Originally posted October 2018
In classrooms across the U.S., teachers are neglecting - teachers are often encouraged to neglect - certain portions of the curriculum. What used to be important - teaching science and social studies - has again been reduced to The Three Rs - Readin', 'wRitin;, and aRithmetic (or math). When a teacher recognizes the exclusion of history, the response might be, Teach history during your reading block; in other words, locate age-appropriate writings to read (and respond to) to demonstrate comprehension and fluency.
Ouch. You just succeeded in sucking the life out of one of the coolest part of the day...and you may have just sucked the fun out of reading, as well.
The same is done with science. While we may recognize that science is part of the acronym for STEM or STEAM, once again, it has been relegated to some kind of secondary status. Then again, just like social studies, science must never be put in the corner only to be pulled onto the dance floor in conjunction with reading. What a way to kill the desire for reading.
Both history and science are about stories, and yes, both can be used to teach reading comprehension, but neither should be the secondary objective. These are the subjects of substance. They are robust. And they are compelling to students. When a teacher relates of an interesting account in history, he hooks students and makes them want to learn more. When that motivation is removed, what remains?
School becomes boring.
Friends, may we strive to never let that happen: do not neglect the good stuff.
Ouch. You just succeeded in sucking the life out of one of the coolest part of the day...and you may have just sucked the fun out of reading, as well.
The same is done with science. While we may recognize that science is part of the acronym for STEM or STEAM, once again, it has been relegated to some kind of secondary status. Then again, just like social studies, science must never be put in the corner only to be pulled onto the dance floor in conjunction with reading. What a way to kill the desire for reading.
Both history and science are about stories, and yes, both can be used to teach reading comprehension, but neither should be the secondary objective. These are the subjects of substance. They are robust. And they are compelling to students. When a teacher relates of an interesting account in history, he hooks students and makes them want to learn more. When that motivation is removed, what remains?
School becomes boring.
Friends, may we strive to never let that happen: do not neglect the good stuff.
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