Reflection on Ch. 3

Before reading this chapter, I never knew the process textbooks undertook to reach class rooms. I always knew that we were going to be bombarded with heavy books that I really wasn't going to understand most of the time. I remember back in middle school all the heavy books our teachers would assign us, but couldn't find sense in why they were so big. After reading this chapter, I realized the mistake is was having should books. "So much information that I can't remember all that" I remember saying when reading my 13 pound geography book. It was just to broad for me and didn't get to the "meat"of a subject. The worst part of all is my teacher would read word to word form the textbook and gave a fill in the blanks after the reading. Seriously, I think everyone left with a mild understanding of what that class was suppose to teach us.

It's amazing how superficial these texct books are. I allways thought that carefull experts got together and put the book together thinking of the kids that were to read the book. What are kids supposed to do when they get six to eight heavy weight books to read and complete all standedized test matrial when the rest of the information is irrelavant to their comprehension. Could this be the reason why test are so low in the U.S and all these new programs are poping up in so many states? How badly are these books made?

New designs on how to attrack kids to read the text are obiously distracting to many. According the readin in page 41, the books are trying to make it feel like a computer or a video game where the kids feel in control. In the outcome most students end up confused and overwhelmed. This becomes harder for struggling readers and really need to stay away from such distractions. Its disappointing to think how textbook publishing business work. Teacher should be aware on how not to be narrowed down strictly on what the book says. 

Since this chapter, I started to pay closer attention to my textbooks. One thick book I usually have been using for classes had have discrepancies and contradictions with in 4 pages. I found that disappointed. Even though I know most of that information is accurate, it's amazing how the editors have not caught those errors after the fifth or sixth edition. Teachers need to learn how to use textbooks as references and to each discretion. 

Reflection on CH 12

I have heard a few teachers say " Weren't they supposed to learn to read in elementary school?", and It seems that teachers point fingers to who ever it seems convenient to. Frankly, I see their program and I can't help but blame them for even saying such a thing. Fact of the matter is many kids will not learn the same way at the same pace. We as educators should realized and learn how to build on their previous knowledge. I mentioned this in my last blog about overloading the students with unrealistic criteria, and expect them to learn at my pace. 

I really had a hard time trying to understand the sample text in the book until the book told us what it was about. I tried to connect words to my previous  knowledge, but for every text sample I just couldn't think of the bigger picture. This is exactly how I felt in middle school when I would break my head trying to fit big historic events into a timeline in my World History class. Then as I took classes on specific eras of history, I suddenly remembered and built a frame of reference in my head, one thing I wasn't able to do before. 

Looking over the thinking strategies of effective reading, and I can't believe that we actually think through all theses steps without even knowing it. Then the book related this same concept to driving through a familiar road. I am amazed of how I arrived to a place without full consciousness of my driving. I know many students go through this process as they learn and it's our job to help them through thinking strategies affectively.

I strongly believe that students will engage more on reading if educators know how to provide students with affective pre-reading activities (subject matters pg 31). Teaching them how to get involved with the reading material so they could get interested and explore. I love when teachers take text material and transmitting it to the physical realm. It always seems more engaging and appreciative.