Recommended: Managing stress for college students
In “Why University Students Don’t Read: What Professors Can Do To Increase Compliance” Mary E. Hoeft questions whether why students don’t like to read the assigned textbooks. Hoeft found that it is essential to know that there is a multiple of things we can do to boost the completion of reading assignments, for the professors who consider reading completion to be the main component to schooling (qtd. in Hoft 15). Some of these things could include could giving out quizzes, supplementary assignments, and to give reminders and making it interesting at the same time. While Hoeft suggest that reading completion is a team effort between the students and faculty, the emphasis of her argument is on whether students care about what they are reading.
It can be challenging for students to understand why they are being asked to read in a class that is typically focused on movement and exercise. This can lead to a sense of cognitive dissonance and make it difficult for students to engage in the reading activity. Moreover, students may struggle to make the connection between reading and physical fitness, which could lead to a lack of motivation or interest in both
Despite the fact that those readings do give them the wisdom upon things they would never think of, it doesn’t interest them enough to think deeply about. Topics such as sports, fashion, will attract the young minds because “they satisfy an intellectual thirst more thoroughly than school culture, which is pale and unreal” (Graff 248). Talking about something a person has a strong passion about will help them create better arguments which is a skill. However, how is that possible if schools find it better to focus on subjects that interest them rather interest the students who are learning it (Graff 245). To do something like that is pointless because time and resource is being wasted on a group of people who have no fascination with what is being taught.
While it may be true that even if a student is reading Sports Illustrated, they will still become more literate and reflective than if they hadn’t read at all, it is also true that the student is then less likely to read the same desired material outside of class because they are already being forced to read it inside of class. Moreover, if class time is spent reading something such as Malcolm Gladwell’s Outliers: The Story of Success, the student will be more inclined to read Sports Illustrated outside of class; thus, increasing their reading time altogether. On the report of Engaging Schools: Fostering High School Students’ Motivation to Learn, “studies have shown that students who read outside of school become better readers (Anderson, Wilson, and Fielding, 1988; Fielding, 1994; Guthrie, Schafer, Wang, and Afflerbach, 1995)” (64). Therefore, by engaging in materials which the students may not be interested in during the school day, they will be more likely to read other subject matters outside of school and consequently increase their reading
Martinez 1 Berenice Martinez Professor Miniaci English 20 October 26 2015 Liberal Studies A Liberal Studies Education is a broad spectrum of information that expands the knowledge of the students. This education provides a foundation of knowledge in many subjects for instance language art, math, history, science, art and physical education. With that said Liberal Studies allows students to create new theories and connections between fields. In order for Liberal Studies Majors to have new theories and connections it very important to have some kind of structure.
eick, Terry. “12 Common Reasons Students Don’t Read & What You Can Do About It” teachthought, https://www.teachthought.com/literacy/12-common-reasons-students-dont-read-what-you-can-do-about-it/ Within this article it gives twelve different reasons students do not like to read and it tells you how to solve those problems. A lot of the problems is that students do not know what books they like, reading is not a habit for them, or they just simply have time. It also talks about how students do not like to read because they do not have the skills or habits and need to develop them more in order to become a better reader.
The presentation of ‘Bad Science’ gives the reader a seemingly accurate representation of its contents; the shape and size of a fulfilling novel, emphasising its entertainment value, and the cover, bright red in colour symbolising fierce fiery danger, adorns an explosion from a medicine bottle of ‘Hacks, Quacks and Uncomfortable Facts’. This expresses the nature of the book, with the contents being a fiercely passionate argument against the use of bad science and how dressing things up to give a scientific appearance does not mean that they are scientific. Goldacre starts with an introduction into what the book is about, suggesting the book “follows a natural crescendo” (p.ix), and in my opinion, he delivers this, with each chapter flowing
“"Just Plain Reading": A Survey Of What Makes Students Want To Read In Middle School” touches base on three main questions. What do students value most in their reading and language arts classes? What do students say motivates them to read? How does their middle school classrooms respond to these need? This article surveys 1,700 students across the United States.
Since they are interested in the book the more students will do their work.
I think that students can learn a lot from one another and that their interactions in the classroom play a big role in the learning process. I also want my students to feel comfortable interacting with me and approaching me with questions. I believe good motivation is a necessary condition for students to succeed in learning the material taught in their courses, and it also proves to be crucial later on in their professional careers. In order to help students get motivated, I begin my lectures with concrete examples that are closely related to the concepts we are going to discuss in the class. In my experience, real world examples are particularly effective in keeping students engaged with the lecture and in making them aware of the usefulness of the materials they are going to learn.
Over the school year we would collect 10,20,30,40,50 points ,and you just wanted to keep reading more and more to achieve more charms for your bracelet. That really motivated me to love reading. I couldn't wait to get that 100 point charm and to win the pizza party. We always had things to motivate us to read such as: pizza parties, ice cream parties, and pajama days. As kids that really gave us that push to love reading more and more by bribing us with parties and
This allowed students a way to actually shape the information in their own way, and in their own words, rather than
For example, utilizing rap music or pop music that students listen to and have interest in drawing their attention. Making learning interactive, by building on what the student already knows. That pursuit of student’s interest from questioning, dialogue, and just focusing on building relationships. Impoverished children have that need to belong to something, and seek out attention that may not be given at home (Ciaccio, 2000). Relationship building will assist in cooperation to allow students to take ownership of their own education.
This interaction encourages students to think. It is very beneficial if the students interact between them in a large number since everyone has their own experienced, opinion, ways of thinking and so forth. In computing,
2.6 Reviews of Research Dissertations: 2.6.1 Active learning: Strategies that help first graders Transition and build literacy skills Kacey J. Weber “Active learning, compared to passive learning, may help to promote engagement, motivation, socialization skills, and grade-level readiness in first grade students that did not have the benefit of attending Kindergarten. “Active learning can be defined as anything that involves students doing things and thinking about what they are doing” (Auster and Wylie, 2006). This type of hands-on effective learning can be done without changing the curriculum, standards, or materials in a traditional style classroom (Jenson, 2005). Students, particularly emergent learners and students from low-economic backgrounds, often benefit little from passive learning involving constant lecturing, worksheets, and repetitive assessments based on memorization or typical selective response. According to the National Survey of Student Engagement, active learning and high levels of student engagement through hands-on activities resulted in an increase in learning and retention of grade level reading material (Amburgh, Devlin, Kirwin, and Qualters, 2007).”
