The Sunday News
Charles Dube
This is a continuation of last week’s episode on the importance of reading.
Remember we said the teacher should have clear objectives in mind as to why learners should read extensively.
One objective is that learners should be able to identify and express the main idea of a piece of writing; deduce the meaning of unfamiliar words by using contextual clues and a knowledge of word-building, distinguish between fact and opinion in a piece of writing.
Learners should be able to describe feelings, qualities and motives of a character in a story, distinguish between formal and informal language and determine the appropriateness of a particular style used in a piece of writing.
The last bit is achieved by reading as many books. Learners need to be encouraged to develop and nurture a reading culture by setting themselves targets of the number of books they want to read in a term.
For example, it is feasible to read at least six books in a term if a learner puts his or her mind to it.
There is no need to rush through the books one reads but should focus on achieving some of the stated objectives. At times it is worthwhile to read books for pleasure without pressure of examinations.
A well-read community is an asset and an important resource to itself as it understands issues including developmental matters. Lack of education at times stifles or retards development through open or passive resistance.
Sound as they might be the points raised here, there are some characters who will dismiss them as old-fashioned because they do not want to learn from the past, yet learning starts from what you already know to learning new things.
I do not want to start a debate on the new and old approach, but, at times I am saddened by people who claim to know better advocating for wrong things. The other day one teacher was saying modern day teaching allows both learners and teacher to make as much noise in the classroom.
While agreed that relaxation removes tension in class, I however, questioned the sanity of the noise advocate as that disturbed lessons in other rooms.
Having freedom in class does not mean the noise should border on extreme levels so as to disturb the peace next door. Enough with this digression from the main subject — reading cannot be taught in isolation. Learning takes place every time, not only do learners learn for examinations hence other topics come in as well.
Speaking or talking skills are also developed. After a certain period of learning whether at junior level the learners should be able to pronounce words with an acceptable pronunciation and intonation that makes their meaning clear and convey a suitable or appropriate distinction between sounds.
The fact of the matter is that learners dislike these topics and teachers as well are not keen to dwell much on something which is non-examinable.
Let us revisit some languages syllabus and see what they were designed for. In the teaching of languages there was supposed to be aspects on oral communication whereby learners would be able to communicate ideas clearly, accurately and fluently through describing simple processes associated with activities within their environment; conversations — dialogue and monologue.
Again through presenting and expressing opinions; discussions and debates.
Debates can be held in class than wait for cluster or provincial competitions. These help learners do better on discursive topics.
They can communicate ideas clearly through announcements, messages, descriptions, directions and explanations; all these when done effectively make lessons exciting for the learners.
But, if not handled properly the lessons become a disaster. Learners can communicate ideas through group activities; choral speaking, poetry reading, interviewing and role playing, dramatisation and interpreting pictures. This could be achieved through action chains — describing activities in logical sequence.
Having gone through all these steps learners will be able to construct, compose or write a composition with a recognisable skilled construction of introduction, body and conclusion as well as coherent paragraphs. They will be able to describe a scene or personal experience revealing what they see, hear, touch, smell and taste.
Describe vividly and with perceptive insight a small incident. They should be able to write out a continuous piece of prose, a clear consistent and logical argument on a subject of their experience and knowledge.
They should be able to narrate a simple story maintaining a logical order of events.
They should be able to show some skills in specialised forms of writing like: newspaper articles, reports, letters to the press; making an exposition from a diversity of source materials, writing a variety of business and personal letters, writing reports based on activities and assignments, note taking and writing minutes. All this is inclusive of reading.
If learners are not well-read they will struggle to achieve these objectives. I hope today’s work will assist some readers who draw inspiration from this column. As the year ends I am humbled by the feedback I get from readers from time to time.
This is what keeps the column going. For views link with [email protected] or sms to 0772113207.
