Book whisperer

Thoughts on Book Selection

Spent the busiest weeks in the early stage of online classes, handled the things at hand and began to plan systematic reading, one subject and one moral education. The subject books I read last semester are also direct technical guidance, that is, telling me how to read them. After all, I am an endless reading teacher in the whole grade, and the task driver must read a lot of teaching plans to choose books. It's rare to calm down recently. I prefer to choose a book that can help me better understand the theme.

? The book whisperer has been lying in my bookcase for a long time, and the cover recommendation immediately attracted me-how to stimulate children's reading potential and how to make the teaching and learning time more interesting and beautiful. As far as the class situation in our class is concerned, more than 80% of parents attach great importance to or can consciously cultivate their children's reading. Some parents have been able to make the bookshelf at home into a C position and let their children soak in the book. This is very rare. As a teacher, I am particularly surprised. For the children in grade one, reading books well and cultivating reading habits are the primary goals, and how lucky they are to have the help of their families.

So I think I need to improve the guidance for parents, not only to advocate reading and remind them that reading is very important, but to guide parents and children how to read and what to read more scientifically. In the past semester, I used my classroom more as a demonstration to guide students and parents, but I hope to gradually abstract something from it, just as I did in moral education class.

I like this book because I found that the author is doing this exploration, and the abstraction of the underlying logic needs a lot of practice. Teacher Miller does not directly throw out the conclusion, but vividly presents the process of drawing the conclusion with teaching cases, substitutes readers and explores the truth with her. How interesting! I hope that after systematic reading, I can improve my reading guidance and find a more suitable reading path. Read it!

Excerpts from books

? What we love will be loved by others, and we should also teach them how to love-Wordsworth (UK)

? Reading is both a cognitive process and an emotional journey. As a teacher, we should help students embark on the reading journey, teach them to understand the map they are reading and tell them what to do when they get lost, but this journey is theirs after all and should be completed by themselves.

? My goal is to make students have good independent reading and writing skills. If I never ask students to truly express what they know and learn through their language and works, how can I be sure that they will absorb what I teach? As long as the teaching is teacher-centered and revolves around the goals and activities I set, it is difficult for students to be independent and rely on me in their studies.

? Every class, every discussion, every answer and every homework should guide students not to rely on me as much as possible, but to promote them to read and write independently.

Nowadays, what I share with my students can't be taught by any literacy expert. Reading will change your life; Reading will show you the unknown or forgotten world, take you around the world and travel through time and space; Reading takes you out of the classroom to pursue your own educational goals; Through the characters in the book, whether saints or sinners, real or fictional, reading makes you know how to become a better person.

? Now, I can accept the fact that I will never reach the "teaching paradise", but as long as I always keep my love for reading and show students the true meaning of a reader's life, I will get closer and closer to this "paradise".

? I remember what the professor said at the heather literacy training meeting last week. When promoting the whole book reading, the reading guidance class should not be too full, which will separate the children's own reading comprehension process. During the whole reading process, the instructor of one or two classes pointed out at the end that the child had found something unexpected. What the process needs to do is to give them procedural homework to help them think, and then keep hitting a wall, so that children can see each other's thinking, generate new cognition and read by themselves.

The professor's ideas are exactly the same as those mentioned in the book. In reading class, teachers must avoid impatience rather than children's reading experience. When I was preparing the Adventures of Tom Sawyer in my senior year, I still followed this idea. At that time, I overthrew my own design several times, and finally, without much intervention, I gradually made clear what children really need to guide in the process of reading. This is a reading class for senior students. Then, looking back at the first day of junior high school, what should be taught in reading the whole book?

I think it is our task to make a forward-looking preparation for children's future advanced reading. How will he read such a thick whole book in the future? First, he should have this reading ability, that is, he has accumulated reading experience since childhood and read enough. Second, he knows different reading methods, such as observation, association and listening to voice-over, which can be trained in senior one.

? Recently, I am also watching Mr. Big Cat's picture book reading class. The first lesson, good night, moon, is about observation. If the teacher hadn't designed it like this, I wouldn't have seen the secrets of so many picture books. Connecting with the chapter I read today, I feel that Mr. Big Cat's design is really wonderful, not only for children's reading now, but also for their long-term development.

Another thing our teacher has to do is to guide parents to do it. As the author said, we should always keep our love for reading and show students the true meaning of a reader's life. Words and deeds, some things just become natural, and then naturally pass on and infect children, so should the reading class we give our children.

