Lots of opportunities to turn and talk... Lots of teacher and peer modeling of
the kinds of thinking readers do... Variety of texts so children build schema,
attention to vocabulary development...
Sent from my iPhone
On Dec 14, 2011, at 3:52 PM, "Tennie Bramlett"
wrote:
> Hi Everyone,
>
> I
Pat
I'd never say never but I doubt it. Lexiles were developed by Scholastic and I
can't imagine there are tests that give that info.
If you have another level such as a guided reading level there are conversion
charts that will give you a general range. So if you have a guided reading
level or
I think someone's acct has been hijacked. Please ignore all this
Sent from my iPhone
On Dec 28, 2011, at 11:59 AM, "Vanessa Smith" wrote:
> and what's your point?
> On 2011-12-28, at 12:37 AM, Judy Dotson wrote:
>
>>
>>> For those unfamiliar, Welfare payments are made in the US to individuals
I like to use Donald Graves book of poems called Baseball Snakes and Summer
Squash as mentor texts...
Sent from my iPhone
On Dec 28, 2011, at 12:36 PM, "evelia cadet" wrote:
>
>
>
>
> Is anyone aware of good resources on teaching poetry (websites, books, etc.).
> Evelia
Norma..run don't walk to purchase Donald Graves poetry book Baseball Snakes and
Summer Squash.
In that book: Summer Squash works for Creating Mental Images... The Bully or
Last Touch or Giggling in Church for connections
Tons of poems in it that are great for inferring too. Most poems are rich
I did it all the time... Great way to help kids understand the purposes of
poetic devices... How they affect the reader. It's that whole idea of "reading
like a writer..." what affect does onomatopoeia or alliteration have on your
ability to create a mental image??
Sent from my iPhone
On Dec 2
o compromise our
>> practices out there in schools. Know that is important discussion as well
>> but this other kind of discussion is what fills me up and gives me hope.
>> That may be most important at this time in education history!
>>
>> Sally
>>
>>
>
I'd be happy to share. I am studying teachers' growth in their ability to
reflect as they go through the National Board portfolio process. I have been
able to document a significant difference in many teachers between when they
begin their portfolios and when they end in the depth of their refl
up naturally and keep
> as a simple list in a folder that we can put on the resources page of this
> list at the end of our discussion?)
>
> PLEASE GIVE ME FEEDBACK ON ANY OF THIS. IT'S JUST A BRAINSTORM TO BEGIN OUR
> PLANNING.
>
> Sally
>
>
> On 12/30/11 5:
Sally,
Thank you for your leadership!!! :-)
Can't wait to read the discussion!!
Everyone, we are getting active so help me reduce the load on the servers. I
don't think we will need anymore "count me in" messages. There's enough
interest ...
Sent from my iPhone
On Dec 30, 2011, at 11:43 AM, "Sa
ities. I know that in my district, opportunities for
> effective professional development are few and far between. The certification
> process allows for relevant and personalized PD. Good for you delving deeper
> into this PD opportunity. I wish you the best!
> Sue
>
> Sent fro
ALL of our discussions are archived and can be retrieved pretty easily if you
know the thread name and the dates. See
http://www.mail-archive.com/mosaic@literacyworkshop.org/
Jennifer L. Palmer
Instructional Facilitator
National Board Certified Teacher
Magnolia Elementary (home school)
90
I know I have poetry inside...I have even written it from time to time, though
I rarely, if ever share it.
Poetry, at its very best, uses fewer words to express deep, rich emotion. I
love the language of poetry...how so few words say SO much! I feel drawn to
write poetry when I am feeling deep
I think that perhaps we need to find the right poetry...and what is
right...what kids connect with, requires one to know his or her kids very well.
Listening and reflecting upon what students say is so key...
In addition, so many of us as teachers did not have positive experiences with
poetry s
Ok, as moderator it is time for me to step in. First, the purpose of this
listserv is comprehension . I could have stepped in and stopped this with a
reminder of that, but phonics does play a role in word learning and therefore
in comprehension. What Ellin calls surface structure does have a rol
And what's essential ? Ellin has some lovely thoughts on that in To Understand.
Sent from my iPhone
On Feb 17, 2012, at 8:46 PM, "Margy Hillman"
wrote:
> let me add my voice too.
> i think out of fear, people are not trusting selves to create the best
> learning environments.
> to quote jim c
So Renee, why don't you share how you handle this issue? How do you find what
kids need? How do you structure your classroom instruction to hit multiple
needs? Please share how you kid watch and then use what you've learned? I think
there's a lot of people who'd benefit from your experiences.
