Read Alouds

    

     Both the article, "Tapping the potential of teacher read-alouds in middle schools" and Chapter Four of the textbook for this course, Improving Adolescent Literacy: Content Area Strategies at Work provide research-based information valuable to me as a future teacher.  In particular, the article mentions that despite research and positive student feedback, we incorporate few read aloud practices in middle schools.  I question why this occurs.  If we know the benefits, success, and enjoyment associated with read alouds, then why do we stop this practice once children reach adolescence?  I suppose some stigma can be associated with read aloud practices that cause this reluctance.  Perhaps these practices seem to discourage independence and appear juvenile.  However, one value of read aloud practices is the opportunity to introduce material at a higher reading level.  I look forward to using read alouds in my classroom in order to generate and model an eagerness to experience and enjoy the text.  Moreover, I hope to foster creativity with more read aloud experiences.  Students can construct their own perceptions without the confines of the text in view.  As the article reveals, read aloud experiences also provide a way to incorporate humor into the lesson.  If I can increase the number of humorous and creative experiences, then I can lessen the divide between fun and education. 
     From my own learning experiences, I know I am more motivated to learn if the teacher demonstrates a good sense of humor and an overall pleasant, joyful attitude.  Why do we find so many serious and monotonous learning experiences in our classrooms?  If teachers are curious, joyous learners, then we can prompt students to approach learning in the same manner.  Students value and respect dedicated teachers who adopt this positive attitude.
                                               

     Importantly, we must consider the lack of various materials as a possible setback in read aloud practices.  Teacher bias can have a significant impact on student learning.  For example, many of my past experiences have led to a disinterest in and neglect of expository text.  However, I must work to eradicate this distaste for informational text to provide optimal learning experiences for my students by using a variety of texts, including expository.  I never took the time outside of class to find informational text that appealed to my own interests.  Therefore, helping students relate the material to their own lives and interests is a significant factor for increasing motivation.  Teachers must work diligently to find ways to increase student motivation as well as understanding.  My textbook offers various expository text structures such as compare/contrast, sequential, and cause/effect to ehnahnce student understanding of the text.  Perhaps a greater use of these textual structures could have improved my understanding of expository text and therefore increased my motivation.  Read aloud practices should be supported by comprehension-enhancing strategies such as developing a greater understanding of textual structures.  Overall, humorous and joyful teachers that provide varied read aloud experiences with supporting comprehension-based activities can increase motivation and understanding to create a more effective learning environment.