DOXTOHEN T RESOHE

ED 131 421 CS 003 020 amp

AUTHOR Kupersmith Judy And Others TITLE Defining the Good Reading Teacher FOB DATE 76 NOTE

EDRS PRICE HF-$083 HC-$167 Plus Postage DESCRIPTORS Effective Teaching Elementary Education Reading

Reading Instruction Teacher Characteristics Teacher Evaluation Teacher Qualifications

ABSTRACT In the quest for a definition of the good reading

teacher a review of the literature shows that new or copious materials one specific teaching method and static teaching behaviors areAiot responsible for effective teaching However observationsof five reading teachers with good references and good reputationaXDut with widely divergent philosophies and personalities show that (Conscientious sensitive and effective teaching may be accomplished by a variety of methods A good reading teacher is creative and empathetic preserves children^ natural curiosity provides a good variety of literary and artistic resource material is skilled in word-attack techniques and evaluation processes gives positive reinforcement generously organizes time and materials to allow greater individual freedom and tends to be concise and - consistent In short it takes teachers with1 considerable integrity ingenuity and flexibility to achieve good results in teaching ^ children to read (JM)

o o

- - Q

4p degV gt o Documents acquired by ERIC include many informal unpublished deg materials not-a Variable from other sources ERIC makes every effort to obtain the best^cppy available Nevertheless items of margilaquohapound reproducibillty ate 6ft en encounteredand this affects the quality of the microfiche and ha-rdcopy reproductions ERIC makes available via the EBIC Document Reproduction Service (EDRS) EDRS is nbt responsible for the quality of the driginal adocument Reproductions supplifed^ by EDRS are the best that can bye made from the original

US DEPARTMENT OF MtALTM EDUCATION tWELFAKE NATIONAL INSTITUTE OF G

EDUCATION

r 3

TMiS DOCUVENT MAS ^BEEN REPRO-OuCEO EraquoACTgtv AS RTCewEO FH-OWl TME PERSON OR ORGANIZATION ORIGIN-ATiMGiT POINTS O viSW OR OPINIONS STAED 00 NOT NufCESSAHHV REPREshySENT O gt ltC IAI NATIONAL INSTITUTE OF SOUfAIlON POSITION OK POLCV

e

raquo

Ah instructor at0

Good c

in Louisville Kentucky who reg s e

Reading teacher supervises student teachers and c

ft

teaches in thp graduatereading O

a

raquo

program Judy Kupersndthoi^ also lt o

adegdoctoral student at the JJni- o deg

Versity of Kentucky o

Jean deg

raquo Judy KupeYsuaith

o

Jean0Lincolndeg 0

Louise Lyons

oIfincoln i a primary teacher at

ooraquo

St Francis School Goshen o

o Kentucky and a graduate student

deg deg ^ deg at Spalding Cqllege Director

deg

O

o 0deg0

e O

e of the InstrucAional Media Censhydeg deg raquo

deg 0 o

raquo eltgtltgt deg deg ter Dr Lyons is an Oassociate

e

f

T

deg o deg deg deg - o proflssor in the School of

0 o o deg o o deg

0 o e- Education at^ the University of - cdeg -- - deg

o Louisville o ^

laquo f

Gojd teachers are bornnotmade 1 If this statement were proven JK e -

true teacher education fiistitutions could tlpse their doors certishy

fication requirements ccjuld be tione away with and this article

^couldend here The only relaltively sure way of producing good deg

teachers would be through selectivebreeding

^otlaquoconterrt at a^l 7 ~^~~

with tn^s^sol^ution one nrost turn to a search of literatureand to laquo

~ -

personal observations of teacherjjpas t)^ey each reading and to chil-

fort tlt determine

rndra importantly ^ o

3

e

e

a direct result I of attractive variM and

J I ^ rv u - - -^- -

Oertainlyit

would be a help to any Vachtr to haveanequatmaterials but-It is doubtful

I

lflaquonethlnff sosjrnple could the main ingredient of gootd teaching The sojntion plusmn1 having

teachers-then would be V Monetary e f Wof geMng enough-- to bvyevery teacher new clessroom materials A Jidely

b by Warren Cutts (1975 1U9-Ugt) refutes thisidea

A poor teacher will get poor ^gults wivery h ^best metho^ef and materials wnile amp gooc teacher ylll get Fdegod results with cpmpara-tivlaquoly poor ones I believe that a good tes er should be able ^o teach a child to with readnothing more than amail order- catalog 0 laquo

Ngw Methods TT not the Thaterils then perhaps -the method ofteaching

is ho moat simifleant flaquoctor Harris raquo Server ^ans and -1073) founfl that if a tej-cher8 behavior in the cWsroom supported

o^i-ilsr metho^-Sn7 m^hod-thattearhor was Jgtre effective ^r 1-oo rv er vho-Wnot behv-laquoorally corr^ttpfl o a specific

tiB Adherence to

^ fnstrurtton -51 d appear - P^e-reh ^oes nolt hpwever oonfl l8tentlyraquopport We method over

Wrimental nethodV^r at first tobe h ^ntl^better in the early sWlaquoof leading butTollow-u^ studies ^(Cutts 197S) ve shown that ^-W third or fourth grade anydif- ferePce|ttAbutable tomethod hasinevitably disappeared Onejjf ^e

conilusifensdrawn as- a result of the TTSOE twenty-seven fl^t

-II

l

-v-s

laquo

Mi^l^ijill^^

- - -deg

if

a

rrade studies was that the teacherwas a much mdre - important factor i laquo

raquo e in effective toacjiin than the method ifsed Cuttsraquo (1975) commented

on a 3130(500 tudy conducted by Rducational Testing Service in

0

Berkeley who reviewed 1800 documents on readirifr released betyeen

I960 anj gt970 One 0

conclusion drawn wag that it may be possible A

- for students tlt improve their reading but it is ualikely that edu- laquo

cators can find a better wayto teach it

eachfhglaquoehavioriB o o

There is no dcubt that some teachers are more effective in deg

fostering 0

childrens ^

achievement O

in thfraquo

classroom than others Pijans raquo

S and For 197 3 ocorc1udeddegthat

these differences jo e

exist even whenmany0 deg 0 e

0 ift-nortant variables sucfi as instruotional m)btfiod size and sbcioecoshya deg nraquor^c composition of thgt olaas -reading -materials

o fend level of edushy

cation of c- laquo

tochersare held constant However they are 7

reluctanto

C deg ^ ^ ^

to endorse the idns of innate qua iffcations forbein^oa^^od teacher f deg

committed to the value9 of teacher education for preparing e deg L reg teachers gtnans ahd Fo-raquo (197^^id a review of literature l

