Exhibit 4
Based on the observation today (see exhibit 4), I notice that Jesse can be a passive-aggressive learner in a whole class environment. During read aloud, he often wanders around by walking to and fro the water fountain, fidgeting with his headband, and sometimes calling out loud and speaking out of turn in response to text and instructions. Taylor and Lorimer (2003) point out some salient questions in helping boys succeed, namely, 'what lessens boys' motivation and achievement?' When thinking about this in relation to my own research question, I am interested in implementing a remedy that Taylor and Lorimer (2003) refer to, by Grubb (2001), Pollack (1998), and West (2001): that boys respond to learning more effectively when they are given the opportunity and space to move around and manipulate objects. One thing that I am considering to implement is to provide numerous opportunities for interactive activities like role-playing to engage the boys to be active reading participant by raising questions and exploring matters themselves.
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Revised Entry
Referring back to what I initially commented about Jesse’s behavior, that he was a passive-aggressive boy, I now start to think in a more critical level and question myself why he was acting the way he was. Clearly, he was not interested in the read aloud. This also makes me think about male’s role in reading. In Jon Scieszka’s article (2003), he mentions that boys generally do not see reading as a ‘masculine activity’ since the majority of teachers is females. In respect to this, it seems like there is little I can do to bring male role models to read for him at this time, however, it also pushes me to think further as to ‘how can I make reading fun for him?’ Scieszka makes the suggestion of reading series books and also stories with repeated variations of plot; it promotes boys to be engaged with the story in a successive way, who might say, ‘I like that book. Do you have another one just like it?’ In other words, the choice of read aloud does have an effect on students’ engagement in reading holistically. When they are interested in read aloud, and are given the opportunity to spend time to talk about the books they are engaged in listening to, they would want to continue reading other books of the series independently.
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