I’ve always been a big fan of reading aloud in class as part of the shared learning experience. I well remember the joy of having our Welsh teacher, John Ambrose sharing the Celtic gems which form the Mabinogion with us.
When I started teaching individual reading was often ruined for me by my having to play watch-keeper for those reluctant readers who would use the time to disengage!
Class reading was always a greater joy, in part due to the shared experience and also to witness the efforts of students mining the text for character and meaning.
It was the regular ten minutes at the end of lessons devoted to story telling that provided the greatest satisfaction. I honed the stories for my Reso Trilogy there and was privileged to hear the stories of my students.
The greatest story I heard told by a student was one told on a wet and windy Wednesday afternoon by a student with behavioural problems who had been withdrawn from class to visit the behavioural management centre. The centre manager had had the foresight to bring her Labrador in and encouraged the students to tell the Labrador if something had upset them. They usually calmed down within minutes as the dog nestled his head on their lap for a fuss of stroking. This student told of his father and a friend ‘lamping’ on the moor – a process of illuminating rabbits on the moor with a powerful light and then shooting them for the pot when they were standing stock still. I still do not know whether what confronted them on the moor that evening was real or the product of the student’s imagination, but it had me nervously making my way to my car in the rain that evening…
Some techniques to promote learning are explored hereby Monica Burns: 7 Tech Tips for Your Next Read-Aloud | Edutopia