] f)^fgt anrf 1971 on behaviors shown by mod and Tgtoor teachers D deg _

raquo ltJfhe findings O deg

of the studies o

supportedthe

theory that pound-ood teaching o deg deg C p

o deg behaviors arp learned The teaching behaviors fpund were studied in

o O 0^ copy

0 relation

to one of the following areas of influence method o Tvrescripshy oo c deg o

tions personality variables and perceptions of children c 00 o O ~ - _______ _____

Related to method prescription isp the effective usedeg of qies- ^

tioning techniques by the teacher Studies reviewed indicated copy thatdeg amp

manyteachers tend regto askregli-teral level specifig-answer question^ 0

deg- laquo 4 deg sreg

_ ~n-indeg- v lr J^- 1- ~ai -

higher r

levs-1 nnortiors -

that m

rltiuirr -ow ^^_

o

t Vj~yinff raquo ^

o-the past afthe chil I careful bapnce beshy

twoelower V

and o

hj~hlt~

ve

^rrttons 1s ^ raquo

i^or^t

^acvinrshyraquo rdeg

behavior deg raquo

of the laquo -rood tejacher o laquogt

teachers spoke ^ terrs of toscher warmthand level of Psplaquornh indicated

- laquolaquo thflaquose should vary

I according

to

t^e4^^

the -basli0 O

Tover l=gtvel f

relaquodin^ deg

ski deg

Us are learned-weTl

w-fV iocq twh^r warmth e laquo l

and nlaquoW ltr -o e o

ab^rart

constructivecriticism while twks

are llaquoamedgteWei raquo o deg o

wi th mor teacher-warmth-and o

less O

Hqm Itwnuld blaquo --

Pnoverrirnflifioation to say a

teacherwqrnlwlaquoyW

0

The nature o

ofthe

learning task as well as 8 - the ohrtldron should - be determtnlnff i factors (taans and

0 -

Fdegox 197) raquo

raquo 00

T^olores T)urkin J (l97^) rotert several little things agthe ^_ obnerv^ in elnslrooms that edded to the teachers effectiveness ts a reading teacher Careful fanning and proper timing of activitieswere evident in the well run classroom Teachers who were aware ofprerenuisite skills for a task andwho took time tocheck to see ifchildren having difficulty lacked any prerequisite skills were moe successful than those who taught assumptively

oln an earlier article Burkpoundn (197U) takes a look C at readingdeg practices degdeg o todaydegas _ compared - ^

withlaquobehaviors of

ten years ago She 0-1-

O o ^raquo raquo CVil

af+^-V Vli jV

tpn ltr-

years y

of st-(

udy and f

research

educators ~~ I ~

continueto fan the saW

~

mistakelaquo T

p Teachers still feelthat thly are t^spon-sibke for teaching only the content at a particula grade iev^idegwhich

copy copy9

o

o

Jo

raquo lt

0 o

s

ft

deg deg

$ gt edeg

--

tgt

O reg

creates problems for both slow and fast learners It 8eemamp tne reshy^ - raquo

yard for being an laquoadvanced reader is more aijd longer written assignshy laquo

mentsi anincrease

in quantity rather than quality

of assignmentslaquo e

- 2 Grouping practices are still a problem For years educators deg x e laquo

-have given lip service tb the concept of fluid f^exiblte grouping laquo - ^ Yet-in trrimary classes we still^ f iraquond three rigid grpups Andunfoigt-

laquo raquo tunatply or^e a blue bdegird always alaquoblue bird and the same goes for

deg the VulVores tnelow proup 0 raquo C 00 e

o

0 Misuso oft

the basal

reader teraquot o

book ia

e still

prevalent

Les- deg - JTJ th^ rjjdr srlaquo followed as though they were divinely

deg TTil rir-h 4- for ever child Vorkbook nares are assipngd deg - raquo

even when th^tr ltiltfntent is irrplevant to Vhe reading aseignuient Rlocutifln lespons in^ the form of orarl reading is given much atterrshy

t laquo tion Teachers ask cruestitjns about material that is neither important

norinteresting - shy

Tn summary Durkin (197^) concludes that good teachers w are those

who have not alrlowed themselves to get into a professional rut f

They deliberately varythe levels they teach They acquired the habit

of selecting instructional goals odt in relation to grade-^evel but - - - laquo

in relation to the children 0 C

in their room-

raquo

-O - v

- J

Field Observations fn Clrfissrobms lti

laquo- -oernFinr the tanr-leG of educational litpratuXe ivjkwas- time

to rcraquoeut into the field _and see wlfkt could b^ learnpd^ about a poundrood ( f fcopy 0 o deg

teacher

The^followi-nfrregis laquo- deg

a sam-olinfr of bbiervntions of ^ive o

who- are -presently involved in a direct waywith the reading experi- a~ o - o o ffl

lt

Jo

0gt

vlaquo U4^

a =raquo sect

o -0 raquo o ampgtreg- - _ -^f

o ee - -- --4

p svlaquo V

$

enrlaquocs of children in the primary Tdes f raquo laquo Tjpactoer number one was found from 0JO am to 1030 am -

hunched oVer a semicircle oflaquo seven siT-ysar-oldsail reading frofc raquo

identicaj basal readers teacher rumber two was in a 1ete-a-tete

with laquo

a poundot and was usinp--

diateiostdc J

techniquesT

to tes word atracpound

raquo laquo laquo

skills and comprehension

raquoTeacher number laquo

three one af the blueraquoshy

4 t

leaned-fr^e-sch^ol variaty was observed buried in willows ghost raquo t stories and pnall frifr^linp1

9 ghouls flufober four saemed to

laquo taize the

laquo

role

of muse and-moderator in a maae of paints posters papers and gt sfhall Sprinters concocting their own illustrated jnanuscfipts Teacher

mfmbjer fivlaquo g curious bombihacion

oT orfanized pri finality

ih

a

-

Y

vshy

^iTif-rTanny-type just twenty-five years old secthe shuffles phonics _

fact arr fantasies and tumf urfives sixes ^md sevens all involved ^

T4 heir ltTwr levels ifi gthe ren^inr T^oa^ss -

A31 five t^inlVrshave ^ood rcVrfgtrceKi cxjod rptjutationr and lts^

thev all ~n r-ondT^ts in areas of vord attack cojrpfehension

nn(J f^rerlaquoi1 interest in reafl^nr Their individual personalities^ ~ - - philosophies =gtnd pjraquoraphernalia rare so dive^r-gnt th^ftr ltjne risks what

