Student's Stories about Reading Education

Student’s Stories about Reading Education

Teachers are expected to evaluate teaching and learning. These days, our efforts to reveal what our students have learned by required district or state assessments to represent adults understandings about how to use language in educational settings. Revealing students practices with language is critical activity for us, as educators , if we want to understand what our students learn from our teaching and how to build upon what they know.

Learning to see students language. The first, we discover more teaching; the second, we gain insights students have learned. One way to begin is listen to the stories students tell about education in our classrooms. The stories students tell suggest how they interpret their schooling and represents a primary means by which people know, organize, and interpret the world. Therefore, the telling of stories also offers evidence of students perceptions about how what they know and understand is relevant and appropriate to our teaching. Stories represent much more than just a way to engage in conversation and organized in particular ways by the storyteller.

Student's stories about reading education. Reading education through their ideas include: a) the stories students told about their schooling represented ways in which students made sense of their teacher's instruction; b) student's stories showed their understandings about how content and ideas can be expressed. c) students stories showed their understandings about how to describe possible sequences of events back and forth across time through flashbacks, predictions, and so forth; d) students showed evidence of their understandings about language structures as they are used to form various sentence types, express moods, describe characters and their dialogue, and express sound effects. So, The stories that students told about reading education could be said to represent or reveal their understandings about what they have learned from past experiences with reading and about what they expected from future lessons.

Reading student's stories about reading. Reading education offers insights into the necessary to build knowledge and understanding about reading. Each story displays particular links or relations between ideas, events, people, and objects which the storyteller creates in order to describe: a) ways to participate in reading, b) ways to be seen or identified as a reader, and c) ways to explain what can be known about reading. Through the links they propose, students build an expanding sense of similarities or intertextual relations among available resources.

Usually, resources for education are described in terms of reading lists, collections of materials in libraries or special "resource" centers, people with special training (reading specialists or reading supervisors). Reading in school, according to this view of resources, is opportunities to participate and select particular resources for certain tasks with written language, for certain purposes, interacting with certain people in particular ways, at particular times of the day. Students are not just employing "reading strategies," nor are they emerging as readers because of certain cognitive developments. Rather, students are defining for themselves who readers are and what readers can do, given particular intellectual, social, and material resources and opportunities.

Student's stories and language learning. The student's also reveal their growth with language in five key areas: Language components or structures, language acquisition, language and thinking, language in social contexts, and language variation. Student's stories show: a) their management of language components; b) reveal growth in using language forms; c) show teachers how students adopt and adapt verbs, pronouns, affixes, and so forth to express themselves; d) reveal how students make use of language to make sense of their experiences; e) tell how students understand the world around them; f) show how they interact with others through language; g) reveal the varied expressions students use to communicate their understandings; h) represent indications of their experiences with and confidence in, expressing themselves to accomplish various purposes; j) tell that they can raise questions about interpreting their growth as language users.

Backlink / url link:
http://e.library.uny.ac.id/
https://www.jstor.org/
https://www.jstor.org/stable/41482967