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I like #1-Conversation with the text. I do this but I did not realize it was a "thing". Now I can tell my students this helps me and it's ok to do.

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Law Enforcement. In this profession, one must be very aware of their thinking in that there is always a certain process or procedure that the officer must follow. For example, the process for approaching a building in which an unknown emergency may be happening. You must be aware of all possible dangers and what can be done to minimize or eliminate them. Every window , door, and corner presents its own possible dangers. Once inside the building, the amount of possible dangers can grow rapidly. Now furniture and additional rooms become an issue. The officer must always be very aware of their thinking and thinking process in order to ensure the safety of all parties involved.

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Even the simplest repairs on a vehicle require a technician to be aware. Mounting a wheel to the car requires specific torque specifications. Knowing the process and why it's performed in a specific sequence prevents wheel and hub failure. Unfortunately this is more common than you would think and can lead to loosing control of the vehicle.

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When I am covering story development and structure with my student's scripts, I  use the quote from Stanley Kubrick, a real-life professional (although also very dead); "It's real, but is it interesting?"  This helps the students ask themselves, "I may be writing what really happens, but is it actually going to be interesting, or help my story.

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When I am covering story development and structure with my student's scripts, I  use the quote from Stanley Kubrick, a real-life professional (although also very dead); "It's real, but is it interesting?"  This helps the students ask themselves, "I may be writing what really happens, but is it actually going to be interesting, or help my story.

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-Winston Cely

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In putting together media productions, "hearing the voices" is an important part of how the students express their creativity. Many times they'll deny even hearing or paying attention to them for fear of what will happen. But once taught to recognize and monitor the voices, students will understand and communicate much better, be much more open to sharing opinions and explanations, and thus will open up their productions to more creativity and innovation. Even the distracting voice can sometimes lead to constructive discussion. Now, to just be able to control that! :)

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I remember reading in school and not liking it very much because my mind would wander so much. Four pages later and I'm frustrated that I've got to go back and start over. When I finally started reading what I liked, it was easier to move from the reciting voice to the conversation voice and not be so distracted. This is especially important in our culinary class because students are eager to just get to the cooking and they often skip the reading of the recipe or read through it and have no idea what they are supposed to do. I encourage them to visualize what the recipe is telling them to do, and ask questions like "why do those ingredients have to go in first?" If they start asking too many questions, they may get too off track and have to refocus on the task at hand.

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Grown men also read...

I like to give my class dumb husband examples, like my wife left me a to-do list, and I did all of the things that I understood (and just let the rest slide... because things I don't understand probably aren't important). I explain to them how well that plays for me. Or I tell them how to read directions like a caricature of a man from 1964... skip what you don't understand! If you don't know it, it's not important anyway!

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When I read a story I always picture in my mind what the characters look like and in my mind as I read, I find myself changing the voices in my head to match the tone and excitement level of the character. I also begin to ask myself questions during reading which can some times take me off track. When I get off track, I will stop and go back to the last part of text just before I starting asking myself questions to assure clarification in my thoughts.

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This is a skill that I may consider even though I feel this may be very time consuming. My course material builds on top of the previous material so I a student does not understand a concept, they will struggle from that point forward.

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I myself struggle with reading and find that my mind wanders the same as students. Teaching students to be aware when they are not hearing the voice inside or not able to picture things in their head as they read is a skill that needs to be taught in short lessons to make students aware that we all ask questions to ourselves when we read and here that little voice inside and it is a skill that we can work toward to simply be aware of these skills for understanding.

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In the cosmetology industry It is important to be able to listen to your clients needs and wants and to be able to know if what they are asking for is possible. This requires students to not only know how to perform the service, but to think analytically about hair type, wave patters & hair density as they are completing a consultation with the client. You must be aware of what you are thinking to provide a quality service.

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In my Landscape Technology course I teach both landscape maintenance as well as landscape installation. I teach my students that in the landscape industry they will serve a variety of individuals and a variety of landscapes. As someone who maintains or installs landscapes you need to be able to listen to what the client wants and identify your thoughts about their landscapes. I worked in the landscape industry for over fifteen years and often customers would tell me how they wanted something done. I would listen to the customer while we were looking at the landscape. In my mind I was going through what I would do and if I wasn't careful I could disregard the clients desires. Being able to recognize what I was thinking versus what the customer was saying was very important. Could I express my opinion to the customer and have a dialog about the work? Yes, but I had to recognize my thinking and have that conversation with the customer to meet their unique needs and desires.

