How to teach my 65 minute reading class?
915874
You actually float from room to room!!!! I gotta see this! That Harry Houdini ain't got NUTHIN' on you!!!! Do you make scary sounds too when you do it? "Ooooooooooo~~~~~oooo...." I'll bet that scares the kids!\n\nHold on... Maybe I'm off base on this. It is possible that you teach in a school that has canals rather than hallways and you float around on your raft like Huck Finn... But I still like the original answer better.\n\nYour Friend,\nJohn Zonk
1107015
This is what I have discovered.  Read over the material in the book or your notes from class (as soon after the class as possible).  Have a small tape recorder next to you and turn it on while you say in your own words the important things to remember to do well in the test.   Once you have the tape, listen to it several times especially times that are available as multitask times (ie.  while driving the car, walking, jogging, working out.  You can even listen when you want to take a nap.  Just start listening and go ahead and fall asleep if you want, it can't hurt as long as you listen to your own tape as many times as possible.  If the lectures are recordable then you can also make a tape of the instructors lecture.  Listen a zillion times and you will have the stuff practically memorized with almost no effort.
87217
Sorry I saw it just now! Writing some methods I know......may be it helps\n\n\nClassroom lectures\nOn Job training\nVestibule training\nPresentations
303807
Use the PRTR method: Preview. Read. Think. Review.\n\nPreview the text by nothing subheadings, bold faced words and maybe making up some questions you to answer as you read.\n\nRead the text carefully, highlighting and making notes as you go along.\n\nGo do something else for an hour but don't watch TV or go on the computer. You will end up thinking about what you read and putting it in your own words.\n\nReview your highlighting, notes and answered questions the day you read the chapter, before a lecture and before a test.
298378
Get an index card to place under the line that she is reading.  This will help her keep from losing her place.  A colored one might work even better...  But a flourescent one might be hard on the eyes.\n\nBefore she reads, give her an idea of what she's going to be listening for by reading her the questions first... Then tell her to highlight the answers when she finds them.  This will help her to learn to actively listen and search for needed information.\n\nTeach her to read the questions, read the passage, then re-read questions one by one, skimming for the answer.  Find the key word in the question and then search the reading passage for that word.\n\nTalk to her about things like bold print, italics, captions under pictures...  Talk to her about headings and the organization of writing.  Often the first and last sentences in each paragraph tell the story.\n\nLet her know the importance of being able to read to gather information.  There are many reasons to read, including enjoyment.  Make sure that she's having opportunities to read for fun, too.  Not just dreary homework.  Take her to the bookstore and let her buy a book.  It could even be a comic book!  The point is to get her to read.\n\nYou might notice that she is better at reading comprehension in fiction than non-fiction stories.  This is good to know, because you can point out her strength and focus on her area of needed improvement.\n\nLet her see you reading for both pleasure and for gathering information.  Help her to understand that every day reading is important in the real world.\n\nGood luck!
299025
When you study break it into chunks. example: read one paragraph at a time and take a break, and/or take a five minute break every twenty minutes.  This is a fool proof plan I know from experience.
751954
get the children to read read read read read make sure what they read is interesting, and of a high quality, \n pick interesting fantasy or fictional stories and read them with vigour\n\ncreative writing is 99% inspiration and 1% convention\n the conventions are important but when the children are involved and passionate then they will be most interested in going through the editing and self-correction process which is how they will best learn convention\n\ntalk them through the process of beggining a story, give them perhaps a few beggings, some could be time oriented- long ago... once upon a time... three years ago...  etc.\n\nfind inspiring ideas for them to base their stories on\nuse materials, photographs, objects, guided visualisation, fantasy settings, interesting science fiction ideas, whatever you can dream up to help inspire them\n\nperhaps you could tie it in with the sport they are doing, or the social studies area they are learning about\n\n\n an interesting beggining would be for the children to watch a little bit of the surfing movie- biggest wednesday, (50ft plus face waves) where the surfers towed in by jet-ski and the helicopters watching were dwarfed by the waves -\nand to get them to write from there\n\n as soon as the children have the idea of making stories up-(which most will) they will be able to have far more freedom\n\n a great exercise is to ask the children to give you a list of the ten top words they would use in a story, and then tell them they have to write a story without using these words\n some will struggle, others will relish the challenge, with support all will learn and develop\n\n(if the children struggle with handwriting you may need to set minumum legth requirement and convention guidlines before- hand, as they may write a few sentences and tell you they have finished, these will be useless if the children are not inspired and they will come up with all sorts of strategies to avoid them, however if you can really inspire them these will be easy to help them to achieve.)\n\nonce they have dived in, then it is time to start talking about grammer and paragraphing and sentencing or whatever level they are at\n\nif you can build passion with the entire class about this activity\nthey are already successful and your job will be easy
358849
Many schools do not have in place the best methods for teaching reading. Also, I learned in class the other day that if a child has made it to high school without learning how to read, then it takes 2-4 hours of intensive reading instruction for them to learn. What high school in this country devotes 2-4 hours a day to help kids learn to read? \n\nI read in another answer that students aren't allowed past 1st grade without learning how to read. Well how many times are you going to hold a student back? If the teacher's instruction does not match the learning needs of the student, it can be difficult for that student to learn the necessary skills. Many teachers teach one way, and one way only. Students have a variety of learning needs and not all will benefit from the chosen teaching methods. I highly doubt that a child who hasn't learned to read by first grade would be held back until he/she learns to read- that would cause a lot of social and emotional damage.\n\nI am sad for the mother and her son in this situation and know that they are not alone. A good suggestion was made to seek out an adult literacy program to help your son. It will not erase the pain of knowing that he should have learned to read in school, but it will help for the future. Good luck.