in th^npjne of- eduction unites then all What works

rh study and^observation it seerp 0that no matter whilaquoh

ays and means one chooses to sltteurnp ^or the^e is certain to bs a

conscientious^ sensitive and effective teacher

waydegby sorae^ other ways and means - o

Teacher number one draws a smal chair up-close to the sixshy

year-ojdsshehas grouped iSy abilfty levels^ and is- asking them

e basal reader material ^3he is inviting

3

e

e

a direct result I of attractive variM and

J I ^ rv u - - -^- -

Oertainlyit

would be a help to any Vachtr to haveanequatmaterials but-It is doubtful

I

lflaquonethlnff sosjrnple could the main ingredient of gootd teaching The sojntion plusmn1 having

teachers-then would be V Monetary e f Wof geMng enough-- to bvyevery teacher new clessroom materials A Jidely

b by Warren Cutts (1975 1U9-Ugt) refutes thisidea

A poor teacher will get poor ^gults wivery h ^best metho^ef and materials wnile amp gooc teacher ylll get Fdegod results with cpmpara-tivlaquoly poor ones I believe that a good tes er should be able ^o teach a child to with readnothing more than amail order- catalog 0 laquo

Ngw Methods TT not the Thaterils then perhaps -the method ofteaching

is ho moat simifleant flaquoctor Harris raquo Server ^ans and -1073) founfl that if a tej-cher8 behavior in the cWsroom supported

o^i-ilsr metho^-Sn7 m^hod-thattearhor was Jgtre effective ^r 1-oo rv er vho-Wnot behv-laquoorally corr^ttpfl o a specific

tiB Adherence to

^ fnstrurtton -51 d appear - P^e-reh ^oes nolt hpwever oonfl l8tentlyraquopport We method over

Wrimental nethodV^r at first tobe h ^ntl^better in the early sWlaquoof leading butTollow-u^ studies ^(Cutts 197S) ve shown that ^-W third or fourth grade anydif- ferePce|ttAbutable tomethod hasinevitably disappeared Onejjf ^e

conilusifensdrawn as- a result of the TTSOE twenty-seven fl^t

-II

l

-v-s

laquo

Mi^l^ijill^^

- - -deg

if

a

rrade studies was that the teacherwas a much mdre - important factor i laquo

raquo e in effective toacjiin than the method ifsed Cuttsraquo (1975) commented

on a 3130(500 tudy conducted by Rducational Testing Service in

0

Berkeley who reviewed 1800 documents on readirifr released betyeen

I960 anj gt970 One 0

conclusion drawn wag that it may be possible A

- for students tlt improve their reading but it is ualikely that edu- laquo

cators can find a better wayto teach it

eachfhglaquoehavioriB o o

There is no dcubt that some teachers are more effective in deg

fostering 0

childrens ^

achievement O

in thfraquo

classroom than others Pijans raquo

S and For 197 3 ocorc1udeddegthat

these differences jo e

exist even whenmany0 deg 0 e

0 ift-nortant variables sucfi as instruotional m)btfiod size and sbcioecoshya deg nraquor^c composition of thgt olaas -reading -materials

o fend level of edushy

cation of c- laquo

tochersare held constant However they are 7

reluctanto

C deg ^ ^ ^

to endorse the idns of innate qua iffcations forbein^oa^^od teacher f deg

committed to the value9 of teacher education for preparing e deg L reg teachers gtnans ahd Fo-raquo (197^^id a review of literature l

] f)^fgt anrf 1971 on behaviors shown by mod and Tgtoor teachers D deg _

raquo ltJfhe findings O deg

of the studies o

supportedthe

theory that pound-ood teaching o deg deg C p

o deg behaviors arp learned The teaching behaviors fpund were studied in

o O 0^ copy

0 relation

to one of the following areas of influence method o Tvrescripshy oo c deg o

tions personality variables and perceptions of children c 00 o O ~ - _______ _____

Related to method prescription isp the effective usedeg of qies- ^

tioning techniques by the teacher Studies reviewed indicated copy thatdeg amp

manyteachers tend regto askregli-teral level specifig-answer question^ 0

deg- laquo 4 deg sreg

_ ~n-indeg- v lr J^- 1- ~ai -

higher r

levs-1 nnortiors -

that m

rltiuirr -ow ^^_

o

t Vj~yinff raquo ^

o-the past afthe chil I careful bapnce beshy

twoelower V

and o

hj~hlt~

ve

^rrttons 1s ^ raquo

i^or^t

^acvinrshyraquo rdeg

behavior deg raquo

of the laquo -rood tejacher o laquogt

teachers spoke ^ terrs of toscher warmthand level of Psplaquornh indicated

- laquolaquo thflaquose should vary

I according

to

t^e4^^

the -basli0 O

Tover l=gtvel f

relaquodin^ deg

ski deg

Us are learned-weTl

w-fV iocq twh^r warmth e laquo l

and nlaquoW ltr -o e o

ab^rart

constructivecriticism while twks

are llaquoamedgteWei raquo o deg o

wi th mor teacher-warmth-and o

less O

Hqm Itwnuld blaquo --

Pnoverrirnflifioation to say a

teacherwqrnlwlaquoyW

0

The nature o

ofthe

learning task as well as 8 - the ohrtldron should - be determtnlnff i factors (taans and

0 -

Fdegox 197) raquo

raquo 00

T^olores T)urkin J (l97^) rotert several little things agthe ^_ obnerv^ in elnslrooms that edded to the teachers effectiveness ts a reading teacher Careful fanning and proper timing of activitieswere evident in the well run classroom Teachers who were aware ofprerenuisite skills for a task andwho took time tocheck to see ifchildren having difficulty lacked any prerequisite skills were moe successful than those who taught assumptively

oln an earlier article Burkpoundn (197U) takes a look C at readingdeg practices degdeg o todaydegas _ compared - ^

withlaquobehaviors of

ten years ago She 0-1-

O o ^raquo raquo CVil

af+^-V Vli jV

tpn ltr-

years y

of st-(

udy and f

research

educators ~~ I ~

continueto fan the saW

~

mistakelaquo T

p Teachers still feelthat thly are t^spon-sibke for teaching only the content at a particula grade iev^idegwhich

copy copy9

o

o

Jo

raquo lt

0 o

s

ft

deg deg

$ gt edeg

--

tgt

O reg

creates problems for both slow and fast learners It 8eemamp tne reshy^ - raquo

yard for being an laquoadvanced reader is more aijd longer written assignshy laquo

mentsi anincrease

in quantity rather than quality

of assignmentslaquo e

- 2 Grouping practices are still a problem For years educators deg x e laquo

-have given lip service tb the concept of fluid f^exiblte grouping laquo - ^ Yet-in trrimary classes we still^ f iraquond three rigid grpups Andunfoigt-

laquo raquo tunatply or^e a blue bdegird always alaquoblue bird and the same goes for

