BLOG POST 2 (Module 1 Reading Week): Trying to Understand my Students (Reflecting on MY Experience with Reading)

 

In order for me to truly be able to authentically attempt to answer my inquiry question about what I can do to increase my students motivation to read (in and outside of the classroom), I thought it necessary to reflect on my own experiences with reading, as a learner in primary and secondary school. 

The earliest memory that I have of reading was my father reading "One Fish, Two Fish, Red Fish, Blue Fish", by Dr. Seuss. I remember his animation, excitement, attempts to mimic a fish swimming and willingness to read it a million times...simply because it was something of interest to me. We took time to draw pictures of the fish in the books; to make the book into a song; and even challenging ourselves to memorise the entire book! I soon began to develop a love for all of the books in the Dr. Seuss wheelhouse, reading the likes of "Green Eggs and Ham", and "Oh, the Places You'll Go". I asked my dad tons of questions while we were reading, despite having read the books too many times to count. When it was time to read, my dad didn't force or pressure me into reading content that he thought was best for me - he allowed me to go to my bookshelf and select the texts that I wanted to read. 

In reflecting on this experience, I can now understand that my desire to want to read any and everything blossomed because of the fun, exciting, unforced and self-driven experience that I had with reading at an early age. When I progressed through primary school and into secondary school, I began to realise that I would not always be able to choose the material that I wanted to read, and that sometimes it would be boring...long...and dry content. Unfortunately, I think that many of our students' first experience with consistent reading is framed that way. It might be a teacher or parent choosing their material, or not having the opportunity to experience the joy that reading can bring. As a result of this, many educators find themselves unpacking and combatting attitudes and fixed mindsets about reading, in an effort to provide our students with a opportunity to create a fun and meaningful experience reading.  

I should also note, I remember that my father taught me (from an early age) that reading is intended to serve two purposes: to enjoy for pleasure and to gain knowledge/grow. Adopting this philosophy from an early age also allowed me to read the 'long' and 'boring' material in high school because I understood that I was still learning...I understood that while it may not be apparent why I'm reading it now, that it may be useful later in life - and I always wanted to know a little bit about as many things that I could. 

This is where I may have to start in answering my inquiry question:

1. Provide my students with an opportunity to create a self-driven and FUN reading experience that is of interest to them.

2. Instilling in them that reading also serves to provide knowledge that will/can serve them in the future and other facets of their life.