"RESPONDING TO BOY READERS
A Closer Look at the Role of the Teacher in Dialogue Journals"
Author:
Donna E. Werderich
Permalink:
https://ezproxy.western.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=55006816&site=eds-live
APA Citation (from WSCU Online Library):
Werderich, D. E. (2010). RESPONDING TO BOY READERS A Closer Look at the Role of the Teacher in Dialogue Journals. Middle Grades Research Journal, 5(2), 91-106.
Summary:
This article revolves around two main concepts: the importance of student response to literature and (additionally) the teacher response and interactive discourse with the student about the material being read and the student's responses to that material. This particular study determines that the educator/teacher plays a total of four different roles as he/she responds to the student's writings. First, the teacher must play the role of a "Reader", or one who models the positive interactions associated with reading, including their own independent reading and responses to reading. Secondly, the teacher plays the role of a "Responder." When a teacher plays this particular role, he/she joins the conversation about the reading (when written or verbal) as a learner, contrary to their "normal" role; they are there to listen to the students and their personal responses to the reading from their own point of view. A third role that a teacher must play is as a "Facilitator"; this particular role is when the teacher needs to facilitate the discussion about literature whether it be in the written form (as in responding in written form to student's journals - a conversation, similar to having a penal, talking about a book or in the verbal form (in a one-on-one conversation or group discussion). The last and final role that a teacher plays is the "Encourager". In this role, a teacher provides encouraging reposes and remarks whether they be in written or verbal form; this is essential to motivate independent readers to be successful.
Author:
Donna E. Werderich
Permalink:
https://ezproxy.western.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=55006816&site=eds-live
APA Citation (from WSCU Online Library):
Werderich, D. E. (2010). RESPONDING TO BOY READERS A Closer Look at the Role of the Teacher in Dialogue Journals. Middle Grades Research Journal, 5(2), 91-106.
Summary:
This article revolves around two main concepts: the importance of student response to literature and (additionally) the teacher response and interactive discourse with the student about the material being read and the student's responses to that material. This particular study determines that the educator/teacher plays a total of four different roles as he/she responds to the student's writings. First, the teacher must play the role of a "Reader", or one who models the positive interactions associated with reading, including their own independent reading and responses to reading. Secondly, the teacher plays the role of a "Responder." When a teacher plays this particular role, he/she joins the conversation about the reading (when written or verbal) as a learner, contrary to their "normal" role; they are there to listen to the students and their personal responses to the reading from their own point of view. A third role that a teacher must play is as a "Facilitator"; this particular role is when the teacher needs to facilitate the discussion about literature whether it be in the written form (as in responding in written form to student's journals - a conversation, similar to having a penal, talking about a book or in the verbal form (in a one-on-one conversation or group discussion). The last and final role that a teacher plays is the "Encourager". In this role, a teacher provides encouraging reposes and remarks whether they be in written or verbal form; this is essential to motivate independent readers to be successful.
I love the message in this article. We have a read aloud where our teachers model reading...many seem uncomfortable with this, but I think research would state this is a better strategy than SSR where they only hear themselves reading silently in their minds.
ReplyDelete