Welcome back, in this post I'll tell you a little bit about my experience reading for obligation and reading for pleasure. We have all gone through the first one, and that is why we often stay away from books. We find it so hard to read for pleasure, because we associate it with a task, a job, an exhibition, whatever, but we are not taught to do it for fun, it is not a fun sharing of reading, which you can then capture.
Bienvenido nuevamente, en este post te cuento un poco de como ha sido mi experiencia leyendo por obligación, y leyendo por gusto. Todos hemos pasado por la primera, y es por eso que muchas veces nos alejamos de los libros. Nos cuesta tanto leer por gusto, porque lo asociamos a una tarea, un trabajo, una exposición, lo que sea, pero no nos enseñan a hacerlo por diversión, no es un compartir de la lectura divertido, que luego puedes plasmar.
Several years ago I made a post about tips to encourage reading, and I mentioned some of the things I share here. But I wanted to reflect a little more, because I remembered my experience, when I went to the West Caracas Book Fair at UCAB, where I met a friend from high school, and we were talking about reading. That's why today I wanted to share a little bit of my experience with this topic through the years, what I have learned and experienced.
Hace varios años realicé un post acerca de tips para incentivar la lectura, y mencioné algunas de las cosas que comparto aquí. Pero quería reflexionar un poco más, porque recordé mi experiencia, cuando fui a la Feria del Libro del Oeste de Caracas en la UCAB, donde me conseguí con una amiga del liceo, y estuvimos hablando del tema de la lectura. Por eso hoy quería compartir un poco de mi este tema a través de los años, lo que he aprendido y experimentado.
I remember in elementary school we were sent to buy books for school, and in the end we almost never read them in class. Sometimes, we were not even sent to read them at home, but they were not lost, because in my case, I was curious. Very seldom there was homework related to reading, but when there was, it was shared.
Recuerdo que en la primaria nos mandaban a comprar los libros para el colegio, y al final casi nunca los leímos en clase. A veces, ni siquiera los mandaban a leer en la casa, pero no se perdían, porque en mi caso, me daba curiosidad. Muy pocas veces había tareas referentes a la lectura, pero cuando las había era compartido.
When I got to high school, it was a different story, more complex books, longer and more tedious to read by obligation. The worst were the homework assignments, because they forced you to read the whole book, not to mention the written tests. I remember watching The Three Musketeers, the movie with Chris O'Donnell, and I liked it, but reading the 800 pages written by Alexandre Dumas was a torture.
Al llegar al bachillerato, fue otra historia, libros más complejos, más largos y más tediosos de leer por obligación. Lo peor eran las tareas, porque te obligaban a leer completo el libro, y ni hablar de las pruebas escritas. Recuerdo haber visto Los Tres Mosqueteros, la película con Chris O’Donnell, y me gustó, ahora leer las 800 páginas escritas por Alejandro Dumas, fue un suplicio.
Del mismo modo, me pasó con Frankenstein de Mary Shelly, muchas referencias geniales que me gustaban, pero leer el libro, bueno, ni me lo pude terminar. Me sentía atosigada, frustrada y molesta conmigo misma. ¿Cómo era posible que no pudiera terminarme ese libro, cuando me termine un libro de Narnia en 1 día, o leía tantos fanfics en una noche?
Likewise, it happened to me with Mary Shelly's Frankenstein, lots of great references that I liked, but reading the book, well, I couldn't even finish it. I felt harassed, frustrated and annoyed with myself, how was it possible that I couldn't finish that book, when I finished a Narnia book in 1 day, or read so many fanfics in one night?
In college, I read with intrigue and interest the texts that were sent, the good thing is that they were shorter, although they were very theoretical. They were texts or books that gave me a clearer idea of the development of children's thinking, or the processes of writing and reading, and the discussion in class was the most interesting thing, sharing the different opinions and ideas that one could have. This motivated me to test with my homework or catechetical students the reality of these theories.
En la universidad, me leía con intriga e interés los textos que enviaban, lo bueno es que eran más cortos, aunque eran muy teóricos. Eran textos o libros que me daban una idea más clara del desarrollo del pensamiento infantil, o los procesos de la escritura y la lectura y la discusión en clase era lo más interesante, compartir las diferentes opiniones e ideas que se podían tener. Lo que me motivaba a probar con mis estudiantes de tareas dirigidas o de catequesis, la realidad de esas teorías.
The reality is that reading by compulsion sucks, it doesn't work, and when you force yourself to read something you might enjoy, it's much, much more frustrating. The reason it doesn't work is lack of motivation, lack of discussion, lack of something more than just proof. One of the things I decided to do when I started giving directed assignments, and that was trial and error, is to not force the reading. To choose stories that are straightforward for the student, that they are motivated by the topic, and if I decide on the book, to make it interesting so that they are engaged and enjoy reading.
