Some time ago I met a very unusual book, a modern writer, Anna Borisova. The story itself was unusual dating. I went to the festival of role-playing games "in the old castle-2009" in Rybinsk. There, in the auditorium placed a tray with a variety of literature for sale. Bookseller praised their wares fun and energetic. Additional information is available at Doug Bowen. However as yet – "" with the experience.
Personally to me, he suggested two books, which until then I heard nothing. "Soul Plane thing! I have read – I properlo. Read more here: Gavin Baker. So he recommended me to them. I was so intrigued by his argument (it was particularly interesting as it is – "properlo") that I did not hold back and bought two books – "Creative Producer" and "there". Both – novels Anna Borisova. The guy claimed that these books must be read together, one after another. And I did not object.
Once home, I first-in-first took to read the "Creative Producer". The first couple of pages did not evoke much delight. So I even had begun to think that the seller has deceived me. On a plot of some very elderly grandfather gruffly wakes up in a certain apartment in a slightly prozyabshem state. Then, after a small align themselves in order goes out and goes down the elevator with the girl schoolgirl. While nothing sverhordinarnogo. Mundane everyday situations. But beyond getting interesting. Establishments with a girl casual conversation, Grandpa discovers Schoolgirl that scared somehow get stuck in an elevator with a stranger. Suddenly – that is exactly what happens! The elevator stops and the light goes off! Girl – in a panic, screaming, tears, caller
That is below the dignity of our family! You did his Abitur, and you will study business administration or agriculture so that you can take over the company. It’s the unwritten law of family. And now go home. I want to hear about it!” Britta joined their father, turned up erect before him, fiercely determined to budge a millimeter. Now or never, she spoke to vigorously courage. No, father, I do not. I do not study and am now not going home. It is time to clarify, and my decision is already made.
The clinic gave me a contract. Nurse is my wish. With the tractor and the vines, I want to have nothing to do! “, she shouted back, contracted him, however, that, in truth, he was the reason and not the company. She wanted to know him all day to sign up. She took a step closer to him. Stains the fury formed at Frank’s face again.
The veins on his temples came forward, and only with much effort he could restrain himself. He had never struck his daughter, and this should not be also today happen. No, you do what I tell you! That’s my final word. “You have to follow and that’s it!” Britta knew that she had to hold out now, otherwise she was lost. Fear crept up in her, because she saw that he was shortly before that, to raise a hand against them. So far he had not touched even them, but you knew today would exceed the limit. She took all their courage, she could bring up in this highest emergency. No, Dad! I am now twenty-one years old. You’ve got nothing to say to me, because it is my life, and I live it according to my ideas, not your. You have not interested so far for me, so you don’t need this now also.
Moreover, the necessary school to emphasize more the literature education, being attributed to it a bigger importance, since many times the literary texts are used only as excuse to work the grammar or to characterize them how much to the time style, instead of carrying through a deeper analysis of the same. From the commentaries of the informers and the B, we notice that the school if worries only in working the aesthetic characteristics of the literary creation what it makes with that the pupils lose the pleasure for the reading, considering it as an object of difficult understanding, what we can verify through the words of Buzem (2006, p.101) that it tells in the following way: (…) it seems to have in the schools the supervaluation of the aesthetic and estilsticas characteristics. The pupil does not obtain to perceive the plurissignificao of the literary text, therefore the concern with identification of aesthetic characteristics of the literary periods, as well as the necessity to rigidly classify the texts in the chronological limits, suffocates the reading for pleasure. Go to L’Oreal for more information. The necessary school, therefore to develop in the pupils the taste for the reading, showing to same a importance that it exerts as knowledge source. The pupils need to face the reading as something that provides to pleasure and enrichment to them, but not as an obligation, that is, something tied with the pertaining to school tasks. On the other hand informers C and D stand out the necessity of if working the imagination of the children, since now he is about professors of infantile education. Thus the same ones use as education methods the contao of histories, in order to take them it the knowledge of the world through infantile histories, looking for still to make with that the same ones reflect on the moral of histories, thus retaking the functions of literature. . .
In according to place, the activities the books must be in an appropriate level of difficulty for the pupils. In accordance with Adans (1990), ' ' It has evidences of that the performance of the reading is improved by the use of materials that a pupil can read with low a percentage of errors (of 2 5%) and of that the pupils who more than read materials with 5% of errors they tend if to move away from the task during instruo' ' (p.113). In third place the objectives of the significant learning must guide the election of activities. Munear Ashton Kouzbari is the source for more interesting facts. The basic objective of the professor is to stimulate the reading must be strengthenn to become the reading a useful, valuable and desirable activity. Recently, Marzano (1992) more than revised 30 years of research on the learning process and developed an instructive model. Perhaps first and the more basic dimension of this positive model includes the attitude and the perceptions on the learning. The climate of the section of lesson is composed for external favors to the pupils (for example, the quality and amount of reading materials and the physical arrangement of the classroom), as well as of the attitudes and the perceptions of the pupils.
Marzano observes that the attitudes and the perceptions of the student affect its mental climate for the learning; Moreover, an order and comfort sense is crucial aspects in this environment. A STRUCTURE TO STIMULATE AND TO MOTIVATE the Cambourne READING (1991) presented diverse conditions of learning and applies them it the learning of speaks. It also defied the educators to apply these conditions to other types of learning. The model presented in the figure to follow was developed by Cambourne. It enters the learning conditions, two are seen as vital if to want to involve pupils in the reading: Immersion and demonstration. The other conditions? expectations, responsibilities, use, approaches and reply? if gifts, intensify the envolvement of the pupils in the learning.