(1st Research Reading)
Motivation: the key to Academic Succes
By: LD (2002)
SUMMARY
The text talks about Motivation, and the importance it has on academic achievements. To the author, motivation is “the key to school success” and he defines it as the factor that leads people’s “behavior towards a goal.” The text states that every new school year, the main problem to face is the lack of motivation that students present. According to the author, motivation can be “Intrinsic” or “Extrinsic”, depending on whether it comes from within or outside the student; and even though those children whose motivation comes from inside get better results than those whose motivation comes from outside, many children need external stimulation. Another important fact that this text mentions is that elements like the setting, the people involved, the task and the specific situation, make motivation varies; so, essential is to find what motivates each student. Lamentably, other factors which affect students, like fear of failure, lack of challenge, lack of meaning, emotional problems, anger, or desire for attention, often diminish student’s motivation.
COMMENT
No doubt about it; interest is what really make students (or people in general) get their goals in an easier or enjoyable way, and interest is directly related to motivation. The more people needs or desires something, the more perseverance they’ll have in reaching it. So, it is fundamental that students have the necessary motivation to do their best in school; it is parents’ duty to assure their children have the motivation for succeed in school and in life, and it is teachers’ responsibility to keep them motivated.
Jaime Pérez
Jaime Pérez
(2Research Reading)
Reading and Writing Via Myths
William F. Natale Jr.
SUMMARY
The text suggests that Myths are very useful in order to get children motivated to read and write because those stories are very enjoyable by students at upper elementary grades. Another aspect the author says to be relevant is that myths can introduce some elements to people and to literature that would help students when they are in higher levels. The author also gives some strategies directed to teachers in order to get children motivated to read, like: reading to children, because they would like to read the books their teachers have read to them before; having good books available in the classroom, specially stories of adventures and fantasy, for children may read, and not “must” read them.; introducing new books to children in an striking way, so children get exited about them; an finally, allowing time to read, because it is obvious that even the best books are worthless if there is no time to read them.
COMMENT
This reading constitutes a good tool for teachers because the tips or strategies given, in order to get students motivated to read, are very helpful to teach children to read. The strategies are very simple and easy to use and, as it was said in the previous article, motivation is the key for student to learn.
Jaime Pérez
(Poems)
"Why Was I Born"
Herctor Mondragon
This poem shows the disagreement of its author (Hector) with his luck in life. Telling the story about his the birth and death of his parent’s first son, and his own birth being named like his brother: “And she named him like his brother / Hector. . .” (ll. 11-12). The poem reflects the situation of many Mexican people who emigrate to the U.S. seeking for better conditions for their family’s life:
We decided to move to the U.S
After we settled in the U.S
All of my family moved in with us . . . (ll. 17-19)
The reason for Hector to write this poem is that he misses an older brother who share with as a boy, and who takes care of him instead of being him who takes care of his younger sisters:
I had three sisters
And that’s bad
Because I’m the only boy
[He] wanted an older brother . . .” (ll. 22-25)
Jaime Pérez
“I’m not a little girl anymore”
Kim Ervin
Kim Ervin
In this poem, Kim Ervin shows her feelings about her own life. She makes a retrospective of the dramatic experiences she has lived since she was a child, and tells the facts that have made her be older than she is in age.
Kim recognizes that her childhood is suddenly over much earlier than expected:
I’m not a little girl anymore
My body was broken into
When I was 11 . . . (ll. 1-3)
This poem also expresses the influence that other people different from parents can have on children: “[Her] neighbor had his way with [her]. . .” (l. 4), and as in Kim’s case, the terrible consequences of that influence: “Turned into a nightmare” (l. 6).
Kim’s crude reality started at the very beginning of her youth: “[she] run away when [she] was 14 / not knowing how the world really was. . .” (ll. 8-9) what made her get into drugs, “[she] dropped [her] first pill. . .” (l. 14)
Social background and environment caused that Kim suffered the terrible consequences of free life without proper education or guide:
[She] got pregnant at 17
But couldn’t keep the baby
Then diagnosed with Chlamydia. . . (ll. 18-20)
The author warns that life is not as easy as children think: “[She] thought things in life should be / handed to you . . .” (ll. 22-23) and that reality could be traumatic and painful: “If you’re not careful / then you’ll wind up being game goofy”.
Jaime Pérez
“We Left Our Heart Back in San Francisco”
Katie Persons
Katie Persons
This poem expresses the reality that many children live when their parents get divorced, and force them to live a life they are not used to; but most of all, how much children need and miss their mother: “But dad you forget mom!. . .” (l. 5)
In this poem, Katie Persons talks about her suffering, and realized that life is totally different without her mother; in this case because her parents got divorced and her father took her, and her sister, far away from their home in San Francisco: “they get divorced . . . / . . . and moved back to the town . . .” (l. 1-4)
The author reflects her own feelings about how she and her sister had to live alone or under the care of estrangers because they had no parents who took care of them as normal: “But Dad’s hardly ever home . . .” (l. 15), and how little important they feel to their parents:
In this poem, Katie Persons talks about her suffering, and realized that life is totally different without her mother; in this case because her parents got divorced and her father took her, and her sister, far away from their home in San Francisco: “they get divorced . . . / . . . and moved back to the town . . .” (l. 1-4)
The author reflects her own feelings about how she and her sister had to live alone or under the care of estrangers because they had no parents who took care of them as normal: “But Dad’s hardly ever home . . .” (l. 15), and how little important they feel to their parents:
Two sisters trying to figure out
When had [they] become number 9
On Dad’s list of 10 priorities . . . (ll. 20-22)
The author also recognizes the importance of older brother or sisters in bringing up little ones when parents are not with them: “And she’s done it just fine / All alone . . .” (l. 27-28) but, over all, she recognizes the supreme necessity children have of their mother, and claim for her: “But where’s our real mom anyway? . . .” (l. 28).
Jaime Pérez
When had [they] become number 9
On Dad’s list of 10 priorities . . . (ll. 20-22)
The author also recognizes the importance of older brother or sisters in bringing up little ones when parents are not with them: “And she’s done it just fine / All alone . . .” (l. 27-28) but, over all, she recognizes the supreme necessity children have of their mother, and claim for her: “But where’s our real mom anyway? . . .” (l. 28).
Jaime Pérez
