However, text messaging has been a major problem with students texting in class interfering with the disruption of their learning. Most teachers express how they feel about cell phones being a distraction to others, however very few students have complaints about the use of cell phones in class. Text messaging in class should be allowed by choice of the students, it can easily be discreet and the possibility of an emergency. Text messaging in class should be allowed by the choice of students. In the argument “Tapping into Text Messaging” by Janet Kornblum, says teens, techies and other early adopters leading the charge to text say it is a great way to communicate when they are too busy to talk or when making a call would be rude or impractical.
Most students who are allowed to use cell phones use them for social media, and recreational apps, distracting to the point of the whole educational system; learning.. Instead of being used as educational tools, cell phones are used by students as a source of distraction and not for the academic uses they have, and students do not listen even after they are told to stop, and given rules and guidelines about what is allowed to be done on the cell phones (Kiema, Kinjo, 2015). Cell phones will end up as another classroom distraction to students without administration, so students can decide not to pay attention whenever they want and continue to talk to each other on social media. 2 On the topic of communication between students, cell phones are also the facilitator of cheating on tests between students, and they are usually also used for plagiarism, when students take an author’s work and call it their own. Students can easily use text messaging features of a cell phone to share test answers, silently and undetectable by the teacher in most cases
Chris Street wrote an original research article, “Expository Text and Middle School Students: Some Lessons Learned”, and tells us that middle school students face difficulty reading expository texts because they were not taught how to read in this fashion while in elementary school. While in elementary school, they read short novels and chapter books, whereas, in middle school they are expected to read content area text. According to this article, teachers can help their middle school students overcome reading deficiencies by developing a student’s former knowledge on a subject before reading it. Street provides very good strategies on how to engage students with expository text, which consists of: before reading, during reading, and after reading. Before reading strategies include developing
In high school, I was worried about the writing test before and after I took the test. My grade was good but could have been better with more practice. In elementary school, I was just happy to finally get into the big kid school and then I realized all the reading and writing work I had to do all the
Students are then encouraged, or required by some teachers, to select books within their ZPD that also matches their age and interest level. When a student has finished reading his or her book they then take an AR quiz. AR quizzes are taken on computers, under teacher or librarian supervision. They consist of multiple choice questions, most of which are at the “recall” level. Students must score and 80% or above on these short tests to pass and receive point credit for their readings.
The Literacy Argument In the age of text messaging, where words are reduced to nonstandard abbreviations and symbols, many people question the future of literacy. But is text messaging literacy's new study guide, a new way to practice our reading and writing skills? According to a study done by the Pew Internet and the American Life Project, teens on average send sixty text messages a day. When we break this down that's approximately a text every twelve minuets they spend awake. So with this rapid rise in text messaging and it now being our new means of communication, is it hurting literacy in teens?
The key points are to clearly post, refer to, and review learning objectives and language objectives. Multiple levels of English proficiency are set by standards that the students are monitored by model performance indicators. A student’s native language affects his or her language and academic outcomes by being surrounded by other students who are also ELL with the same English acquisition. Students may utilize their home language more in conversations when speaking to classmates who are from the same home language group (Willoughby, 2009). In speaking to other ELL students whose home language is different, ELL students, use English but due to the students’ limitations in their English proficiency, they expose each other to more broken English I will value the instructional power of a word wall by frequently utilizing, maintaining, and updating it.All too often, secondary educators miss important opportunities to build the literacy skills of all students.
Many people find texting a way to avoid a face to face conversation rather than going through anxiety. They can just type, click, and send. Some people may say things through texting that they wouldn’t in person. For an example: breaking up with your boyfriend or girlfriend. A lot of kids use it as their only means of communication some dont socialize outside of their phones Sleeping late because you decided to stay up texting can have consequences.Texting during a class leads to, on average, a 27% loss of information.
Therefore having to write a lengthier word in a message with a phone becomes tedious, thus the idea of shortened abbreviated phrases allows us to write our thoughts in a faster more adequate way. At times in most cases students, become accustomed to typing words such as “you” as the mere letter “u” as well as “the” as “da” and apply it to school written essay’s and other forms of work, that which shows a lack of vocabulary skills and it’s a grammatical error. For example, I recently discovered that being adapted to text messaging with my sidekick, I continually wrote in school work words such as “though” as “tho” which was constantly pointed out by my teachers and peers. Additional word such as “there” and “der” also became part if my vocabulary. Concurrently, having to differentiate words commonly used in text messaging to school work became a problem I slowly overcame.
Low reading achievement is a genuine and consequential problem for many middle and high school students. Unfortunately, reading comprehension is an extremely difficult skill for many students to master and many content teachers do not have the needed methods, tools, and professional development to easily embed reading comprehension strategy instruction into their teaching. Many students, including those with learning or reading disabilities, English language learners, and students, who fail to engage with reading, struggle to develop reading comprehension. Junior high school students’ grades 8 also find some difficulties to understand text types well: story or factual genres. Therefore, to make a better understanding for text types that given by teacher, based on curriculum for junior high school grade 8, such as; descriptive text, narrative text, recount, and anecdote, students can use reading comprehension skills that suit their needs.