Last week I found two articles related to the joy of learning that I thought were worth sharing in more detail. In the first, father and teacher Tony Sinanis urges educators to look more closely at school practices that take away the love of reading. In the second, math teacher Mr. C. shares his approach to moving from textbook-based math to real-world math, and the positive response from students. I'm encouraged to see these two teachers both encouraging others to make learning (whether reading or math) more joyful for students.
Tony Sinanis: "The list could go on and on but the point is that somewhere along the line the reading Paul was doing became more about meeting someone else's expectations than they were about nurturing and growing his love for reading...
I do believe that some of our instructional practices (many of which I was guilty of using as a teacher myself) are actually killing the love of reading instead of nurturing it. When did we stop reading for the joy of reading? Although I am not a literacy expert or reading specialist myself I do think there are some things we could do to help grow a love of reading..."
Me: In this strong post, educator Tony Sinanis writes from a father's perspective about various educational practices that he's seen that appear to be taking away his son's love of reading. He offers suggestions based on his experience, and also references several other articles on this topic (including one by Pernille Ripp, whose work I share frequently).
My own daughter is only six, but I already worry about the practices she will encounter in school that I fear will dampen her joy of reading. (Reading logs, accelerated reader programs, book reports, etc.). I do whatever I can at home to make sure that reading is something she enjoys and looks forward to. But I shouldn't have to guard against my daughter's school HARMING her love of reading, should I?
I think that Dr. Sinanis does a nice job of discussing this issue without blaming teachers, by focusing on how the drive for accountability leads to practices that book-loving parents can see are not helpful.
Mr. C.: "(After putting away the textbook and taking kids outside for a snow-based lesson) The students were completely engrossed in their math and really seemed to be getting it. Their computations were based on something that was relevant, tangible and real to them....
Over the course of the following years I slowly strayed further and further from the math text to the point where I am today; the math text collects dust on shelves in the back of my room. Finding content is easy! Math is all around us and we have tools at our finger tips to bring real math to our students!"
Me: This post (via Dr. Doug Green) caught my eye because I try to do this with my daughter. Not only is real-world math more fun for kids, using real, tangible examples reinforces constantly that math is important in life. So much better than dry worksheets (no matter how those worksheets strive for relevance by using the names of kids in the word problems).