La realidad es que leer por obligación es un asco, no funciona y, cuando te obligas a leer algo que podrías disfrutar, es muchísimo más frustrante. El motivo por el cual no funciona es la falta de motivación, la falta de discusión, la falta de algo más que solo la prueba. Una de las cosas que decidí hacer cuando empecé a dar tareas dirigidas y que fue prueba y error, es a no forzar la lectura. Escoger cuentos que sean directos para el estudiante, que se motive por el tema, y si decido yo el libro, hacerlo interesante para que participen y disfruten de leer.
“Pero, Izzie, eso no ayuda, porque te pueden a cambiar el cuento a la mitad” Sí, eso pasa, y mucho, pero lo importante no es que terminen el cuento, lo importante es que disfruten la lectura, si eso no pasa, no esperes que cuando crezcan prefieran ser lectores a pasarse todo el día en un videojuego, o frente al televisor.
"But, Izzie, that doesn't help, because they can change the story in the middle" Yes, that happens, and a lot, but the important thing is not that they finish the story, the important thing is that they enjoy reading, if that doesn't happen, don't expect that when they grow up they will prefer being readers to spending all day in a videogame, or in front of the TV.
J.K. Rowling once said that if you don't love reading, it's because you haven't found the right book. How do you expect a child or teenager to become an adult reader if you don't give them the opportunity to change the story if they don't like it? If you force him to read, we have already lost a reader, and who knows if beyond that, we lost a writer. My Reading and Writing teacher used to tell us that there is no writer who doesn't like to read, so if we don't have readers, much less will we have writers.
J.K. Rowling dijo una vez que, si no amas leer, es porque no has encontrado el libro adecuado. ¿Cómo se espera que un niño o adolescente se vuelva un adulto lector, si no se le da la oportunidad de cambiar el cuento si no le gusta? Si lo obligas a leer, ya hemos perdido un lector, y quien sabe si más allá de eso, perdimos un escritor. Mi profesora de Lectura y Escritura, nos decía eso, no hay escritor que no le guste leer, así que, si no tenemos lectores, mucho menos tendremos escritores.
How many stories are lost because of that, how many dreams are frustrated by reading, how much time is wasted forcing people to read, when in the end they don't get anywhere, because they don't even remember what they read the following year, or maybe a few days later. Have you ever thought about that? And the worst thing is that, if you are a teacher, you are worse off.
Cuantas historias se pierden por eso, cuantos sueños se frustran por la lectura, cuanto tiempo se pierde obligando a leer, cuando al final no se llega a nada, porque no recuerdan ni lo que leyeron al año siguiente, o tal vez unos días después. ¿Te has puesto a pensar eso? Y lo peor es que, si eres docente, estás peor.
When you are a teacher, in addition to planning, organizing and giving the test, you have to motivate, and the problem will not be the student who reads at home, it will be precisely the one who has a bad experience with reading. Then you will have 40 students, 3 or 4 of which you will not have to motivate so much, but you will have to give them more than just the test, but you will also have the other 37 or 36 students, who have such a bad experience with reading, that if they stick it (they win it by luck, as we say in Venezuela) they will get 10, but they will hate reading all their lives.
Cuando eres docente, además de planificar, organizar y hacer la prueba, tienes que motivar, y el problema no será ese estudiante que lee en casa, va a ser precisamente, el que tiene la mala experiencia con la lectura. Entonces tendrás 40 estudiantes, 3 o 4 de los cuales no tendrás que motivar tanto, pero tendrás que darles más que solo la prueba, sino que también tendrás a los otros 37 o 36 estudiantes, que tienen tan mala experiencia con la lectura, que si la pegan (ganan por suerte, como decimos en Venezuela) sacarán 10, pero que odiarán leer toda la vida.
Now the opposite case, reading for pleasure, is to remove the chip of the test, but to really motivate to investigate, to converse, to share, not textually, freely, even if we can be wrong. That is the most fun part of reading, especially when you have someone who understands how you feel, with whom to share your experience and above all who gives you a second opinion about a character.
Ahora el caso contrario, leer por gusto, es quitar el chip de la prueba, pero motivar realmente a investigar, a conversar, a compartir, no textualmente, libremente, aunque nos podamos equivocar. Esa es la parte más divertida de leer, sobre todo cuando tienes a alguien que entiende como te sientes, con quien compartir tu experiencia y sobre todo quien te da una segunda opinión acerca de algún personaje.
We should motivate people to read for pleasure, to enjoy reading, to create different stories, to write and to share how they feel or enjoy what they read. What do you think? Does reading for obligation serve any purpose in the long run? I'll be waiting for your comment and we'll read each other in my next post.
Debemos motivar a leer por gusto, a disfrutar la lectura, a crear diferentes historias, a escribir y a compartir lo que sienten o disfrutan de lo que leen. ¿Qué opinas tú? ¿Leer por obligación sirve de algo a largo plazo? Estaré esperando tu comentario y nos leemos en mi próximo post.
Translated with www.DeepL.com/Translator (free version)
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