Imagine if you haven't had the best educational experience and you struggle with reading and writing, you lost all motivation to try, so you try to avoid it. When you're finally forced to do these tasks, it looks similar to the mushfake of a toddler. Why because you're "making do" with the knowledge that you do have. See the problem? Is this a real thing or am I reaching?
I think this is a very real thing and one I would imagine many of us will come across in the classroom. This then begs the question, what can we do? I would think a lot of it is about supporting and encouraging the student. Drawing from the reading, helping teach the student metacognitive strategies can also help the student develop and enter the discourse.
I agree that this is a great example of mushfake and young children are champions at it without even knowing that they are doing it. I have experience working with kindergarten students that do this all the time. My experience is similar to some the previous posts in that a child will approach me with a drawing or writing piece that they are SO proud of, and to me it's incomprehensible. Their papers looked much like the photos presented at the beginning of this thread. An example of mushfake that happened to me recently was when I went to a pilates class. I was mushfaking the whole time because this was my first pilates class and I really didn't know what I was doing or what some of the terms meant that were being used. I do other forms of exercise and this was foreign territory for me, but I didn't want that to come across to the pilates enthusiasts and experts in the room. I agree with Mike that it was definitely a fake it till you make it event.
Post by savannapoulson on Feb 16, 2016 1:25:02 GMT -5
I find this to be interesting, specifically because there isn't any context behind these photos. I'd like to think that perhaps the children who wrote these did so because they were imitating someone else, such as an older sibling on an adult. When I was very young I would imitate my dad or my brother pretty frequently, even if I didn't know exactly what it was that I would be imitating. To me mushfaking in these situations is due to wanting to impress someone you look up to and so you copy them in order to seem like theme, even if you cannot actually "do the thing". The child who wrote the story in the pdfs could have been imitating someone older actually writing a story or at the very least writing something. However, the child does not know grammar rules and sentence structure so the result is a hard to read story that doesn't make much sense.
Post by ronettekortbein on Feb 17, 2016 11:02:03 GMT -5
I remember when I was in preschool, I would draw curvy lines and pretend like I was writing in cursive. At the time, my older brother could already write and was learning to write in cursive. My parents also used cursive to sign documents. I wanted to fit into their discourse of being able to use cursive, so I "faked" it. At the time, I couldn't even write normally, but I already wanted to be a part of what my older peers were doing. This is extremely important to us as teachers because mushfaking can show a desire to learn. Someone who pretends like they can read at a higher level than they actually can may be doing so because they actually want to be able to read on a higher level. It is our job as future teachers to identify mushfake and know what to do with it. Instead of encouraging continued mushfaking, we need to provide students with the skills they need to succeed.