deg the VulVores tnelow proup 0 raquo C 00 e

o

0 Misuso oft

the basal

reader teraquot o

book ia

e still

prevalent

Les- deg - JTJ th^ rjjdr srlaquo followed as though they were divinely

deg TTil rir-h 4- for ever child Vorkbook nares are assipngd deg - raquo

even when th^tr ltiltfntent is irrplevant to Vhe reading aseignuient Rlocutifln lespons in^ the form of orarl reading is given much atterrshy

t laquo tion Teachers ask cruestitjns about material that is neither important

norinteresting - shy

Tn summary Durkin (197^) concludes that good teachers w are those

who have not alrlowed themselves to get into a professional rut f

They deliberately varythe levels they teach They acquired the habit

of selecting instructional goals odt in relation to grade-^evel but - - - laquo

in relation to the children 0 C

in their room-

raquo

-O - v

- J

Field Observations fn Clrfissrobms lti

laquo- -oernFinr the tanr-leG of educational litpratuXe ivjkwas- time

to rcraquoeut into the field _and see wlfkt could b^ learnpd^ about a poundrood ( f fcopy 0 o deg

teacher

The^followi-nfrregis laquo- deg

a sam-olinfr of bbiervntions of ^ive o

who- are -presently involved in a direct waywith the reading experi- a~ o - o o ffl

lt

Jo

0gt

vlaquo U4^

a =raquo sect

o -0 raquo o ampgtreg- - _ -^f

o ee - -- --4

p svlaquo V

$

enrlaquocs of children in the primary Tdes f raquo laquo Tjpactoer number one was found from 0JO am to 1030 am -

hunched oVer a semicircle oflaquo seven siT-ysar-oldsail reading frofc raquo

identicaj basal readers teacher rumber two was in a 1ete-a-tete

with laquo

a poundot and was usinp--

diateiostdc J

techniquesT

to tes word atracpound

raquo laquo laquo

skills and comprehension

raquoTeacher number laquo

three one af the blueraquoshy

4 t

leaned-fr^e-sch^ol variaty was observed buried in willows ghost raquo t stories and pnall frifr^linp1

9 ghouls flufober four saemed to

laquo taize the

laquo

role

of muse and-moderator in a maae of paints posters papers and gt sfhall Sprinters concocting their own illustrated jnanuscfipts Teacher

mfmbjer fivlaquo g curious bombihacion

oT orfanized pri finality

ih

a

-

Y

vshy

^iTif-rTanny-type just twenty-five years old secthe shuffles phonics _

fact arr fantasies and tumf urfives sixes ^md sevens all involved ^

T4 heir ltTwr levels ifi gthe ren^inr T^oa^ss -

A31 five t^inlVrshave ^ood rcVrfgtrceKi cxjod rptjutationr and lts^

thev all ~n r-ondT^ts in areas of vord attack cojrpfehension

nn(J f^rerlaquoi1 interest in reafl^nr Their individual personalities^ ~ - - philosophies =gtnd pjraquoraphernalia rare so dive^r-gnt th^ftr ltjne risks what

in th^npjne of- eduction unites then all What works

rh study and^observation it seerp 0that no matter whilaquoh

ays and means one chooses to sltteurnp ^or the^e is certain to bs a

conscientious^ sensitive and effective teacher

waydegby sorae^ other ways and means - o

Teacher number one draws a smal chair up-close to the sixshy

year-ojdsshehas grouped iSy abilfty levels^ and is- asking them

e basal reader material ^3he is inviting

- - -deg

if

a

rrade studies was that the teacherwas a much mdre - important factor i laquo

raquo e in effective toacjiin than the method ifsed Cuttsraquo (1975) commented

on a 3130(500 tudy conducted by Rducational Testing Service in

0

Berkeley who reviewed 1800 documents on readirifr released betyeen

I960 anj gt970 One 0

conclusion drawn wag that it may be possible A

- for students tlt improve their reading but it is ualikely that edu- laquo

cators can find a better wayto teach it

eachfhglaquoehavioriB o o

There is no dcubt that some teachers are more effective in deg

fostering 0

childrens ^

achievement O

in thfraquo

classroom than others Pijans raquo

S and For 197 3 ocorc1udeddegthat

these differences jo e

exist even whenmany0 deg 0 e

0 ift-nortant variables sucfi as instruotional m)btfiod size and sbcioecoshya deg nraquor^c composition of thgt olaas -reading -materials

o fend level of edushy

cation of c- laquo

tochersare held constant However they are 7

reluctanto

C deg ^ ^ ^

to endorse the idns of innate qua iffcations forbein^oa^^od teacher f deg

committed to the value9 of teacher education for preparing e deg L reg teachers gtnans ahd Fo-raquo (197^^id a review of literature l

] f)^fgt anrf 1971 on behaviors shown by mod and Tgtoor teachers D deg _

raquo ltJfhe findings O deg

of the studies o

supportedthe

theory that pound-ood teaching o deg deg C p

o deg behaviors arp learned The teaching behaviors fpund were studied in

o O 0^ copy

0 relation

to one of the following areas of influence method o Tvrescripshy oo c deg o

tions personality variables and perceptions of children c 00 o O ~ - _______ _____

Related to method prescription isp the effective usedeg of qies- ^

tioning techniques by the teacher Studies reviewed indicated copy thatdeg amp

manyteachers tend regto askregli-teral level specifig-answer question^ 0

deg- laquo 4 deg sreg

_ ~n-indeg- v lr J^- 1- ~ai -

higher r

levs-1 nnortiors -

that m

rltiuirr -ow ^^_

o

t Vj~yinff raquo ^

o-the past afthe chil I careful bapnce beshy

twoelower V

and o

hj~hlt~

ve

^rrttons 1s ^ raquo

i^or^t

^acvinrshyraquo rdeg

behavior deg raquo

of the laquo -rood tejacher o laquogt

teachers spoke ^ terrs of toscher warmthand level of Psplaquornh indicated

- laquolaquo thflaquose should vary

I according

to

t^e4^^

the -basli0 O

Tover l=gtvel f

relaquodin^ deg

ski deg

Us are learned-weTl

w-fV iocq twh^r warmth e laquo l

and nlaquoW ltr -o e o

ab^rart

constructivecriticism while twks

are llaquoamedgteWei raquo o deg o

wi th mor teacher-warmth-and o

less O

Hqm Itwnuld blaquo --

Pnoverrirnflifioation to say a

teacherwqrnlwlaquoyW

0

The nature o

ofthe

learning task as well as 8 - the ohrtldron should - be determtnlnff i factors (taans and

