Synthesis 2

ED319 and 349 have been the most practical classes I have taken in the Education program. For the first time I feel that the information I have been learning is not only true in theory, but can also be effectively implemented in a high school classroom. During this past segment of the course, I have been the student of many peer led lessons which have incorporated before, during, and after reading strategies. Some of the strategies were great and really helped me make sense of the lesson that was being taught. Some of the strategies were not so beneficial, perhaps because of the way they were presented, or perhaps because of the text they were delivered through. Regardless of the effectiveness of the strategy, I have learned of several invaluable techniques to help students’ comprehension while reading.

As I have previously addressed, I had never taken into consideration that I would be responsible to teach reading skills to my students.  Now, not only do I acknowledge and accept that responsibility, but I have built a strong foundation of strategies to aid my lessons. One strategy that has been used in several of the peer lead reading strategies lessons, including my lesson on the Industrial Revolution, is called Read-Write-Pair-Share (RWPS).  One reason RWPS has been used repeatedly in class is because of how versatile the strategy is. Essentially, RWPS could be used with any text.  Also, RWPS is so effective because it gives students several opportunities to interpret their understanding of the text through written and oral expression.

Some students will be great readers and will not need such structured scaffolding to comprehend a text.  Others however will benefit greatly from the implication of thoroughly developed reading strategies. As a teacher, it will be my responsibility to do everything within the realm of reason to help all of my students, regardless of their diverse learning abilities. Which brings us to an essential question, ‘How do we help others make sense of text in content-area classrooms?’ I have designed a four step procedure to bring together the text, reader, and context so students can construct meaning. Step one: Understand that as the teacher, we are veterans of reading about the content, our learners are novices, and their reading will need more time and guidance in order to make meaning.  Step two: Choose strategies which allow students to make meaning at different rates. Show the students how to do the strategy. Step three: Ask ‘meaning making questions’ during the strategy as a form of scaffolding and to ensure the thinking processes of the students is in accordance to the goals of the lesson. And step four: Assess, either formally or informally, each student’s understanding.

While there are several variables a teacher can control, there are more that he cannot. The atmosphere, tone, ideology and feel of a school can be all encompassed as ‘school climate’, which is essentially an attempt at defining the personality of the school. The climate of a school can be broken down into four essential dimensions: Safety, interpersonal relationships, the institutional environment, and teaching and learning. Safety, in my eyes, as one of the four dimensions of school climate, is mostly regards to the emotional and physical wellbeing of a student. If a student is living constantly in fear of being harassed while at school, they will develop a negative association with the school and likely may block out all school stimuli, positive or negative. The term ‘interpersonal relationships’ is used not only to define the student-teacher relationship, but also student-student, and the adult-adult relationships within a school. Strong and positive relationships in a school provide both a sense of belonging and comfort for students, especially those of minority ethnic and religious groups. Acceptance and respect for diversity goes a long way to contribute to a healthy school climate. Institutional Environment refers to both the physical aspects of the school and the affiliation between the school and the students, their families, and the community. Aesthetically pleasing and inspirational schools are conducive of positive school climates. Unfortunately, much to do with the physical surroundings of a school are limited by funding. Promoting institutional affiliation can be accomplished inexpensively and will go a long way to enhance the climate of the school.

        There are unlimited factors which influence a student’s ability or inability to learn while they are in school. Some of those factors come from other sources such as their home and community climate. Other factors come from uncontrollable influences in and around the school. The rest of the factors contributing to the climate of a student’s search for knowledge is a result of the relationships, expectations, and properly implemented instruction, in consideration of diverse learners, controlled by teachers.  By providing a warm, universally welcoming climate within the classroom, teachers control the factors within their reach of a positive school climate.