How boys in particular can enjoy reading more
The boys in Year 5 at Auzelg School in Schwamendingen are lined up in two rows in front of the reading coach and class teacher. They are all waiting to be able to punch the boxing pads, called hand claws, that the two are holding out to them. They call out syllables with every punch. Reading coach Walter Millns explains that this is an exercise in concentration. The classmates sit in a semi-circle around their coach Carlo Magni and sing the scout song «Flee Fly Flo». Clapping to the beat seems to be central here, as the coach interrupts the group as soon as this no longer works.
Urs Urech, co-project manager of «bewegte Geschichten», explains that some of the exercises and the stories are deliberately geared towards the respective genders. The project was originally developed for boys. According to Urs Urech, this was triggered by the results of the 2012 PISA study, which showed that the reading skills of Swiss girls are significantly better than those of boys. He explains that this «lagging behind» has a very demotivating effect on boys, as they are used to being the stronger and faster ones. As a result, they labelled reading as a girl's activity.
The Netzwerk für Schulische Bubenarbeit NWSB, now the Fachstelle für Jungen- und Mädchenpädagogik und Projekte für Schulen JUMPPS, was therefore asked by the Drosos Foundation to launch a project that could reduce this discrepancy. With the aim of finding activities that appeal more to boys, the project has gradually become established: The boys read the stories aloud, move to them and thus experience them first-hand. The project has an interdisciplinary structure. In addition to teachers, the reading coaches involved include theatre teachers, actors, speech coaches, experiential and social educators. To date, only men have been employed as reading coaches to guide the boys towards books.
Children become role models
The programme, which can be carried out in one week or spread over two to three months, consists of three parts. In the first third, the pupils get to know the stories, the concentration exercises and the experiential exercises. In the second third, they learn how to perform a story: How to stand and move, how to speak when reciting a story. They also apply what they have learnt in the first third. Finally, they have two guest appearances in a class with younger pupils, in which they perform a predetermined or specially written story. The aim of the guest appearances is for the boys performing to act as role models for the younger pupils and thus motivate them to read.
The boys read the stories
stories, move to them and experience them
up close and personal.
The developers of «moving stories» are pioneers with their idea. According to Urs Urech, there are various projects that help to promote reading skills, but not in this form. The project has now been running for over four years. During this time, a total of 40 schools have been able to participate free of charge. The schools now pay a third of the costs, with the rest being covered by foundations.
Back at Auzelg school. Reading coach Carlo Magni used to be a primary school teacher. He has been involved in «moving stories» since the very beginning. At Auzelg, two fifth-grade classes are being introduced to «moving stories».
Carlo Magni works with one class teacher in the girls' group, Walter Millns with the other in the boys' group. He says that it makes perfect sense to work in gender-specific groups. Both boys and girls have their own issues that are worth taking seriously.
Read online dossier
Identify with the characters in a story
After the first concentration exercise, Magni divides the group of girls into three smaller groups. In the reading exercise, the four girls in group D read a story in chorus. It is about a girl who wants to tell her father some news but finds him asleep. The girl takes advantage of this opportunity and starts typing on her father's mobile phone - in this case a stone. She accidentally calls a stranger and is now in trouble. To help the girl and the pupils keep a clear head in this situation, Carlo Magni sets up another concentration exercise.
In addition to the concentration exercises, there are also experiential exercises. They help the pupils to better identify with the characters in a story. Identification and visualisation are very important in «moving stories».
Motivation is very high in every group this morning. Carlo Magni explains that the uninterested children for whom the project was developed are often late bloomers. He is delighted every time these children suddenly blossom. He is firmly convinced that the responsibility that the children have to take on when preparing and realising the performances is very motivating.
However, persuasion is often necessary. «So far, we've mainly worked with boys,» says Urs Urech. «They are usually sceptical and ask why they have to practise reading with us when they can already read.» Then a comparison with football training helps: professional football players train several times a week.
«Why do we have to practise reading? We can already read,» is often said. A comparison with
comparison with professional footballers helps: they have to practise too.
In addition to their reading skills, the children also work on their performance skills. In the boys' group, trailers for the guest appearances are practised this morning. Reading coach Walter Millns gives each group feedback. The boys have to speak even louder, act more confidently and move more to the story.
During training, the pupils also learn to recognise the needs of their peers, treat each other with respect and act as a team. According to Carlo Magni, some teachers have already been amazed at the extent to which social skills are trained with this programme.
Middle and upper school classes can take part in the «moving stories» programme. A reading coach accompanies them, brings the necessary materials and also organises a parents' evening on the topic. Interested teachers or the entire school team take part in a training day and receive teaching materials to help them use the programme independently later on. In 2016, «Moving Stories» was honoured with the «Worlddidac Award».
Further information:
www.bewegte-geschichten.ch
7 tips - how to get your child excited about reading
Set a time together with your child to read together for about 15 minutes a day. Here are some ideas on how to make reading time together exciting:
- Jeder liest 15 Minuten in seinem Buch.
- Lassen Sie Ihr Kind in der vereinbarten Lesezeit aus seinem Buch vorlesen – und das an einem schönen Ort.
- Seien Sie Vorbild und lesen Sie für Ihr Kind sichtbar die Zeitung.
- Lassen Sie Ihr Kind zwei Fotos aus dieser Zeitung auswählen – und den Text dazu vorlesen.
- Schliessen Sie die Augen und lassen Sie Ihr Kind einen Zeitungsartikel vorlesen, suchen Sie das passende Bild dazu aus. Anschliessend tauschen Sie die Rollen.
- Lesen Sie gemeinsam mit Ihrem Kind einen Text laut (Kochrezept, Zeitung, Buch, usw.), anschliessend wählen Sie einen Text aus, den Sie abwechselnd vorlesen. Getauscht wird jeweils nach einem Satz.
- Erzählen Sie Ihrem Kind von einem Artikel, der Sie begeistert hat.
About the person:
Read more:
Reading and letting others read
Listening to music, watching TV and reading books. These are the favourite media activities of children of primary school age. In fact, books have by no means lost their importance. At least for children whose parents also read.
Our favourite children's books to read aloud
From Pippi to Little Nick to Chicken Thief: we present our favourite children's books to read aloud.