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As a cosmetologist it is important to know your clients needs and wants. There are so many things that come into play before starting a service. If a client comes in for a hair color service it isn't just pick a color and apply it to the hair. The first thing the students do is make sure that it is safe for your client to recive the service. From there the need to be able to identify the hairs, texture, porosity, elasticity, and color before they begin. Students get reading assignments on different hair texture so they are able to identify the differences in the hair types.

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Although I am not in a classroom, as a counselor I work with students to try to assist in having them be able to grow and work through faulty thinking and in some cases their self perceived reality. Although I do not assign reading or really sit and read with the students in their time of need, I do use real life examples in regards to their personal situation, their career interests, and their academic goals. Sharing these real life examples puts things into perspective for the students and reinforces that their understanding and the achievement of their goals is their responsibility.

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After reading this chapter, I now have a better understanding of my own struggles with reading comprehension. I really like this notion that we have the different "voices" in our heads. The voice that I most often hear is the distraction voice. My mind wanders and I have gotten to a page and thought, "I have no clue what I just read" and had to go back and re-read it. In my class, reading isn't a huge part of my content, so when I do introduce a reading assignment, I hear complaints. Students have such short attention spans and just don't care to read anything of any length. They are so used to texting and short response material and struggle with reading and reading comprehension. I have seen this when assigning an article just this past week. I gave some questions that they were required to answer after reading and many only answered part of some of the questions. They can't even remember a 2 part question and answer it completely. I think sharing this information could help them identify "why" they aren't comprehending the text.

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When making repairs in the Automotive Collision Repair industry, it is imperative that the technician fully understand the Estimate of Record for each vehicle repair. The estimate is basically a plan for the repairs to be made and a summary of the time and tools needed. Helping students recognize when they become confused when using an estimate creates an opportunity for them to ensure,, from the beginning of project that they fully comprehend the task ahead of them. Estimates contain a lot of abbreviations and terms. Students need to stop and clarify meaning of any terms or words that they don't know.  Abbreviations such as R&I, LKQ, R&R, O/H, BLND are common terms on an estimate.  Students must use the six signals that indicate confusion so that they can have a full understanding of what lies ahead.  If they don't understand the terms, the camera inside the readers head can shut off.

Using this real world example of reading an estimate is an excellent portrayal of why student's must take responsibility for their own understanding.

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This is a strategy that has worked well in my classes, but it takes a lot of time. It lends itself well to technical reading in my opinion and generates a great outline for class discussion. I have used it only on the first design problem in my classes and has improved the students' reading comprehension in the next few design problems. It is a great strategy for slowing down their reading a bit and learning to weed out the fluff that isn't important in the design. While another strategy might be at least as effective and possibly less time consuming, this strategy is one that caters to the procedural and visual nature of the content in my classes.

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Health care workers are perfect examples of professionals that should be aware of their thinking. Patient safety and treatment plans rely on the health care worker’s ability to read, comprehend, and carry out these plans. Whenever something is unclear, clarification should always be made. Never guess!  As a CTE teacher, I am able to introduce and reinforce this important concept at the beginning of the journey for a career in health care.

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When teaching mechanical drafting dimensioning skills I give examples where each team members needs to speak up if they see builds are not going to documentation. There is a lot to interpret from technical drawings. Some readers may catch a coating or finish that will corrode or react to a mating material, some may catch the strength is insufficient, some may catch a smarter way to manufacture, some may realize the part is no longer needed, some may realize there simply is not enough information to build the part. The employees who stand out are the ones who are not afraid to ask the question out load. Several documented cases exist where one person ask a simple clarification question and it turns out to save the day. Unfortunately, even more examples are out there were disaster struck and the mistake was easy to see after the fact.

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Students in biomedical and health science are preparing for many different medical careers. They must all be able to read and review information and data to accurately evaluate patients. They must have critical thinking skills. Understanding disease pathology is very difficult and symptoms can vary from patient to patient. Students are frequently given case studies to evaluate and diagnose their patient. They must be able to read and evaluate the important information. They will highlight information and outline the patients complaints. They then have to research the possible disease processes. They are taught that to understand their reading they must outline their research. They highlight words that they do not understand. They understand that their purpose is to accurately treat a patient. They will go through a process of evaluation, investigation, treatment and patient education. They understand that to educate a patient they must understand the disease and explain it in terms the patient can understand.

