Reading in English lessons

[chaosmonkey]

DS1 (year 9, so 13-14) has one hour a week lessons in which they do free reading - so no guidance on what to read, no discussion on what they read...

AIBU to think this is a bit shoddy? I really can't work out if I am or not! I am aware that not all families read as much as we do (DS1 reads every night anyway) so I can sort of see how it's useful - but it also doesn't feel like a great use of his school time

My son's only 6 and gets to read what he wants, not sure how often. I think it's great that they get to choose their own books and just get on with it. He talks about the books he reads far more than his lessons.

I don't know if it's as helpful for older children but in general letting them choose what they want to read for a short time has to be a good thing.

The library reading thing seems to be similar to what my dd (Y7) is doing at school, from the outside it looks like it is undirected as the teachers aren't very hands on but they are using the accelerated reader software. Is there a chance your school is doing the same, OP?

Oddboots there is always the possibility that I am incorrectly translating the grunting and shoulder shrugging, and the school is actually much more active than DS1 tells me it is...

They were using the accelerated reader stuff last year, but I've not heard any mention of it at all this year - but that may be because he's tending to choose stuff to read that isn't on there (He's just spent the last few months working through the game of thrones books)

eating my words - at 6 y.o it wouldn't have bothered me either! Some free choice is great - but it's the taking up a whole lesson, as well as doing it every morning - I guess I'm wondering at what point it crosses from 'helping children get into the habit of reading' and becomes 'easy way to keep them occupied'

ust free reading is something that parents should get their children to do, it shouldn't take up large amounts of school time

Wishful thinking. I have always worked in challenging comprehensives in areas of economic deprivation. I frequently don't set new Year 7s a 'write a book review' homework as a transition (start of year piece to assess current level) piece because so many do not have books at home.

It would be bloody marvellous if parents did encourage reading, but in my experience, this Does Not Happen. It's extremely frustrating and very, very sad.

I have regular and varied reading lessons. I might have groups read one novel, I might guide read with another, I might set a chapter to read followed by response questions or I might just ask for totally focussed silent reading. With no interruptions or questioning from me.

I think it's crazy that anyone would be against reading lessons. Children do need to learn to read, quietly, and in a focussed way.

To be perfectly honest, this looks like another teacher bashing post. [yawn]

Fair enough Waffles - I probably was trying to attack at least DS1's school, if not his actual teacher

Thanks for your input, I wobble between seeing the point for some pupils, and being annoyed with the school... So it's good to be reminded that this is really important for some pupils.

Waffles, I agree. When our library systems were down, I was unable to consequence students who persistently didn't bring reading material to our lessons, as we can't rely on them having access to things at home. I did, however, provide so box of appropriate things for them to choose from, so they have oculus still do their reading with me

The problem with reading lessons is that some children just sit looking at a book, which isn't reading.

A good teacher ought to be circulating to keep an eye out for the above behaviour (and ought to question why it's happening). My students know I will ask questions at any moment to investigate and probe their reading.

Currently at an academy...with no librarian. It's shameful. I loan out library books and keep lists of who has what but it's extremely hard to keep track of.

How wonderful, to give pupils some time each week to read simply for pleasure, and the freedom to choose that which they want to read!

It depends on the behaviour of the class. In my school some of the lower sets come to the library for their English lessons. Half the class are supposed to go on a special computerised reading program on a PC with headphones while the other half of the class reads. Then they swap . In reality, what happens is that a lot of time is spent getting round login issues, forgotten passwords, faulty headphones etc for those on the computers and the "readers" misbehave at the back of the library taking forever to choose a book and simply do not settle down to read quickly enough. The ones that want to must be well pissed off at the disruption.

I always think to myself what a damn waste of a lesson it is. Half the time the teacher sits marking leaving behaviour control to ineffective TAs. I shudder at the thought of my children going to a school where lessons are wasted like that.

If done properly, I think it's a brilliant idea. There is nothing that has a greater positive effect on all aspects of literacy than regular reading.

