ELPC2: Task of the Week 1

Initial Thoughts

As an English teacher I am probably one of the more enthusiastic about our course content. I can understand teachers of other subjects having some misgivings about being expected to teach reading, with the amount of time pressures we all have and the seemingly endless list of topics we're expected to cover with our students, however I truly believe without the ability to read and write our students will be lost. So I'm looking forward to this course equipping me with more skills to help my students read.



My Own Early Literacy Experiences

I can't remember a lot about learning to read, and what I do remember I realise are received memories from my parents. They've told stories ever since I can remember about my conscientious nature (that was my teachers' pet word in ALL my school reports). When I was 4, my two preschool teachers passed one another a book over my head, and as it went past I read the upside down title out loud, to their surprise. We have various home videos of myself and my little sister reading (or trying to); I can't sit down for breakfast even now without some kind of text in front of me. I read the graffiti on toilet walls; catalogues and other junk mail; menu boards at cafes; road signs and so on. I can't help myself! I don't remember reading ever feeling like a challenge, I think it came fairly naturally to me.



Chapter One of Tovani

I've enjoyed Tovani's first chapter, especially her introduction of the "proficient readers" techniques, and generally I have high expectations of this unit. I really enjoyed her linking the chapter on viruses to the fat man sneezing on her; I think linking concepts and content to real life is so important, not just in reading but in engaging students in any subject.



Initial Thoughts on a Research Subject

My research subject for assessment one is my partner. He doesn't particularly enjoy reading and being a fairly practical, hands-on sort of bloke he is not drawn to sitting down with a book like I am. I'm hoping to learn from him not just about his reading experiences, but on a broader level how I can engage my male students who aren't as academically inclined.