? To form the habit of reading is to build a shelter for yourself, so as to avoid almost all the pain in life-Mao Mu (UK)

I decided to listen carefully to the students' real needs instead of telling them what I think they need.

Students embrace themselves who love reading and let themselves choose books for themselves. This kind of freedom is not a future or distant goal, but has been realized on the first day of school. Why is it so important to choose books? This is because giving students the opportunity to choose the books they want to read will give them the motivation to read and stimulate their enthusiasm for reading. Respecting the reader and giving him some autonomy will enhance the reader's self-confidence, reward his reading interest and cultivate a positive reading concept. Readers without autonomy have no enthusiasm and motivation to learn!

Reader type

1) Developmental readers: They (and their parents) begin to feel desperate because they don't think they can be good readers.

The crux of the problem: the reading volume is 75% lower than the normal level.

Solution: We must spend a lot of time on actual reading instead of training reading skills. What they need is to choose books that match their reading level and interests, so that they can read without frustration and keep reading.

2) Dormant readers: They are not interested in reading, nor have the motivation to read, just to pass the reading test, have the ability to read, but are unwilling to read.

The crux of the problem: reading interest has not been stimulated, and there is no reading role model.

Solution: a lot of reading time, freedom to choose what to read independently, and pay attention to the classroom environment of independent reading. It is easy to be ignored by teachers and push books for them based on interest. "People who don't read good books are no better than illiterate people (Mark Twain)."

3) underground reading: students with reading talent only want to read their own books, and teachers had better stand aside.

The crux of the problem: I have a strong reading ability, but teachers pay more attention to the first two types of readers who belong to the majority in class. They want to spend all their time reading, but they have to "cope" with regular courses.

Solution: Teachers should first realize that the ultimate goal of guiding students to read is to enable all students to develop the ability of lifelong reading. If the child has developed in this direction, don't impose short-sighted classroom reading goals on him, but guide students to achieve teaching goals through books he loves to read.

Immersion, demonstration, expectation, responsibility, applying what you have learned, not seeking perfection, feedback, active participation and no pressure; There are people that students like, respect, trust and want to imitate as reading role models.

Pay attention to Camborn's learning conditions and design a classroom environment for students to fully participate.

Students must believe that they can read, and reading is also something worth studying hard and mastering. We should create an environment where every student is tolerant, and no matter what stage their reading ability is, they will be accepted and encouraged.

I have to say that after reading this chapter, my heart was filled with shock, especially the questionnaire designed by Mr. Miller for the whole class, and combined with the children's hobbies, I chose a book suitable for them and responded to them with books. This concern for children's lives moved me to tears.

Reflecting on the teaching in the past cycle, it is true that Mr. Miller said that the classification guidance for children was neglected, and the real purpose of taking children to read was to cultivate lifelong readers, without paying attention to children's personal interests and using books as a bridge to communicate with children. At one time, reading Ten Deadly Sins was very popular in our class, so we collected a lot of books for fear of affecting the class. Come to think of it, I actually didn't listen carefully to the reasons why my children chose to read this book. After my children graduated, one of my students once sent a circle of friends about this set of books. She wrote, "Ten deadly sins write the most sincere feelings in the bloodiest language, and their love is extreme. Love finally became a crime, and love to the extreme is the abyss. " I think what children actually read is very positive, and I never listen carefully.

This year, I am especially grateful to have the opportunity to be a teacher of endless reading in the whole grade, which has given me more opportunities to listen to children's reading comprehension and learn to be a "book whisperer". Facing the different problems of children entering primary one, I tried to use picture books to deal with them, and the effect was very good. There is a big premise that I have read many picture books myself, so it is easy for me to make timely responses with books. The children in our grade have great enthusiasm for reading class, which makes me very gratified, but I also know that it is not enough to have a good start.

What this chapter brings me is: first, before reading by yourself, you should read more children's literature to meet the real needs of children at different stages of growth at the reading level. Second, strengthen personalized guidance for different types of students. If the objective conditions are difficult to achieve, after all, there is still a gap between our class size and that of foreign countries, then at least when children show their own characteristics, parents can be given some guidance to guide them to do so. Third, for "underground readers", based on more tolerance, let them grow faster than others at their own pace of life and improve their guiding ability.

Finally, it is the inspiration of class planning. Thinking about the reading questionnaire and its applicable age group, and understanding children's preferences for books are also important ways to get into children's hearts, which I ignore. Combined with children's interests, it is also necessary to make the division of micro-teams more reasonable or set up project-based groups. This is a long-term task, so back to now, based on the classroom environment in Camborn, I think I can plan the optimization of the classroom corner next.