0 -

Fdegox 197) raquo

raquo 00

T^olores T)urkin J (l97^) rotert several little things agthe ^_ obnerv^ in elnslrooms that edded to the teachers effectiveness ts a reading teacher Careful fanning and proper timing of activitieswere evident in the well run classroom Teachers who were aware ofprerenuisite skills for a task andwho took time tocheck to see ifchildren having difficulty lacked any prerequisite skills were moe successful than those who taught assumptively

oln an earlier article Burkpoundn (197U) takes a look C at readingdeg practices degdeg o todaydegas _ compared - ^

withlaquobehaviors of

ten years ago She 0-1-

O o ^raquo raquo CVil

af+^-V Vli jV

tpn ltr-

years y

of st-(

udy and f

research

educators ~~ I ~

continueto fan the saW

~

mistakelaquo T

p Teachers still feelthat thly are t^spon-sibke for teaching only the content at a particula grade iev^idegwhich

copy copy9

o

o

Jo

raquo lt

0 o

s

ft

deg deg

$ gt edeg

--

tgt

O reg

creates problems for both slow and fast learners It 8eemamp tne reshy^ - raquo

yard for being an laquoadvanced reader is more aijd longer written assignshy laquo

mentsi anincrease

in quantity rather than quality

of assignmentslaquo e

- 2 Grouping practices are still a problem For years educators deg x e laquo

-have given lip service tb the concept of fluid f^exiblte grouping laquo - ^ Yet-in trrimary classes we still^ f iraquond three rigid grpups Andunfoigt-

laquo raquo tunatply or^e a blue bdegird always alaquoblue bird and the same goes for

deg the VulVores tnelow proup 0 raquo C 00 e

o

0 Misuso oft

the basal

reader teraquot o

book ia

e still

prevalent

Les- deg - JTJ th^ rjjdr srlaquo followed as though they were divinely

deg TTil rir-h 4- for ever child Vorkbook nares are assipngd deg - raquo

even when th^tr ltiltfntent is irrplevant to Vhe reading aseignuient Rlocutifln lespons in^ the form of orarl reading is given much atterrshy

t laquo tion Teachers ask cruestitjns about material that is neither important

norinteresting - shy

Tn summary Durkin (197^) concludes that good teachers w are those

who have not alrlowed themselves to get into a professional rut f

They deliberately varythe levels they teach They acquired the habit

of selecting instructional goals odt in relation to grade-^evel but - - - laquo

in relation to the children 0 C

in their room-

raquo

-O - v

- J

Field Observations fn Clrfissrobms lti

laquo- -oernFinr the tanr-leG of educational litpratuXe ivjkwas- time

to rcraquoeut into the field _and see wlfkt could b^ learnpd^ about a poundrood ( f fcopy 0 o deg

teacher

The^followi-nfrregis laquo- deg

a sam-olinfr of bbiervntions of ^ive o

who- are -presently involved in a direct waywith the reading experi- a~ o - o o ffl

lt

Jo

0gt

vlaquo U4^

a =raquo sect

o -0 raquo o ampgtreg- - _ -^f

o ee - -- --4

p svlaquo V

$

enrlaquocs of children in the primary Tdes f raquo laquo Tjpactoer number one was found from 0JO am to 1030 am -

hunched oVer a semicircle oflaquo seven siT-ysar-oldsail reading frofc raquo

identicaj basal readers teacher rumber two was in a 1ete-a-tete

with laquo

a poundot and was usinp--

diateiostdc J

techniquesT

to tes word atracpound

raquo laquo laquo

skills and comprehension

raquoTeacher number laquo

three one af the blueraquoshy

4 t

leaned-fr^e-sch^ol variaty was observed buried in willows ghost raquo t stories and pnall frifr^linp1

9 ghouls flufober four saemed to

laquo taize the

laquo

role

of muse and-moderator in a maae of paints posters papers and gt sfhall Sprinters concocting their own illustrated jnanuscfipts Teacher

mfmbjer fivlaquo g curious bombihacion

oT orfanized pri finality

ih

a

-

Y

vshy

^iTif-rTanny-type just twenty-five years old secthe shuffles phonics _

fact arr fantasies and tumf urfives sixes ^md sevens all involved ^

T4 heir ltTwr levels ifi gthe ren^inr T^oa^ss -

A31 five t^inlVrshave ^ood rcVrfgtrceKi cxjod rptjutationr and lts^

thev all ~n r-ondT^ts in areas of vord attack cojrpfehension

nn(J f^rerlaquoi1 interest in reafl^nr Their individual personalities^ ~ - - philosophies =gtnd pjraquoraphernalia rare so dive^r-gnt th^ftr ltjne risks what

in th^npjne of- eduction unites then all What works

rh study and^observation it seerp 0that no matter whilaquoh

ays and means one chooses to sltteurnp ^or the^e is certain to bs a

conscientious^ sensitive and effective teacher

waydegby sorae^ other ways and means - o

Teacher number one draws a smal chair up-close to the sixshy

year-ojdsshehas grouped iSy abilfty levels^ and is- asking them

e basal reader material ^3he is inviting

_ ~n-indeg- v lr J^- 1- ~ai -

higher r

levs-1 nnortiors -

that m

rltiuirr -ow ^^_

o

t Vj~yinff raquo ^

o-the past afthe chil I careful bapnce beshy

twoelower V

and o

hj~hlt~

ve

^rrttons 1s ^ raquo

i^or^t

^acvinrshyraquo rdeg

behavior deg raquo

of the laquo -rood tejacher o laquogt

teachers spoke ^ terrs of toscher warmthand level of Psplaquornh indicated

- laquolaquo thflaquose should vary

I according

to

t^e4^^

the -basli0 O

Tover l=gtvel f

relaquodin^ deg

ski deg

Us are learned-weTl

w-fV iocq twh^r warmth e laquo l

and nlaquoW ltr -o e o

ab^rart

constructivecriticism while twks

are llaquoamedgteWei raquo o deg o

wi th mor teacher-warmth-and o

less O

Hqm Itwnuld blaquo --

Pnoverrirnflifioation to say a

teacherwqrnlwlaquoyW

0

The nature o

ofthe

learning task as well as 8 - the ohrtldron should - be determtnlnff i factors (taans and