What used to be called USSR (uninterrupted, sustained, silent reading) when I trained as an English teacher in the 1980s is incredibly valuable in improving literacy. Many, many children don't have any books at all in their homes! and those that do often don't read them. Some focused reading time is very important. For those who do read at home! an extra hour is a pleasure and also gives reading for pleasure some status. I do get them to complete written work on some books to add up to awards, but I think it's important that some are just for pleasure.
Based on26 years' experience teaching English, I am sure YABU.

Thanks for your feedback Cardibach. I think sometimes it's easy to get confused between what's best for the population as a whole, and what's best for your child - What you're saying is to focus on the population as a whole, which makes sense from a teachers point of view.

For my child (who reads for at least an hour every night, discusses all his books with me, and is encouraged by me to read more challenging books, whilst being allowed to read whatever he wants) it's not a useful thing - especially as he has inherited my love of reading in bed, and hatred of trying to read in a room with people whispering and giggling, in a hard chair!

But, as I say, it's clear that this is one of those times where the right thing to do is to acknowledge that schools can't make individual decisions based on the individual child, and that for the school population as a whole it is positive (if done correctly, which I'm not sure it is in DS1's school, but that's another issue maybe!)

Although, I'm interested in the giving reading for pleasure status thing - for me, reading is fun and relaxing, and school is for work. By coding reading as a thing you have to do at work, are you reducing the reading is a pleasure thing?

As someone who can't remember earning to read (I started school at 4, already reading & writing sentences) I am puzzled by your summary of your DS, OP. If his reading is so good and he's so keen, then surely it's a further opportunity to do what he enjoys. Money for jam, I'd be thinking ...

Maybe it's the wriggling on a chair? So maybe that's his lesson: adaptability and flexibility about undertaking tasks. I deal with HE learners, and the number of students who moan to me that they just can't write except in specific places or circumstances -- it's an excuse not to do the task they know they have to do. So it's great for him to learn how to be adaptable, and to focus in less than ideal circumstances.

I guess it's because it is so easy for him, but he is struggling with other issues at school - his writing, for example, is awful! But there is no support for working on his handwriting. Like I say, it's because I've been focusing on what's best for my child (and me! I love supporting his reading, I hate fighting with him about his handwriting, and I've been rubbish at enforcing handwriting practice at home)

So maybe I'm just having some kind of end of term because I'm tired, and I just need to suck it up and accept that I need to do the bits of education I hate, and can't whinge about the school doing the nice bits and leaving the annoying bits to me!

Would it help to look at it holistically, rather than as "bits"?

If he loves to read, maybe he also likes to tell stories himself? That involves writing and the importance of "good" handwriting is simply to be clear and accessible in one's communications? Nothing more (or less) than that ... so it might be in his interests to try to work on making his written communications clear & legible.

But I imagine you've already tried all sorts of approaches!

Oh I think this is fantastic. I think it is sad when all to often books have to be treated like pieces of work, in order for understanding to be assessed. Reading for pure pleasure is the one thing I missed when doing an English Degree - so I took any opportunity I could but time was limited with so much to read anyway.

I've tried that Up - the thing is, I've not really come up with a good argument against the 'I'd type it' argument! DS1 is ASD, so he also struggles with the idea that others can't read his handwriting, if he can read it, why can't anyone else!

Planning essays on flip-chart paper is the closet I've got him to acknowledging actual writing is sometimes better than typing.

Ah, I didn't pick up that you'd said he was neuro-atypical. No wonder he's distracted by others. But I suppose there are skills to be learnt there in learning to concentrate & try to learn how to screen out the messy stuff that neurotypicals can screen out more easily.

chaosmonkey it is a difficult balance between trying to inculcate the idea that reason is fun and 'justifying' its place in the curriculum to students and parents. I always ready myself to try to demonstrate that I enjoy it.

Reading not reason, obviously. On phone.

As an English teacher I would find this a frustrating waste of time. We do 20 min DEAR time and really value that- I love talking about what I'm reading to the children afterwards to ensure I am modelling good reading habits (I really struggled to get into it at first, but it was worth keeping with it/lots of tricky language, but I just look the words up/really makes me think and I think I've spotted some interesting symbolism when).

A whole hour give over to reading would seriously eat into my teaching time and I wouldn't be able to cover all I wanted in the school year if I lost that time.