My Reflection Of Reading: My Philosophy Of Teaching Reading

Philosophy of Teaching Reading

Before I began elementary school I was amazed with the idea of reading. So much so, that I would memorize books. My mother always read aloud to me. She did this daily, to the point that I was able to memorize the story page for page. I had a love for books, which never left. Reading a book would take me to a whole new world, all while rocking in the living room rocking chair. However, my love for reading took a back seat. When I began elementary school we moved and I struggled as a reader until my middle school years. I didn’t realize it at the time, but this is where my philosophy for teaching reading began. As an In-School Detention teacher I teach students who struggle in the area of reading, many of who do not like to read. My goal is to continue building my foundational knowledge, becoming more
Within a student centered classroom there are various learning activities. The teacher provides instructions for each learning center. For example, the learning library and puppet theater allows for growth in reading, speaking, writing, and comprehension; while at the same time providing students with the opportunity to model good reading habits. Also, a lesson that includes a range of instructional strategies, such as math and reading problems allows students to learn the lesson in multiple ways, yet get a different understanding of the concept each time. This helps to collaboratively meet the needs of each student. Within these centers, a teacher can provide struggling readers with ways to improve upon their reading and provide higher levels of thinking for those who excel in reading. Including technology in a learning center can be productive to both struggling and skilled readers, without others knowing of a student’s reading abilities. Again, this helps struggling readers feel more confident in their collaborative setting (IRA #2, #4; KTS #4, #6, and