0 -

Fdegox 197) raquo

raquo 00

T^olores T)urkin J (l97^) rotert several little things agthe ^_ obnerv^ in elnslrooms that edded to the teachers effectiveness ts a reading teacher Careful fanning and proper timing of activitieswere evident in the well run classroom Teachers who were aware ofprerenuisite skills for a task andwho took time tocheck to see ifchildren having difficulty lacked any prerequisite skills were moe successful than those who taught assumptively

oln an earlier article Burkpoundn (197U) takes a look C at readingdeg practices degdeg o todaydegas _ compared - ^

withlaquobehaviors of

ten years ago She 0-1-

O o ^raquo raquo CVil

af+^-V Vli jV

tpn ltr-

years y

of st-(

udy and f

research

educators ~~ I ~

continueto fan the saW

~

mistakelaquo T

p Teachers still feelthat thly are t^spon-sibke for teaching only the content at a particula grade iev^idegwhich

copy copy9

o

o

Jo

raquo lt

0 o

s

ft

deg deg

$ gt edeg

--

tgt

O reg

creates problems for both slow and fast learners It 8eemamp tne reshy^ - raquo

yard for being an laquoadvanced reader is more aijd longer written assignshy laquo

mentsi anincrease

in quantity rather than quality

of assignmentslaquo e

- 2 Grouping practices are still a problem For years educators deg x e laquo

-have given lip service tb the concept of fluid f^exiblte grouping laquo - ^ Yet-in trrimary classes we still^ f iraquond three rigid grpups Andunfoigt-

laquo raquo tunatply or^e a blue bdegird always alaquoblue bird and the same goes for

deg the VulVores tnelow proup 0 raquo C 00 e

o

0 Misuso oft

the basal

reader teraquot o

book ia

e still

prevalent

Les- deg - JTJ th^ rjjdr srlaquo followed as though they were divinely

deg TTil rir-h 4- for ever child Vorkbook nares are assipngd deg - raquo

even when th^tr ltiltfntent is irrplevant to Vhe reading aseignuient Rlocutifln lespons in^ the form of orarl reading is given much atterrshy

t laquo tion Teachers ask cruestitjns about material that is neither important

norinteresting - shy

Tn summary Durkin (197^) concludes that good teachers w are those

who have not alrlowed themselves to get into a professional rut f

They deliberately varythe levels they teach They acquired the habit

of selecting instructional goals odt in relation to grade-^evel but - - - laquo

in relation to the children 0 C

in their room-

raquo

-O - v

- J

Field Observations fn Clrfissrobms lti

laquo- -oernFinr the tanr-leG of educational litpratuXe ivjkwas- time

to rcraquoeut into the field _and see wlfkt could b^ learnpd^ about a poundrood ( f fcopy 0 o deg

teacher

The^followi-nfrregis laquo- deg

a sam-olinfr of bbiervntions of ^ive o

who- are -presently involved in a direct waywith the reading experi- a~ o - o o ffl

lt

Jo

0gt

vlaquo U4^

a =raquo sect

o -0 raquo o ampgtreg- - _ -^f

o ee - -- --4

p svlaquo V

$

enrlaquocs of children in the primary Tdes f raquo laquo Tjpactoer number one was found from 0JO am to 1030 am -

hunched oVer a semicircle oflaquo seven siT-ysar-oldsail reading frofc raquo

identicaj basal readers teacher rumber two was in a 1ete-a-tete

with laquo

a poundot and was usinp--

diateiostdc J

techniquesT

to tes word atracpound

raquo laquo laquo

skills and comprehension

raquoTeacher number laquo

three one af the blueraquoshy

4 t

leaned-fr^e-sch^ol variaty was observed buried in willows ghost raquo t stories and pnall frifr^linp1

9 ghouls flufober four saemed to

laquo taize the

laquo

role

of muse and-moderator in a maae of paints posters papers and gt sfhall Sprinters concocting their own illustrated jnanuscfipts Teacher

mfmbjer fivlaquo g curious bombihacion

oT orfanized pri finality

ih

a

-

Y

vshy

^iTif-rTanny-type just twenty-five years old secthe shuffles phonics _

fact arr fantasies and tumf urfives sixes ^md sevens all involved ^

T4 heir ltTwr levels ifi gthe ren^inr T^oa^ss -

A31 five t^inlVrshave ^ood rcVrfgtrceKi cxjod rptjutationr and lts^

thev all ~n r-ondT^ts in areas of vord attack cojrpfehension

nn(J f^rerlaquoi1 interest in reafl^nr Their individual personalities^ ~ - - philosophies =gtnd pjraquoraphernalia rare so dive^r-gnt th^ftr ltjne risks what

in th^npjne of- eduction unites then all What works

rh study and^observation it seerp 0that no matter whilaquoh

ays and means one chooses to sltteurnp ^or the^e is certain to bs a

conscientious^ sensitive and effective teacher

waydegby sorae^ other ways and means - o

Teacher number one draws a smal chair up-close to the sixshy

year-ojdsshehas grouped iSy abilfty levels^ and is- asking them

e basal reader material ^3he is inviting

creates problems for both slow and fast learners It 8eemamp tne reshy^ - raquo

yard for being an laquoadvanced reader is more aijd longer written assignshy laquo

mentsi anincrease

in quantity rather than quality

of assignmentslaquo e

- 2 Grouping practices are still a problem For years educators deg x e laquo

-have given lip service tb the concept of fluid f^exiblte grouping laquo - ^ Yet-in trrimary classes we still^ f iraquond three rigid grpups Andunfoigt-

laquo raquo tunatply or^e a blue bdegird always alaquoblue bird and the same goes for

deg the VulVores tnelow proup 0 raquo C 00 e

o

0 Misuso oft

the basal

reader teraquot o

book ia

e still

prevalent

Les- deg - JTJ th^ rjjdr srlaquo followed as though they were divinely

deg TTil rir-h 4- for ever child Vorkbook nares are assipngd deg - raquo

even when th^tr ltiltfntent is irrplevant to Vhe reading aseignuient Rlocutifln lespons in^ the form of orarl reading is given much atterrshy

t laquo tion Teachers ask cruestitjns about material that is neither important

norinteresting - shy

Tn summary Durkin (197^) concludes that good teachers w are those

who have not alrlowed themselves to get into a professional rut f

They deliberately varythe levels they teach They acquired the habit

of selecting instructional goals odt in relation to grade-^evel but - - - laquo

in relation to the children 0 C

in their room-

raquo

-O - v

- J

Field Observations fn Clrfissrobms lti

laquo- -oernFinr the tanr-leG of educational litpratuXe ivjkwas- time

to rcraquoeut into the field _and see wlfkt could b^ learnpd^ about a poundrood ( f fcopy 0 o deg

teacher

The^followi-nfrregis laquo- deg

a sam-olinfr of bbiervntions of ^ive o

who- are -presently involved in a direct waywith the reading experi- a~ o - o o ffl

lt

Jo

0gt

vlaquo U4^

a =raquo sect

o -0 raquo o ampgtreg- - _ -^f

o ee - -- --4

p svlaquo V

$

enrlaquocs of children in the primary Tdes f raquo laquo Tjpactoer number one was found from 0JO am to 1030 am -

hunched oVer a semicircle oflaquo seven siT-ysar-oldsail reading frofc raquo

identicaj basal readers teacher rumber two was in a 1ete-a-tete

with laquo

a poundot and was usinp--

diateiostdc J

techniquesT

to tes word atracpound

raquo laquo laquo

skills and comprehension

raquoTeacher number laquo

three one af the blueraquoshy

4 t

leaned-fr^e-sch^ol variaty was observed buried in willows ghost raquo t stories and pnall frifr^linp1

