RPI Day One Reflection

What did I learn that increased my understanding of an effective reading programme? One thing that really stood out to me this week is that reading is much bigger than saying words correctly. Strong readers are active thinkers. They question, connect ideas, and read for different reasons — sometimes to learn, sometimes for enjoyment. I realised that a reading programme should help students grow as confident, motivated readers, not just accurate ones. I also reflected on how important the classroom environment is. Students need to feel safe to share their thoughts and respond to others. Without that culture, reading stays silent and individual, instead of becoming something students learn from together. Another idea that stayed with me is that motivation matters. When students feel capable, they are more willing to engage. That reminded me that building positive reading experiences is just as important as teaching strategies. I was also challenged to think about myself as a reader. If I want students to value reading, they need to see that it has value in my life too. I now see more clearly that reading supports learning across all subjects. When students can use reading skills in different contexts, it becomes a tool for understanding the world, not just a classroom task. What did I learn that could improve my capability and confidence in teaching reading? This learning helped me shift how I think about my role. Teaching reading is not about checking answers — it is about guiding thinking. I need to show students how readers make sense of ideas, not just what the right answer is. I also gained clarity around the importance of structured talk. Students cannot be expected to discuss ideas effectively unless they are taught how. When expectations for listening and responding are clear, discussions become more meaningful. This gave me confidence because I already support these kinds of interactions in other learning areas, so I can transfer those practices into reading. Another useful takeaway was the importance of understanding students as readers. Learning about tools that help identify students’ interests and habits showed me that planning should start with knowing who my learners are. This helped me feel more purposeful and intentional in my approach. What did I learn that could be used with my learners? I realised that my own attitude toward reading directly influences my students. If I want them to see reading as enjoyable and worthwhile, I need to demonstrate that belief through my actions. Talking about books, sharing recommendations, and showing genuine interest can make reading feel more real and relevant to them. I also recognised the value of intentionally learning about my students’ reading preferences. Gathering information about what they like and how they read will help me support them more effectively and guide them toward books that engage them. Another practical takeaway is the need to explicitly teach how to participate in reading discussions. Students benefit from clear guidance on how to listen, respond thoughtfully, and respect different viewpoints. These behaviours support deeper thinking and more meaningful learning conversations. What did I learn that could be shared within my wider community, with either colleagues or whānau/aiga? A key message I would share is that developing readers is not something that happens only at school. When adults show interest in reading, talk about books, and encourage reading for enjoyment, children’s confidence grows. I would also share the importance of understanding students as individuals. Learning about their interests helps us guide their reading journey more effectively. Supporting reading works best when teachers, families, and students work together with a shared purpose.