S
I agree... Fear is a part of it. So is lack of money for quality PD. A final
question is this: do our schools have a culture of inquiry where teachers and
students are encouraged to think? Or do we just encourage compliance? And if we
don't have that culture, what can we do to build it?
Sent fr
I agree Renee. What I often do is spend a little time talking about our purpose
for reading first and letting that guide the discussion ... I think it was
Kylie Beers that uses the example of a text that is a description of a
beautiful home. An interior decorator, a real estate agent and a thief
to get kids to answer
> open-ended questions with any kind of confidence. That frightens me.
>
> Renee
>
> On Feb 18, 2012, at 1:49 PM, Palmer, Jennifer wrote:
>
>> I agree Renee. What I often do is spend a little time talking about our
>> purpose for reading fi
c. I will not ask you to share on the list
so not to bore others, but I am interested.
PatK
On Feb 17, 2012, at 3:52 PM, Palmer, Jennifer wrote:
> I learned a lesson about listening and learning from colleagues
> with different opinions. And, when my attitude shifted, my
> supervisor
Thank you !!! Yes,it was Tovani!!
Sent from my iPhone
On Feb 19, 2012, at 5:34 PM, "Kim Thompson" wrote:
> Was it not Chris Tovani who used this example (different purposes -
> decorator / real estate agent, and a thief) in her book, "I Read It But I
> Don't Get It"? Excellent conversation.
Thank you everyone for the great discussion this weekend!! :-)
Let's make a pact, shall we? Let's take a sec to privately consider our hot
button issues. We all have the topic or issue that pushes an emotional button.
(Mine are Open Court Reading Series and those $&@!! Test Prep books that start
icts/schools adopting programs or practices with no real background and
no incentive to think critically before hopping on board.
Thanks to anyone who has read this far. I know I get long winded. I at
least feel better for having spilled this out. And thanks Jennifer and Bev
for hopping back
Folks... Please email Donna at her email address. If you hit reply, All 2500 or
so members have to read a request meant for one person. To top it off, since we
have a large membership, certain servers (like aol) will start blocking our
messages because they look like spam.
Thank you!
Jennifer
ve
> to be able to answer those fake main idea questions from a test? Any advice?
>
> Sent from my Windows Phone
>
> -Original Message-
> From: Palmer, Jennifer
> Sent: Sunday, February 19, 2012 9:23 AM
> To: Mosaic: A Reading Comprehension Strategies Email Group
>
, or even between reading and writing. "Explicit"
>> phonics instruction does not need to mean scripted programs.
>>
>> I'm sorry if I stepped on anyone's toes. But for those who are not sure
>> what this list is supposed to be about, if you haven't read M
I will send the references for this research to the whole list when I get a
minute. In the Meantime, get your hands on Words Their Way. Run!!! Don't walk!
It references many of the studies you need.
Sent from my iPhone
___
Mosaic mailing list
Mosaic@l
Gena... Can you share how you are using it and what PD was given to teachers??
Sent from my iPhone
On Feb 24, 2012, at 7:48 PM, "Gena Schuck" wrote:
> I love words their way! My district is very data driven but sold on it!!
>
> Blessings,
> ~Gena~
>
> On Feb 2
gt;
>> jennifer.pal...@hcps.org<mailto:jennifer.pal...@hcps.org>
>> To: <mailto:mosaic@literacyworkshop.org>
>> mosaic@literacyworkshop.org<mailto:mosaic@literacyworkshop.org>
>> Date: Sat, 25 Feb 2012 00:52:06 +
>> Subject: Re: [MOSAIC] Phon
I have used SIPPS as a reading specialist in a non-title one school. I
abandoned doing it with fidelity as I felt that it did not work very well. A
few kids grew, but many did not. Our districts data did not support it either
and we probably had about 20 schools using it. Some with fidelity, som
the teachers
who is there doing the ongoing challenging day to day work of a meaningful
classroom to find time and energy to fight back.
Yikestoo carried away once again. At lest I am watching the snow fall
finally. Not enough snow here in California so very happy to see it this
late F
Renee... Hear hear! I can, after all, read the manual!!
Sent from my iPhone
On Feb 29, 2012, at 6:00 PM, "Renee" wrote:
> I agree that good professional development is a positive thing and can be
> more of a learning experience than sharing with colleagues on a surface
> level. I also think t
Elizabeth...attachments do not go through the listserv. HOWEVER, if you have an
electronic copy to share with others, please email it to me. I will send it on
to Keith who can post it on our tools page so that anyone who wishes can get
access to it.