9 ghouls flufober four saemed to

laquo taize the

laquo

role

of muse and-moderator in a maae of paints posters papers and gt sfhall Sprinters concocting their own illustrated jnanuscfipts Teacher

mfmbjer fivlaquo g curious bombihacion

oT orfanized pri finality

ih

a

-

Y

vshy

^iTif-rTanny-type just twenty-five years old secthe shuffles phonics _

fact arr fantasies and tumf urfives sixes ^md sevens all involved ^

T4 heir ltTwr levels ifi gthe ren^inr T^oa^ss -

A31 five t^inlVrshave ^ood rcVrfgtrceKi cxjod rptjutationr and lts^

thev all ~n r-ondT^ts in areas of vord attack cojrpfehension

nn(J f^rerlaquoi1 interest in reafl^nr Their individual personalities^ ~ - - philosophies =gtnd pjraquoraphernalia rare so dive^r-gnt th^ftr ltjne risks what

in th^npjne of- eduction unites then all What works

rh study and^observation it seerp 0that no matter whilaquoh

ays and means one chooses to sltteurnp ^or the^e is certain to bs a

conscientious^ sensitive and effective teacher

waydegby sorae^ other ways and means - o

Teacher number one draws a smal chair up-close to the sixshy

year-ojdsshehas grouped iSy abilfty levels^ and is- asking them

e basal reader material ^3he is inviting

p svlaquo V

$

enrlaquocs of children in the primary Tdes f raquo laquo Tjpactoer number one was found from 0JO am to 1030 am -

hunched oVer a semicircle oflaquo seven siT-ysar-oldsail reading frofc raquo

identicaj basal readers teacher rumber two was in a 1ete-a-tete

with laquo

a poundot and was usinp--

diateiostdc J

techniquesT

to tes word atracpound

raquo laquo laquo

skills and comprehension

raquoTeacher number laquo

three one af the blueraquoshy

4 t

leaned-fr^e-sch^ol variaty was observed buried in willows ghost raquo t stories and pnall frifr^linp1

9 ghouls flufober four saemed to

laquo taize the

laquo

role

of muse and-moderator in a maae of paints posters papers and gt sfhall Sprinters concocting their own illustrated jnanuscfipts Teacher

mfmbjer fivlaquo g curious bombihacion

oT orfanized pri finality

ih

a

-

Y

vshy

^iTif-rTanny-type just twenty-five years old secthe shuffles phonics _

fact arr fantasies and tumf urfives sixes ^md sevens all involved ^

T4 heir ltTwr levels ifi gthe ren^inr T^oa^ss -

A31 five t^inlVrshave ^ood rcVrfgtrceKi cxjod rptjutationr and lts^

thev all ~n r-ondT^ts in areas of vord attack cojrpfehension

nn(J f^rerlaquoi1 interest in reafl^nr Their individual personalities^ ~ - - philosophies =gtnd pjraquoraphernalia rare so dive^r-gnt th^ftr ltjne risks what

in th^npjne of- eduction unites then all What works

rh study and^observation it seerp 0that no matter whilaquoh

ays and means one chooses to sltteurnp ^or the^e is certain to bs a

conscientious^ sensitive and effective teacher

waydegby sorae^ other ways and means - o

Teacher number one draws a smal chair up-close to the sixshy

year-ojdsshehas grouped iSy abilfty levels^ and is- asking them

e basal reader material ^3he is inviting

raquoJ raquo

each child toread by

laquo calling on him

laquo by namein

a soft

intimate

o

raquo

voice Thy _raquo

are ^ encouraged and rewarded

t by ^h-is

a1 teachers

attitude V-j

her uncritical help- and her gentle

appreciative

thank shyyot and added word ofpraise ffp-nropriate to eaqh childs -ef-Cqrt

f

She

is able tocreate-anair of discover- and surrvr^se while sharihpr

- laquo deg -

raquo o

laquo skillsand content k Thjs -teacher enlarges on the material at hand

laquo in a convfgtrst- onal way She asks lots ^gtf auestions The children- v laquo - - laquolaquo

laquo talk Teacher one raakes ja -lively exijerience ou^ of what might hstve laquo laquo Ibeen dull material She i^ cheerflaquoul courteous ^npoiira^-in^-and

- laquo oualified Her Vay works laquo laquolt

raquo The tutor manner teachernumber two aLthou^h gentle is V

laced wi^th a certain amount of decisive expectation The rulesof - the taTsk are -made clear first and^this teacher sits even closer tTj laquo

her student so thechild can physically lean on her when the ROing

retsrouph deg

Ensoxyraffinp v

e

words - add support but they end-with unward

inflection laquo

obviouslyAeanin

Trpsn on kid -

The teacher

assures raquo i - the chil^ of the value of the natn-fial and hpr corraoitment plusmnCLthe_0p_roft-_

ess by her fiAi tont The tmpfia1 interest of the inst-pirtor seems - e translated by the ^Mld ^into her own pdegnfn of eplf-ryteen and 9

a hnTroy acceptance

of success

when

eshe

masters

9 the taSk The

atrnosshy

laquo

phere is intensa reiectinp the T)erserverSncef discipline and ^patience r- -oflaquoboth student and - tp-ichltr - in an orcitijilt5 cooperative effort

that appears stilaquoffvinTtlaquo_bcth Tt works laquo ti W

9 The third f

teacher -

is

In physical contact with one oraquo more chiJ-raquo

dren most of the time Tt9 diffilaquoultto istinnmsh vhtch ski]]

heis involved at the ijment --phoni s sight ^ardlaquo indi-shy

raquo

-

-SB

v^ufh^raquo

r

1 J

visualized readirjf tellinjr utories or listening to children read - Itheir own writiltnr ^This teacher offers all the necessary word skills

laquo baltk and follow-up but first he offers himself He is a

frienlt3 He can be climbed on and sat fen and trusted He acts as

model He slowly makes one origami bird two origami birds three raquo - gt- _ and -so on to ahow several children how gtt is dorfe -SA is a reliable

source of ltsounds -ampA spellings and of scientific and social insights He listens I ^alks and- shares This teaoher is conscientious about ^ t ^ ^

p^ovi r i n^ a variety of materials and e-oneriencos -with the intention

J rgt r Virogt -prin i~ the IrtelTerhjial phvsical -rand social know-h0iigt of his - ^ ^ stnd^rt Terchnr riiriber three delijtit in the written ^ford H^

nrovides a 1 arsr librar-1 rith cushipnf arid he reads aloud every day frnm n v-j^p selection oji many levels The rhildren like h^m and

they and ^hey want Jo try it therselygts Itworks

r number four Tits casually iffcp the seeming shaos of

gtn the 7 Perhaps arlt tn

twelve different proicts j^oinp on all at once under her supervisionX - 3hlaquo -mover abou^ en^ourarTJn^ chilflrento share materials anltV ideas

