Students today are having trouble staying motivated and getting excited for reading. With the disclosed academic reading lists out in our schools, students have become more reluctant to picking up the assigned readings. It is important that a student has a choice in what they read. There are multiple reasons as to why students should have a choice. When students are able to do this, they stay motivated and engaged in what they read as well as create positive attitudes towards reading in general. This also allows students to take responsibility for their own learning opportunity and assists students in maintaining a steady improvement of comprehension during standardized tests. Lastly, student choice in reading allows for more opportunity to
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Teachers can achieve this through literature circles about student’s group choice of what book they are reading. By presenting literature circles to the class over their choice of books, students will be more engaged in their open discussions, thus offering less opportunity for students to act up during class. Rather than students acting out due to disinterest, teachers can spark interest by allowing these students to voice those interests and turn gear them toward a book that incorporate those interests. Not only does the use of student choice assist in classroom management but also gives even the students who choose not to participate through their own insight are given a voice in these activities. According to Hadar Ma’ayan’s (2010) article, Erika, who has a Hispanic background from his study, was able to express herself more freely after being introduced to free choice and interactive literature circles with her group. Student choice appropriately gives a voice to the silenced and troubled. If teachers’ would allow students the freedom to choose what they would like to read, students would far more likely be able to be motivated and successful in building new background knowledge as well as progression in improvement in reading. Teachers have the ability to create boundaries within that of which they want them to expand the different genres, but still giving the students that opportunity to take back the reigns in their own
Teachers can achieve this through literature circles about student’s group choice of what book they are reading. By presenting literature circles to the class over their choice of books, students will be more engaged in their open discussions, thus offering less opportunity for students to act up during class. Rather than students acting out due to disinterest, teachers can spark interest by allowing these students to voice those interests and turn gear them toward a book that incorporate those interests. Not only does the use of student choice assist in classroom management but also gives even the students who choose not to participate through their own insight are given a voice in these activities. According to Hadar Ma’ayan’s (2010) article, Erika, who has a Hispanic background from his study, was able to express herself more freely after being introduced to free choice and interactive literature circles with her group. Student choice appropriately gives a voice to the silenced and troubled. If teachers’ would allow students the freedom to choose what they would like to read, students would far more likely be able to be motivated and successful in building new background knowledge as well as progression in improvement in reading. Teachers have the ability to create boundaries within that of which they want them to expand the different genres, but still giving the students that opportunity to take back the reigns in their own