to their growth in the educational and working aspects of their lives. There have been many theories and methods used to teach children to read and write and to develop that knowledge. This essay will explain and discuss some of these methods. This will include theories by David Crystal, Gunther Kress, Jeanne S. Chall and B.M.
The process of learning about literacy enables individuals to be successful and proficient when communicating, in a variety of different situations and contexts (Kalantzis & Cope, 2012). Apart from communication, literacy is also a process of thinking which helps to imagine, create diagrams and models. Literacies in the Curriculum Think of literacies in two broad senses, literacies as an object of teaching and learning and literacies as a tool for all teaching and learning. Teachers and students use teaching methods to learn or understand meanings specific to learning areas. All teachers are responsible for developing teaching practices to meet the all specific language demands for listening, reading, talking and writing.
My methodology of teaching reading would be the Holistic approach. This approach includes whole language and look & say. I like that the emphasis is placed on teaching reading, writing, listening, and oral language. Emphasizing these skills gets students to maximize their comprehension of text, identify relevant and non-relevant information, and tolerate less than word-by-word comprehension. In the classroom I would place more emphasis on learning than on teaching so by taking the whole language approach, the assessment is continuous and takes many forms: I would collect daily performance samples or work; observe and record children’s behavior; audio and videotape them in different situations; and have them build a portfolio filled with information about each student.
Cooperative learning helps students become a better reader. In this research, there are many various ways to get a struggling reader to be fluent. The phonics and vocabulary practices give students many opportunities to get familiar with word parts, letter sounds, and repetition reading passages to form meaning of vocabulary words. Literacy is a major impact on students fostering reading and communicating with others in day-to-day
It can also add important structure to lesson planning and the delivery of instruction. As seen in the lesson plan, the educator makes use of a story book which she reads and learners have to listen and thereafter answer questions. The lesson plan also mentions the use of worksheets. A worksheet is also a resource as it may provide a student with important opportunities to practice a new skill gained in class. This form of resource aids in the learning process by allowing the student to explore the knowledge independently as well as providing repetition.