Exhibit 9
Today, Jesse expresses his detest in book club verbally to the class. This particular comment is no doubt indicative to his reading preference. At one point, Nathan behaves in the similar manner as Jesse. During reading workshop, they both fidget with things around them, or wander their eyes somewhere in the room. My question is, how is it possible to change the structure of reading workshop into an interactive one, as suggested by Taylor and Lorimer (2003) just to suit the learning habits of these two resistant readers? If learning in a whole-class context is a challenge for them both and the majority is adapting the structure proficiently, should I just allow the two boys to get disengaged and pull them back on track during small group strategy lessons? However, this entails ongoing disengagement in whole class discussion, partnership talk, and disconnection to their own reading. What should I do to solve this enigma?
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