The journey continues...

My quest as a Reading Specialist has taken me to new frontiers. I have learnt about the theories that inform my practice as an educator, the many strategies available to help in teaching reading, how to assess and correct reading and writing difficulties and, finally, I am embracing digital and multimedia technology. Not only have I learnt about blogs and wikis, but I have learnt that the word processor I have been using for ages has many more features, like Track Changes Feature which is ideal for collaborative reading, writing and editing. This is a feature I can use with my students right away. I have also really started to explore the Internet as a research tool and I have found some useful links that are free and can help motivate students to read. I am committed to be an effective reading specialist. (Tomkins 2006) Effective teachers establish a community of learners in which students are motivated to learn and are actively involved in reading and writing activities. Teachers and students work collaboratively and purposefully.

The journey begins...

I am a mother of a ten year old boy and have been a teacher for over fifteen years. I love my jobs both as a mother and a teacher and I am constantly trying to find ways to improve my performance in both areas. In fact it is this need to find strategies to help my struggling students that prompted me to become a reading specialist.

My entry into my present school was a culture shock - never before I was exposed to so many students who had little interest in education. The majority of them were interested enough in school to attend regularly, but too many came for everything else but being in a classroom. They would roam the corridors, break classes and even gamble their days away. My attempts to address the problems took the form of remedial reading classes. I was quite enthusiastic and went about trying to source a room to conduct these classes. I was told space was limited, so my option was to use the library. I did not know it then, but the choice of venue was the catalyst for failure. I asked teachers to refer students they felt were struggling readers. Needless to say the numbers were large, in an attempt to reduce the large numbers I held lunch time reading assessment sessions. Did I mention I had no training as a remedial teacher, and had the full complement of periods, since I was a Form Teacher, an English Language and English Literature teacher? Well, I was able to reduce the numbers after my assessment, and met with students at prearranged times. The few who kept our appointments soon stopped coming because the library did no offer privacy, they did not want others students to know about their reading problems. The other students started docking classes out of sheer frustration. My lack of experience was mainly responsible, because I also felt frustrated by the process. After the experience I promised I would one day seek professional training. And here I am today, doing just that. .