- - to talk i to^ch to eval^ipte kindly and to pspt alon^ The youngest

childrens pairftin^s are on the wall accented by cblored paper ft)frames v- laquo and by child-dictated teacher-primte8

^ captions

raquo Slightly older

9

children are encouraged to addtheirovm stories unjler 1heir pictures A child who hasjust wrjjbtena description of hie latest project is - --raquo

lt

urged to red it aloud hot - v-

offthepencil Books - are in the making shythat captTjreraquo drawings and writings o^ important events in the here

and now lives of sixes eefrens hd eights This teacher has tgteen lt

1

9

-- ~

i

-X

raquo V

clear about rules of procedure before materials raquore taken out -

She

is firm and consistent throughout the day When she gathers the I

class they form a close conspirational circle and lower their raquo

voifces so that plans seem more like shared secrets No one is too - deg -

-

intimidated to try to- dreanr or ^o choose High expectations comshy- raquo

bined with gentle flexibility nurture diversity arid Individuality laquo f

here This teacher catches the magic of children and it works f lt k

The fifth teacher has an orderly and analytical system fbr -

t (

helping children through language experience material^ phonic skillslt raquo

- raquo ^^ laquo and individualized reading Childrenare leltl toxard independent work laquo laquo

arid divergept thinking with dare and flair Each week-individual - -

laquo laquorlaquohandwritten assi^Tineits are clipped to each chi-ld^s folder Mcrtiva-

^ f ) -^ jtional tensions are set Teacher f^ive gives each child her undivided

v - - - -- aftentipn during a ltJaily tiersonal conference that followsup on ltm i ~

K

3plusmnn^ related skills She keeps careful taack of each students deg

- Tgtrofrrara in his file and in hers This teacher makes an abundance of laquo traquo raquo -naterials sunh as wordframes experience charts graphs stories etc

3he Brovides concrete evidence of her concernand conampnitment on a

level the class naturally ap^praciates This teacher setsraquo$P inde^- ^laquo fS ^ ^

pendent choice-areas sochildren can work together and talk

She

tooraquo pothers her plass not onl for phonic drill blitto practice raquo ^ ~raquo A - ^skills or evaltfetJon constructive criticism and demoisrajic process

- nce is important

~ ~~ - raquo

+ - Reading ig emphasized but not ta-the point of i fcerferingwithvtHe

business of_poundhildhood sb thechildren are both cMlfortable - -

- - stimulated It works -

Conclusion

Whatever the materials methods or teaching techniques they

must meet the child for approval absorption and application

It seems any child has a better chance of developing his 9 ft

individual -

raquo

potential if he draws a creative teachej All the teachers observed

show qualities of empathy laquoFhey show a definite commitment to the w

t child-teacher relationship They mak an effort to now the childslaquo deg raquo

^nteres-fe his aim his passions There is room for feelings^on all

sirTrn and the coujyif^ of humility on the part of the teacher S 0

Good reading teachers are preservers of childhoods natural curiosity

nlt they are rood providers of resourcematerial artistic and lit-

raquorary A good reading tfeaoher is skilled in word attack techniques - pvaltiation processes and has a socket full of positive reinforcement

Good teachers tend to be clear and concise and consistent They are

frfendly yet fliir and firm They of^aniea 1he urea the day the - readingmaterial and the records for the sake of greater individual

fjSp^om Thoy leive untidy ComTs njid somo unas^ered questions for

hhe rsakr of divergent thinking Thev kindle the sprk of creatixgt-ity - and apflreci-ltion ifl alllaquoarer of cormunicatipn It taken teachers

with consid^-bleraquo intlaquo^rity infrerui t and foxibility tlaquo aeciiro 1 rood results in the hiJ7tilyemotional expfrience of learning to read

10

-

Conclusion

Whatever the materials methods or teaching techniques they

must meet the child for approval absorption and application

It seems any child has a better chance of developing his 9 ft

individual -

raquo

potential if he draws a creative teachej All the teachers observed

show qualities of empathy laquoFhey show a definite commitment to the w

t child-teacher relationship They mak an effort to now the childslaquo deg raquo

^nteres-fe his aim his passions There is room for feelings^on all

sirTrn and the coujyif^ of humility on the part of the teacher S 0

Good reading teachers are preservers of childhoods natural curiosity

nlt they are rood providers of resourcematerial artistic and lit-

raquorary A good reading tfeaoher is skilled in word attack techniques - pvaltiation processes and has a socket full of positive reinforcement

Good teachers tend to be clear and concise and consistent They are

frfendly yet fliir and firm They of^aniea 1he urea the day the - readingmaterial and the records for the sake of greater individual

fjSp^om Thoy leive untidy ComTs njid somo unas^ered questions for

hhe rsakr of divergent thinking Thev kindle the sprk of creatixgt-ity - and apflreci-ltion ifl alllaquoarer of cormunicatipn It taken teachers

with consid^-bleraquo intlaquo^rity infrerui t and foxibility tlaquo aeciiro 1 rood results in the hiJ7tilyemotional expfrience of learning to read

10

-

^J^i^^^^-Tv

Ontts Warren G Does theTeacher Really Matter The Reading Teacher vol IjB (February 197) pp 1amp9-U52 y

Ttarkin Dolores he Little Things Make a-Difference The Reading Teacher vol 28 (February 197) pp ^73-176

f Igtjrkin Doloras Tbe Importance of Gftals for Reading InstrXicshy

tion The Reading Teacher vol 8 (janvuury 1975)raquo pp 380-383L Durkin Dolores After Ten Years Vhere Are We Now in Reading

The Heading Teacher vol 8 (December 197U) pp 262-267 -- -

Emans Robert and Fox Sharon E Teaching Behaviors in Reading The Reading Teacher vol 27 (November 1973) pp Ui2-Ui7

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Carry V V Competencies That Count Among Reading Specialists Journal of Reading vol 17 (May 197U) pp 608-613

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