Effective Use of Libraries to Support Reading
“I don’t like reading” or “I can’t read properly”.
How many times have we heard this when asking children to read? Especially after covid lockdown when children have lost that reading habit?
“I don’t like reading” or “I can’t read properly”.
How many times have we heard this when asking children to read? Especially after covid lockdown when children have lost that reading habit?
When I cheerfully announced to my Year 4 class at the end of a Maths lesson that we would be starting fractions next week, it’s safe to say that their reaction was rather… lacklustre. This piece of information was met with groans, a few theatrical gasps and so many nervous glances around at their peers that you’d think I’d just announced the not-so-untimely demise of TikTok. Alas, all it took was the very mention of the word ‘fraction’ to strike fear, trepidation and teenager-like sullenness into the hearts of my usually enthusiastic 8-9 year olds. Funnily enough, I’m sure I would have received a very similar reaction had I made the same announcement in the staff room at lunchtime. In fact, upon realising that fractions were fast approaching when discussing planning with a colleague, my own reaction was not dissimilar. This led me to ask myself why teachers and pupils alike often have a less positive attitude towards fractions than other areas of Maths and, put simply, it is this: fractions are HARD.