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Real life examples are a daily routine in my welding class. It is very hard to teach how to weld correctly via text. We typically use our books for terminology, look at photos for visualization then apply them in the shop. One of the examples we use is welding on the correct current, in welding we have 3 different welding currents. Although you can weld steel on all 3 currents each have a certain characteristic that exceed the other. The most common used is DCEP which makes the electrode positive. Each machine was set at this current for proper procedures and electrode specifications. During the class lecture we talked about all 3 currents and explained what each does. Pictures were used to depict what each weld will look like after completion. At the end of the lesson I had the class to change the polarity on each machine to visually see and hear the difference between each current. After everyone welded on DCEN where the electrode is negative we had a class discussion at the end of class on the type of weld each current produced and the defects they have. This taught each student that they can hear if the current is correct during welding and visually see it during and after completion. A scenario was used that as welders when you go for a job interview that the welder will not be set correctly. Each company will make you set the machine up, rather it be hooking everything up or they will have the machine all messed up. So if you plan on passing the test the first step and most important is set up. I've seen guys give weld test with polarities switched time after time and not get the job or pass the weld test because of one little mistake. It wasn't that they were bad welders, they just didn't realize what was going on until they finished welding.

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When I taught broadcast journalism I would always share many examples of process thinking and re-telling of stories. Above all, the reporter must be accurate, deal with fact, not rumor.  Accuracy is number one because one fact wrong, one name misspelled, or one quote taken out of context means the publication and you as a reporter have lost credibility. Journalistic writing needs to be clear and concise therefore stopping and asking questions for clarity is monumental. If there is confusion when reading or trying to tell the story stop, ask questions and research.

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My students entering the medical field must being very cognizant of their thoughts, behaviors and actions as their and their patients lives and well being depend on it.  Flawless care is obviously the goal in medicine, however often not reached I think encouraging my students to be highly aware of their thinking in all aspects of life from school/professional settings to daily activities will hopefully instill behavioral patterns of self awareness to better their professionalism and standard of care. I recently had my students complete a 'Wound Care Skills Check-off Assessment' in which they had to go step by step and verbalize their thoughts and actions (for example: "I am putting on gloves to prevent the spread of blood borne pathogens." or " I am applying direct pressure to stop the bleeding")
I hope that making my students more aware of their thoughts, what they're doing and why they're doing it will translate to their careers.

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Students should "listen to the voices in their head" and the response I get to that from my students is, 'What?' I do not turn voices in my head to conversation voices necessarily, but perhaps the voices become conversations among my madness. I think it is also important in current society that students are reading items that have an interest or direct return to them personally. The interest level for most students these days is a direct visual/audio attraction and the material should be succinct in order to retain their attention and interest.
I find it very difficyult to relay my reading experiences and methods to a group that perceives reading as the brief text on a meme or the title of an article in their stream. My hope is that as they mature the allure of reading for retention and understanding may somehow return to this generation. Perhaps we could remove the internet and smartphones from their use for a day and see what happens.Nah, probably not a good idea.

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This teaching suggestion is a double edged sword. It is highly effective at getting students to pay attention to what they are reading on a deeper level instead of switching on autopilot and reading with a reciting voice. The downside is that it requires devoting an incredible amount of time to move through any substantial text, especially when that text is technical in nature, such as engineering text. However, the additional time devoted to this reading technique generally cuts student questions and confusion significantly, which will likely make the work or lesson run much more efficiently, effectively offsetting the additional time committed to improving student awareness of their thinking during reading. Long story short: this technique is effective in an engineering context simply because it slows student reading down, which affords them an opportunity to be aware of where their mind is when they read.

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Sharing real life examples to my construction students helps them understand why it is important for them to understand what they are reading. Whether it is a blue print, specification sheet, or instructions on how something is put together, they must understand the correct meaning.  There are many examples of structures that were not built properly failing with catastrophic consequences because someone did not understand the importance of the specifications.  Not understanding the operating instructions of a particular tool can have devastating consequences.  For example, the instructions for a router tell you to feed the wood against the rotation of the bit.  If you do not understand what it means to feed it against the rotation and you feed it backwards then the piece can be thrown from the tool causing injury or it can pull your hand into the cutter, relieving you of some fingers.  This happened recently at a woodworking guild in SC.

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In healthcare the text they are required to read can be technical and lead to boredom. Using life experiences in the health care field and imagining the particular situation can help with redirecting the student. Reading an example and giving them my thought process is the easiest way to explain the different voices and allow them to learn to redirect when necessary. I also use real life scenarios called You are the Doctor to help them see how to apply this technical information.

