Week 11 Blog Post

A common thing theme in this week’s reading is giving students the power to decide what to read and how to read. I have always agreed that students need to have a choice in what types of literature are relevant to them. It needs to appeal to their cultural, political, racial and social identities for the reading to have any impact. “While relevance is, indeed, important, it is often reduced to a mirror- like understanding whereby young people of color are expected to find primary—if not exclusive—significance in literature that reflects their racial/ethnic/cultural backgrounds” (Sciurba, 309). Teachers should not assume the relevance of a text just because it may be similar. Students understand their own lives better than us, so shouldn’t they be in charge of deciding the text? Unfortunately, it hard to find culturally relevant texts for a Biology and Chemistry class, but I believe this should be implemented in English Language Art and History classes. Students should be allowed flexibility and freedom to have readings for their own enjoyment and relevance.

Tom Lynch suggested a great way of providing students the power to choose their readings. It all starts with creating a conversation to allow students to revisit a time when they last enjoyed reading and when reading became a chore.

“Alan jumped in, “It’s like, we used to be able to just read. Then, around seventh or eighth grade, we had to start analyzing.”

“Yeah,” added Lisa, “it stopped being reading and started becoming about simile, metaphor, and characterization.” She rolled her eyes ever so slightly with each literary device” (Lynch, 338). Students start losing interested when they are forced to read a particular way. They have little flexibility in how to analyze or interpret the text themselves. Reading should feel organic and natural in the class so that analysis starts become inherent. So in my class, I should allow students to find relevant articles on topics, like viruses, diseases, antibiotics, evolution, etc. This allows students to choose readings that speak to them the most.

Group D

Here is the online home for Group D.
Sub-Group of ED 656 - Fall 2018

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