Bridging the reading gap

I have been writing reports and holding parent’s evening of late. I have found myself saying and writing the same sort of things about reading. ‘They would benefit from reading more at home.’ Or words to that effect.

As teachers, particularly in Primary schools, we know reading is important in accessing an awful lot of the curriculum. Building confidence, understanding and enjoyment in learning for the children. It’s also really obvious which children have been read with from an early age. Obvious because they can, you know, read well.

Teachers across all phases and schools all over the country, and probably the World, plan special reading interventions, groups and one to ones for reluctant or struggling readers. These help. A bit. In some cases quite a lot. But, really, some children have got an awful lot of catching up to do. So how do we solve this problem and raise literacy standards? We must encourage all parents to read with their children.

I would like to see a national campaign to make the many benefits of reading with children clear to everyone. Some campaigns are already happening. They just need to be happening, louder.

What can they do? (Nicky Morgan, the DfE, Government in general)

If I had any sway with Nicky Morgan or at the DfE I’d like to see…

  • Glossy, heart-warming adverts on TV showing the simple joy of a bedtime story.
  • Segments on talk radio and daytime television. Politicians being interviewed about reading.
  • Libraries promoted in supermarkets.
  • Books given out on maternity wards and at community centres. Investing heavily in and expanding BookStart.
  • Teachers going to antenatal classes to preach about reading.
  • Oh and stop bloomin’ closing libraries!!!

As a parent myself I find cuddling up on the sofa and reading with my children to be a highlight of my day. In turn, my children associate books with quality time with their parents. They associate books with love.

We should do all can to make this experience possible for all parents. Give parents the confidence and the books to make reading an important and enjoyable part of their relationship with their children.

I understand, those parents who themselves have struggled with their literacy skills may well be reluctant and embarrassed to share their vulnerability with their children. Maybe begin with picture books, something awesome like Tuesday, and discuss what on Earth might be going on. What can be more powerful and inspiring for a child than learning and sharing with their parents?

What can we do? (teachers, people who care about education, parents, humans)

  • Collect and donate books to charities to redistribute to increase children’s book ownership.
  • Hold parents reading workshops.
  • Share the simple message #ReadWithYourKids.
  • Visit parents groups in the early stages of a child’s life and share the message about the power of reading.
  • Share the books that you and your children enjoy.

This is not about class or social standing or wealth. Children’s books can be really cheap. Bundles from carboot sales, jumble sales or charity shops can be an affordable way to fill a book shelf and instil a love of books and reading from a young age. It’s all about sharing some precious time with your children and giving them a very precious gift.

Sussex Maths Hub Conference 2016

I had the pleasure of attending the Sussex Maths Hub Conference today and the following are some of my reflections on the day.

  1. Perhaps I shouldn’t admit this but my previous approach to the new curriculum was to try and get everyone to ‘At Expected’ and the ‘Beyond/Mastery/Deeper’ bit was for the more able. Well, poppycock. Everyone can, should and must get a deeper understanding.
  2. Shanghai, Shanghai, Shanghai. They are good at teaching Maths in Shanghai. We should be more like them.
  3. Andrew Jeffrey is an engaging and knowledgeable speaker. If you get the chance to hear him, do. At his ‘You can’t learn arithmetic without learning algebra’ workshop he reminded us that we must learn first in the concrete, then the abstract is added. This is because maths is a secret code and we need to give it a context. From this premise he introduced us to Cuisenaire rods and gave us time to explore them. The rest of the session centred around how to use Cuisenaires to help children explore mathematical concepts and make their own discoveries. It was the sort of training experience that all teachers and teaching assistants should have regularly to understand how to make the most of resources that are available to us to aid the children in our classes to better understand the abstract code of mathematics. IMG_2917 IMG_2912 IMG_2916 IMG_2909
  4. I’ve always known it’s good practice to make use of physical resources in lessons to help children visual the problem. However, the nugget of wisdom I picked up today was to ‘use resources to help children understand the concept, rather than simply find the answer’. It’s all about deepening the understanding.
  5. Stress to your children the meaning of =. It is not the answer, but rather the same as. 3+5 is the same as 8, rather than 3+5 the answer is 8.
  6. IMG_2911As I am a Year 3 teacher, Emma McCrea’s ‘Building challenge into maths lessons’ was certainly challenging. The examples were pitched at a slightly baffling level for me but I still got a few important ideas out of it. The question of when learning happens in your classroom is an important one to consider. The answer offered by Coe, above, is ‘learning happens when people have to think hard’. One of the over-ridding themes of the day was that of the need for children to explain their understanding, whether that be through ‘Concept/NotConcept’, or any of the many other useful ways she recommended to help ‘Make learner think’. I’m sure if you ask nicely on twitter (@mccreaemma) Emma will share her ideas with you too.
  7. Children will struggle to solve problems if they don’t know their times tables. Inside out. It’s got to be worth considering focussing on place value, the 4 operations and times tables in year 3 giving children a basis for achieving in the rest of key stage 2 and beyond. It’s a ks2 curriculum after all and not all of it needs to be covered in year 3, so why not give our classes the best chance of success by year 6?
  8. Lunch was nice.
  9. Find out more about the Sussex Maths Hub at their website and on Twitter.