I read it But I DON'T GET IT!!!

I Read It But I Don’t Get It.

CHAPTERS 1-5

There were many extremely good points to take away from this reading. Questioning your students to get them to figure out the answer was a huge point that jumped out at me. You simply wouldn’t spoon feed the answer to them, but ask them questions so to point them in the right direction. Students want to be challenged. When a student has a question or a point of confusion, that’s a valid place to stop and address that question and turn that into a teaching moment.

Anna Papst

Ask the students, not only are they confused, but what is confusing them about the reading. Teaching isn’t just teaching the material or the content that you are required to teach, it’s about teaching your students how to be good learners. You want each student to leave your literature class with some knowledge about reading and the comprehension that reading encompasses. The assignment that talked about confusion really spoke to me. Students will be confused at different stages of their educational journeys, but what opens up the area for teaching, is when the student can tell you what is confusing. This is the moment when they can open up and let you know what they are having problems with and being able to be vulnerable to let you know. Learning is about not understanding all the time. Most of the time students will learn the most from the difficult challenges in education. It’s ok to fail from time to time, and they need to realize that just because other students seem to get it doesn’t have to affect their educational goals.

Students need to get rid of that peer influence and learn for themselves. Each student is on their own path to success in their own way. They need to ask questions, have patterns, do anything that they have to in order to find meaning in the reading that they are doing. You can’t have reading without comprehension. What would be the point of reading if you don’t remember anything or apply any of that knowledge to your life.