Reading in the Content Areas – Part 2
Written by: Anna Cook
In part one of Reading in the Content Areas, we identified the characteristics of Independent and Dependent Readers, as well as looked at strategies to use before, during and after reading to help readers comprehend content area material. Now, let’s go a step further and explore ways in which we can create a supportive content area classroom for all learners.
I should first ask, “What does it mean to have a supportive classroom culture?” Please note, I did not say a positive classroom environment. Although, being positive is definitely one of the elements of a supportive classroom; however, I mean establishing a classroom where supports are in place. To understand what a supportive classroom is, we first must define the term “supportive.” According to the Webster Dictionary, “Support means to hold up or serve as a foundation or to keep (something) going.” Goodness knows that we as educators are doing much supporting in our classrooms. However, if we focus on three keys to a supportive classroom, that being, Communicating a Sense of Purpose, Making the Objectives Clear and having Patience, our students will have a more supportive learning culture, which is the foundation of a successful educational experience.
“If we focus on three keys to a supportive classroom, that being, Communicating a Sense of Purpose, Making the Objectives Clear and having Patience, our students will have a more supportive learning culture.”
Communicating a Sense of Purpose
Everyone must feel a sense of purpose in their life. Researchers define purpose in life as a stable sense of commitment to accomplish something that not only is meaningful to you personally, but that also makes a difference in the world beyond yourself. According to research at the Greater Good In Education, (Berkeley, 2024), only about 20% of adolescents have a clear sense of purpose; those who do, tend to be better off in many ways, including higher life satisfaction and levels of happiness. Without a purpose, students may lack a strong reason to learn, to take on challenges, or to behave well. Deleon Gray, Associate Professor at NC State College also states (2021), “Without a purpose, students may lack a strong reason to learn, to take on challenges, or to behave well.”
So how do we communicate purpose in our classrooms? To start, students feel a sense of purpose when they have ownership. Giving your students a say in classroom norms or the way the community space in the classroom is set up, gives students a sense of belonging. Another way in creating a sense of purpose for our students is by building connections between the content they are learning and their own community. Having community members as guest speakers and/or bringing in community artifacts or stories, all build connections our students need to give them a reason to learn and to foster the sense of purpose within their lives.
Making the Objectives Clear
Educators are very well intentioned; however, when it comes to making the objectives clear, we can be rather fuzzy. Sure, most of us post the standards and/or objectives for our students to see, but do we put it in student centered language? Do we tell our students how the standard or objective relates to them and their lives? Making our teaching/learning objectives clear helps in establishing a supportive classroom culture. This is most easily done during community circles where we can unpack the standard or objective, state it in terms that our students can understand and then post for all to see, not only what they will learn but why and how this connects to them as a human being. Many content area teachers lose sight on creating those connections. We just want to “cover the material;” however, when our students have that clear sense of purpose, the material covered will become easier to comprehend especially when there are connections. Another way of becoming more clear with our students is through the mini lesson. Mini lessons are powerful tools that should only take 7-10 minutes, but packs a lot when it comes to stating what and why they are learning what they are learning. Spending one to two minutes explaining to our students exactly why we are teaching the mini lesson and what we want them to gain from it sets the stage for conveying very clearly the goal for the lesson taught. Being as clear and concise as possible will help our students stop wondering and asking the questions such as, “What are we doing? Why are we doing this? What is in it for me?”
“This is most easily done during community circles where we can unpack the standard or objective, state it in terms that our students can understand and then post for all to see, not only what they will learn but why and how this connects to them as a human being.”
Patience
We have all heard that “Patience is a Virtue” but in this age of online, virtual and immediate, the word patience is almost a non-existent word. However, patience is what we must start cultivating more of, which is easier said than done. Peg Grafwallner in her book, Not Yet…. And That’s OK (2021), believes students must embrace productive struggle, and we as teachers need to empower our students to realize setbacks and obstacles are what will lead us to truly begin learning. However, it is my contention that we as teachers need to model this approach. As I have said for many years, first, let’s go slowly to move more quickly in the end! If we model a more patient demeanor, our students will understand that learning is a layered process that most certainly doesn’t happen overnight! How can we model patience? Ms. Grafwallner states (2021), we must: 1. Normalize encountering and overcoming obstacles, 2. Contextualize setbacks and obstacles as trial and error opportunities, and 3. Model how to graciously accept setbacks and obstacles to better ourselves and those around us. Once again, easier said than done; however, I believe if we start by taking notice how we as educators are practicing patience in our own, everyday lives, perhaps then we will be able to show our students a more patient demeanor.
Creating a supportive classroom is not an easy task, but one that takes forethought, focus and clear, concise steps when creating a supportive culture in our classroom. If we are to truly serve as a foundation for our students’ learning and to keep our students’ learning going, we must support them as much as we possibly can.
Resources
Grafwallner, Peg, Clearing the Path for Developing Learners, Solution Tree, 2023
Grafwallner, Peg, Not Yet… And That’s OK, Solution Tree, 2021
Purpose for Students, Greater Good In Education, Berkeley, 2024
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