NON-READING UNDERSTANDING PRODUCES A TEACHING TO NOT THINK

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We all know that language is the great instrument of communication available to humanity and that it is not only a medium that serves to communicate and make oneself understood, but it encompasses much more since through it we know our world and acquire knowledge

Everyone knows that the one who expresses himself most clearly and precisely owns powerful resources to make his way in dealing with his fellow man since the art of speaking is the art of persuading

At this point reading intervenes, one of the means by which we can get to know the world via language, since a comprehensive reading will help us extract the explicit meanings of the text, make inferences, extract implicit ideas, make extrapolations and relate them to past personal experiences and include all that new knowledge to the previous information already stored in our memory.

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In this order of ideas, I want to share a text published in a work published by Marta Aguirre, a research professor, where she published the following: "Elementary students have a performance below ten." This paper also highlights the role of reading in education and states that we have "a teaching to not think" precisely because we do not teach to read

These words call for reflection and deepen about the way we are teaching

What does "a teaching not to think" mean?
It means that many teach to read or read mechanically without giving the correct interpretation, that is, without understanding what they read, many people read but do not know what they read because they do not apply reading compression and this really is a delay for lexical thinking and ideas of a person since the one who applies the "teaching not to think" will have a poor and little vocabulary

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It is important that teachers guide their students to master reading and to feel interest and pleasure in what they read since there is a deficit and very few feel the need and pleasure to read and to make reading an instrument of reading. everyday use and many do not understand what they read and make serious spelling and syntactic errors.
This complex and delicate situation cannot be resolved easily or in a short time, but we must redouble our efforts without estimating resources and in coordinated action between the different institutions in charge of this matter.

Teacher training centers have the greatest responsibility and the best opportunity to contribute to solving the problem. Comprehensive reading must become the fundamental objective of the entire Education curriculum

All teachers without exception must contribute to the achievement of this objective in a coordinated and periodically evaluated premeditated action and no student of education should graduate without having met this requirement for this the teachers of the schools of Education and of the pedagogics together with parents and representatives they must receive adequate preparation and motivation to carry out reading comprehension in each student.

Currently there are many university students who find it difficult to infer analyzing or interpreting written texts because they fail to internalize what they read and this is very serious in a student since it compromises their academic and professional future.

We must not allow "teaching not to think"
All teaching is intended to infer and analyze situations, so we must guide students so that through reading they come to analyze, to concretize ideas to interpret, and to make critical deductions of interest and analytical criteria that teach them to understand life and interpret complex situations. .

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Reading comprehension is very important for our learning and we must deepen it in the first years of Basic Education to form critical analytical interpretive children ...

¿What can we do to improve it?

Practice self-control of comprehension: that is, checking as the text is read if we are understanding it.
Looking for relationships between our experience and the text: relating what we already know with what we are reading will help us better understand what the text communicates.
Semantic organizers and graphics: a very useful strategy is to use organizing maps or concept maps. These can be in graphic format and are very easy to read. They are materials that can help a lot to represent the material read and increase your understanding.
Knowledge of the structure of varied texts: each textual genre (a story, a narration, a biography, an informative text, instructions for a game or for a household appliance, the shopping list, an advertisement ...) has a structure or an outline different.

We must all read to analyze and concretize ideas in order to obtain a comprehensive reading of what is read, we must never allow "teaching not to think".

Bibliography consulted: Guide for innovative teachers.