Different Types of Learners, Professionalism and Confidentiality
Learning to Read: Phonemic Awareness
Phonemic awareness is the process that helps in understanding of the alphabetical letters. The learners will be able to digest the alphabetical order if they recognize and know that any speech provided is a pattern of sounds. Phonemic awareness is extremely necessary especially in young children because it helps in enhancement of teaching words or reading comprehensions as well as helping them to know how to spell English words. It is known that phonemic awareness is the centre for learning phonics. Any child who is able to acknowledge phonemic can segment sounds in words and intertwine strings of separated sounds together to create a recognizable word forms (Scaffer, 2000). Generally, phonemic awareness is the ability to internalize the smallest units of sound that create the speech stream.
Research shows that one is able to assess phonemic awareness by use of various tasks that give no reference to print. Phonemic awareness can be taught through setting up of encouraging programs at the higher level of engagement of students and interaction with print. It can also be taught through allowing learners to read aloud, ensure that they read resourcefully and establish enough development in phonemic awareness abilities as lessons that provide only a focus on oral language education. Students are also motivated to engage themselves in activities that involve writing so that some invented spelling of words can improve the growth of phonemic awareness (Robb, 1996).
Therefore, for the success of phonemic awareness in students from various schools, it is necessary that learners be provided with a print-rich environment with which to interact. In addition, they should be provided with a better explanation in order to give support to students concerning the discovery of the academic principles. Through these strategies, the ability of the child to read and write would have been discovered. Thus, by considering major factors in phonemic awareness, these students will be assisted in gaining confidence since they will be able to write, read and pronounce words without any fear.
Reading to Learn: Comprehension Reading Fluency
According to researchers, reading involves four parts and these include decoding, reading comprehension, fluency and vocabulary. Reading fluency implies that a student is able to read accurately without making any small mistake. It also involves the ability of a student to read the words instructed by pacing-speed and being able to read words with total expression. Therefore, fluency can be described as the ability to read and not just reading, but reading effectively and efficiently without making any errors. Hence, reading fluency calls for accuracy where the student is able to recognize common words and able to notice any new words for future reference. Rate of reading requires that any student is able to read fluently on an average of 100 words per minute and improve as they move to another level academically. Lastly, learners are required to show some expression of what they are reading by indicating the necessary phrasing and intonation in order to bring out the right message contained in the article as required.
Therefore, to be in position to assist students who have issues with their reading skills, it is necessary that their tutors or teachers create enough time to assess the reading fluency of the learners. For instance, they could achieve this by having a keen look at their learners as they read and write. They could also pay attention by listening keenly as learners read aloud. During this period, teachers should ensure that they check for the components of reading fluency, which includes accuracy, expression and speed. Incase of any difficult by students especially the third graders, the area of difficulty should be given extra time and energy to deal with together with the reading exercise that helps improve reading fluency (Levin, 2003).
Vocabulary Development Comprehension
Development of vocabulary deals with the way in which learners of a language try to improve their daily vocabularies. These enhancements can be achieved by being exposed to new terms and concepts through writing and reading different articles in order to get some new words and find their meaning (Jo, 1997). Currently, vocabulary is considered to be a very important section of learning, although most of the time it is ignored by a majority of people. According to studies, through frequent reading, the vocabulary of the learner is improved significantly; therefore, tutors need to know that their direct instructions in the use of vocabulary must be applied everyday in all classrooms.
Teachers have the duty of establishing good learning strategies that will lead to creating a word-rich atmosphere in which learners will benefit a lot. The best way teachers and tutors can be of help to their learners is through offering them the necessary tools that can enable them to acquire rich vocabulary on their own. Through this, students will be in able to find and learn words any time they encounter them in very useful contexts although it is also vital that they teach them some of the words, which need direct explanation. Viewing words frequently can enable the learners to develop a very rich vocabulary over a given period. It has been noted that most of the time, children tend to learn and develop their vocabulary by listening to those people around them (Blevins, 1997). The greater and abundant the words used, the better they will grow and develop their own language. It is good to provide the learners with enough new words and motivate them to master the words so that they can use them later in their daily lives. A variety of words should be used in order to create new experiences thus creating new opportunities to learn new words.
Response
Professionalism is the process by which a person is mainly concerned with how to deal with the job and he or she performs well the duties and responsibilities accorded to him or her. Professional teachers are always working hard in perfecting their goals and updating the basic skills required to make them complete professionals (Callella, 2003). On the other hand, confidentiality entails maintaining or keeping any information concerning a person or institution as private as possible unless otherwise, as the information may be revealed to the third party. Therefore, the work, the achievements and actions of individual school learners are mainly directed to the teachers, the learner, and the parents of the child. Thus, any comments or words said by either a student or parents about a child, or any event at school may be taken seriously and hence cause misunderstandings.
Therefore, in the issue where parents of my child’s friends are discussing some of the students I work with, I think the best way to deal with this is by approaching these parents in a friendly manner and trying to find out then exact issues they are discussing and the reasons behind their discussion. Incase the information being discussed is too confidential, I will try and find some trusted person whom I can confide in concerning the issue so that we could try and find the solution to the issue without causing misunderstandings between these parents and the students I work with. I will educate them on the significances of understanding the value of confidentiality in all areas of life. Thus, any exchange of information should be viewed as highly confident and should only be shared where necessary with permission. This is because according to school policy, any information concerning students or learners can only be shared when need arises and within the area of the school’s protection policy.
References
Blevins, W. (1997). Phonemic awareness activities for early reading success: easy, playful activities that help prepare children for phonics instruction. New York, NY: Scholastic Inc.
Callella, T. (2003). Developing Reading Fluency, Grade 3. Chicago: Creative Teaching Press.
Jo, F. (1997). Phonemic awareness: playing with sounds to strengthen beginning reading skills. San Diego, CA: Creative Teaching Press.
Levin, C. (2003). Confidentiality: ethical perspectives and clinical dilemmas. New York, NY: Routledge.
Robb, L. (1996). Reading strategies that work: teaching your students to become better readers. New York, NY: Scholastic Inc.
Scaffer, F. (2000). Vocabulary Development. San Diego, CA: Schaffer Publications, 2000
Use the order calculator below and get started! Contact our live support team for any assistance or inquiry.
[order_calculator]