ERIC Number: ED264548
Record Type: RIE
Publication Date: 1985-Oct
Reference Count: 0
Assignment and Supervision of Students' Reading Seatwork: Looking in on Twelve Primary Teachers' Classrooms.
Rupley, William H.; Blair, Timothy R.
In a study of how primary teachers assign and monitor independent reading seatwork (workbook) activities, 12 first, second, and third grade teachers were observed during their scheduled reading periods. The seven major observation categories were (1) to whom assigned, (2) when assigned, (3) materials, (4) material focus, (5) instructions for learning, (6) student behavior, and (7) teacher behavior. All of the observed teachers used a basal reader and accompanying workbook in their reading instruction. The results indicated that half the teachers frequently gave the assignments to the whole class, suggesting that seatwork is essentially a management device to keep students quiet. They also assigned seatwork before the reading lesson, which may be to reinforce skills from a previous lesson. Few teachers used written directions and none used an assignment sheet. Only six teachers provided students with the purposes for completing an activity, and only one teacher provided practice examples on a frequent basis. All of the teachers required students to work at seats by themselves, and only four teachers circulated around the room to assist students who had questions. In contradicting previous literature on assignment and supervision of reading seatwork, these results suggest that teachers need to provide students with meaningful purposes for the learning tasks, illustrate and practice the assigned task with them and supervise more closely their success with these tasks in order to make them effective. (HTH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the College Reading Association (29th, Pittsburgh, PA, October 24-26, 1985).