Misunderstanding? It’s a crucial part of learning to read
To become good readers, pupils need to develop important metacognitive skills such as inferring and self-monitoring for meaning, writes Megan Dixon
I am sitting in a lecture. The topic is new to me and I am feeling slightly anxious. After the first 10 minutes, the words start floating over my head. I’m not sure that I understand what the presenter is talking about and a familiar sense of panic creeps up on me.
But I recognise this feeling – I’ve been in this situation before and I know what to do. I take a deep breath, regroup, put up my hand and ask the lecturer to clarify and explain the aspects I do not understand.
Supporting pupils to have strong metacognitive skills like these is a powerful part of our teacher toolkit. As an ...