403891
Try the SQ4R method...\n\n(Before the lesson)\nS= Survey the chapter before the lesson.  Skim through the sections reading the bold, headings, italics, pictures, etc. to get an overview for what the teacher/professor will be discussing during class.\n\nQ= Question. Figure out what you know about the subject, ask yourself what you want to know (or look at the questions at the end of the section) and prepare 1-2 questions for class.\n\n(The skimming and questioning should take no more than 5-10 minutes since it's only a preview)\n\n(After the lesson)\nR1= Read.  Read the section and your class notes. \n\nR2= Recite.  Ask yourself the questions that you had before the lesson and the ones that arose in class and answer them using your class notes or the reading passage.\n\nR3= Relate.  Link the information with something that you already know and is personally meaningful (e.g. a math lesson on fractions/percentages could be related to a baseball player's batting average)\n\nR4= Review.  Skim over the section again and quiz yourself to ensure retention of the information.
669151
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233838
Call someone in your class who lives near you.  Ask if you can  come over to borrow the book to do the assignment if possible.\nIf it is a specific piece of paper such as a worksheet, get to  your locker early and start working on it right away; hopefully, you can finish it before you have class.  If not, go to the teacher before school starts, explain what happened and try to get an extension.
151269
This is a really great site that I use.\n\nhttp://www.teachersfirst.com/100books.htm
435580
depends what kinda class it is. there are many things you could do. \n1) play the Peenis Game. thats usually done during quiet reading time. the winner is who ever can say the p-word the loudest w/o getting caught.\n2) try to get sharpened pencils stuck in the ceiling.\n3) take a nap\n4) Pass a note saying "check out the footprints on the ceiling" and see how many people actually look up to do so.\n5) ATUALLY PAY ATTENTION (least preffered)\n\nanyways, hope this helps. ENJOY
24730
I've found that incorporating group activities is a good way to break the (sometimes) monotony of a class, and it gives the students a chance to apply the concepts you've been discussing.\n\nYou can also try bringing in outside materials - guest speakers, films, music, etc., that can be used to illustrate whatever you're teaching.\n\nAnother way is to have the students teach particular chapters or concepts; it forces them to learn and sometimes having students teach will keep their peers' attention better!\n\nA straight lecture for an hour or more does no one good. Good luck!
870304
Twenty pages of worksheets?  Are you joking?  That is just going to bore the students into bad behaviour.  Why not assign a different review activity?  Maybe assign each group a major vocab AND grammar concept from the semester, and have them design a game to test their classmates' knowledge of that area.  Or again, give groups a grammar and vocab concept and have them work together to write a script for a short play (or scene) that reviews that concept.  Let them work together to memorize the play and they can perform it when you return to show the work they did.  \n\nAs for English, if you normally spend the entire block in silent reading then I guess you could continue to do that.  But again, why not give the students something that actually ENGAGES them in the learning process?  Have them find a news story that reflects one of the central issues in the play.  When they come to class they can work in groups to discuss how their chosen story relates to the play.  Then ask them to swap news stories with a partner and write a letter to the editor relating that story to the play to current events to their opinions.\n\nThe worst thing you can do when you've got a sub is to give the kids mindless work, which seems to be exactly what you've got planned.  You're just asking for them to act out.
50118
I hear this alot from people and how can I do it the FAST.  I can tell you when I first got in the bezzz that I read everything at the book store(2-3 books per week).  I my first year I was at over 20 classes.  I did learn alot, but at the same time it was like putting my money in the trash.  If I was to do it all over again find a REI club in your area.  Go there and learn, find a mentor and read everything you kind find.\n\nDeal Maker Denney Charles Denney
1117519
Explain that to your professor and ask for an extension