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Jody Smith (Cathy)Share real life examples of professions that require practitioners to be aware of their thinking.

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Jody Smith (Cathy)Share real life examples of professions that require practitioners to be aware of their thinking.

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In teaching health care it is important for students to clearly understand the information being taught, not just memorize information. Using real life examples helps students make correlations to what is being taught much better. It also captivates their interest and gets their critical thinking skills going which leads to extremely interesting conversations and gives me the opportunity to correct misinformation and explain why it is incorrect so that it makes sense to the students. It also allows students who normally are not as involved to get involved in

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As a nurse it makes it easier to share real life examples teaching health science....for example the nurse taking vital signs of a patient tells a story so to speak about the patient if the patient has a temperature this could indicate infection, or if BP is too high or too low this could indicate specific disease processes...so not only is it important to understand the procedure of obtaining vital signs you also need to understand the anatomy and physiology as to why you are getting the readings.  Then you as the nurse must report these readings to the MD for intervention.  Reading comprehension is very important in this field to understand how to interpret patient notes and assessments.

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While teaching suggestions one, three, and four will help students know how to repair meaning when they become confused, only suggestion two helps them come to recognize when they are confused. When they can recognize their confusion, they can then begin to repair their understanding of the material through the aid of the other teaching suggestions. You can't isolate your confusion in teaching suggestion number three without first recognizing the different ways you can become confused. Teaching suggestion one, while a good lesson that teaches the positives of understanding how to correct yourself, does not allow the students to become aware of their own confusion. Likewise, teaching suggestion four can't really be explained without first explaining teaching suggestion two. In reality, you can use all these suggestions to improve a student's awareness of their thinking during reading. However, you need to start with suggestion two as a base and work your way outward.

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I'm a visual learner no matter what I'm learning or reading. If my internal camera shuts off I lose my connection to the text and my mind will wander. I find this to be true with a lot of visual learners. Being able to create a visual image with the text creates the connection, inferences, remembering what was read, retelling the story, identifying clarifying questions and recollection of characters. The camera being on or off allows the reader to comprehend or be confused. Personally, the camera is the most important signal to recognize.

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The quarterback on a football team is responsible for not only calling a play and being able to understand all of the potential options involved in that play.  They must also know what the other players are doing so he can either get the ball to them or fake and counter.  He must know the routes the receivers are running and be able to look off a defender who is reading his intentions and body movements.  He must then check down 1-2-3 receivers in sequence to allow them time to respond.

Law Enforcement searching a building or arresting a suspect are always "reading" the scene looking for red flags or potential problems while at the same time referring to a scripted plan that each person brings from their training. A perfect plan, if you will, that has a thousand variables that they must react and adjust to.

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Good readers will realize when they are not connecting with a text or passage. They may begin to recite text instead of being able to recall and explain, or clarify. They may also question  meaning of text; and if unable to do so, they realize they were not focused. Good readers can also remember and keep track of characters in the text. When they cannot recall characters, it is a signal that they were not paying attention. Stacey Scott

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Good readers will realize when they are not connecting with a text or passage. They may begin to recite text instead of being able to recall and explain, or clarify. They may also question  meaning of text; and if unable to do so, they realize they were not focused. Good readers can also remember and keep track of characters in the text. When they cannot recall characters, it is a signal that they were not paying attention. Stacey Scott

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I was impressed that the teacher adjusted the lesson plan to do a mini lesson on thinking about thinking. Not many students are taught about metacognition when it comes to reading strategies, and I think it's vital for them to understand the different signals. This will help eliminate frustration by recognizing boredom, distraction, and reciting vs interaction. Allison McElveen

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A Construction worker has a plan going into a construction job.  There are blueprints to follow, codes that need to adhered to, projects that must be completed before they start another project.  It is important that they sit down each night after a day at work and understand what has taken place so they can "set the table" for the next days activities.  This also involves making adjustments to any project at any time because problems always pop up and must be dealt with or the entire construction can fail.
Reading is the same way.  Miss one chapter and key points cannot be carried to the next chapter that can confuse or lead you down a rabbit hole.  Always stop, rewind, write down/seek help or reread that section so that you do comprehend the section you were lost on.

Try to relate to the people in your assignment as a quarterback, an officer or construction worker and see a plan to an end. Understand when the play/arrest/project is off the tracks and correct it before an accident occurs.