Very true. It's the children who don't know.
If you are forced to sit a child in a chair and do meaningless things all
day every day, and if you're an ELL (or any) child who has no idea what
you're talking about, or how to do what you're asking, or how to please you,
or how to please herself, or that you really care, even though you
faithfully read the script which shows you don't. . . .
When you are so under pressure about scores that you plain can't help but
sigh when another child who isn't going to "make it" is brought to you. . .
.
When your brain does dead and your tongue goes numb by repeating the same
words and signals over and over to children who haven't the faintest. . . .
When you have to say to child, "Yes, I know about your grandpa" but you have
to move on because the coach is coming between 9:13 and 9:17 to see what
part of lesson 17 you're on. . . .
Any program which puts the program first, the coach second, the teacher
third, and doesn't see the relevance of the child at all, just the empty
vessel . . . .
> Thanks for the article; it's a keeper. However, unaddressed in the
> article
> is the belief that ALL reading programs, etc. can be used effectively IF
> the
> teacher is caring, etceteras. Unfortunately, I believe some reading
> programs (used with FIDELITY, of course) are mutually exclusive to
> establishing positive relationships. There are some programs that just
> plain make it impossible to treat a student with respect. Love, maybe,
on
> the part of the teachers, but can the child get it in the environment set
> up
> by some reading programs?
>
>
What programs would those be? I think most teachers know that their
relationship with that child is more a factor in that child's growth than an
impersonal program....
Bill
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