Please do not hit reply to Elizabeth's email
We are moving slowly. This past year was only awareness training.
The state of Maryland is doing a comparison of their current state curriculum
and common core, and doing an alignment. Lesson seeds, etc, will come from
that...so next year will be the BIG training so that we implement fully the
> -Original Message-
> From: mosaic-bounces+pbbrown=spartanburg3@literacyworkshop.org
> [mailto:mosaic-bounces+pbbrown=spartanburg3@literacyworkshop.org] On
> Behalf Of Palmer, Jennifer
> Sent: Wednesday, February 29, 2012 8:24 PM
> To: Elizabeth Sledge; Mosaic: A Reading
gt; -Original Message-
> From: mosaic-bounces+pbbrown=spartanburg3@literacyworkshop.org
> [mailto:mosaic-bounces+pbbrown=spartanburg3@literacyworkshop.org] On
> Behalf Of Palmer, Jennifer
> Sent: Wednesday, February 29, 2012 8:24 PM
> To: Elizabeth Sledge; Mosaic:
So, here is a question for you. WHY is his fluency poor? It is time to look for
a root cause. Your gut is that he tries too hard and chokes and so that means
an emotional component. Have you asked your student? What is he saying about
his reading aloud?
You've shared reading rate, but there is
Here are a couple of thoughts. She may be reading an F independently...but is
she sight word reading? Watch what she does when she makes an error...or when
she comes to a word she doesn't know. What strategies is she using? Does she
tap out unknown words successfully or is she using something el
I am guessing LEA... Local education agencies...ie districts...
Sent from my iPhone
On Apr 7, 2012, at 4:49 PM, "Sandy Pugliano" wrote:
> What are leas?
>
> Sent from my iPhone
>
> On Apr 4, 2012, at 5:04 AM, Patricia Kimathi wrote:
>
>> What are home-grown pacing assessments?
>> Pat
>> On
Sometimes you can get a lot of info talking to the child and her family. If it
is on and off, maybe there is something interfering with her ability to
concentrate. Is she getting enough to eat? Are there sleeping problems?
As you are diagnosing... Look at the WHOLE child. Sometimes the problem ha
Renee,
I think the question here, though, is what is going on with this student? Why
is she having trouble? Why is she inconsistent? Why can she do it some days and
not others? This doesn't look like the dyslexics I have known. We are also so
quick to point to 'processing'... but every person
A must read: What Really Matters for Struggling Readers (Richard Allington)
Strongly recommended: Words Their Way
To Understand
Jennifer L. Palmer, Ed. D.
Instructional Facilitator
National Board Certified Teacher
Magnolia Elementary (home school)
901
I am doing a presentation on the importance of activating schema. I used to
have song lyrics for a country song that sounds in the beginning like he is
singing a love song to a woman, but it turns out to be a car. Does anyone
remember the title of this? I want to find the song on ITunes and also
That's it!
Sent from my iPhone
On May 10, 2012, at 9:01 PM, "Susan" wrote:
>
> Hi Jennifer, I think the song you are looking for is First Love by Alan
> Jackson.
>
> Susan
> sacchet...@aim.com
>
> ___
> Mosaic mailing list
> Mosaic@literacywo
nt: Friday, May 11, 2012 7:27 AM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] Song for Jennifer
Jennifer you got my curiousity! How are you using the song? Please share
Donna
Sent from my HTC Status™ on AT&T
----- Repl
Renee
Have you ever read the Reading Styles research by Marie Carbo? Worth looking
into. It supports the idea that kids learn differently (some don't benefit from
phonics)...and at different rates. I think you'd like the way she thinks about
kids and teaching reading.
When we read things like t
Look for the National Reading Panel Website.
Their survey of the research showed that teaching phonics does not work after
first grade.
Jennifer L. Palmer, Ed. D.
Instructional Facilitator
National Board Certified Teacher
Magnolia Elementary (home school)
901 Trimble Road
Joppa, MD 21085
*am* familiar with the National Reading
> Panel report, and suggest that everyone read the "alternate" one written
> by I think Joanne Yatvin? Do I have this correct?
>
> Renee
>
>
> On May 21, 2012, at 7:56 AM, Palmer, Jennifer wrote:
>
>> Renee
Well, come work for me in one of my schools. I still believe in student choice
of reading materials, that good teachers are better than programs, and the best
way to teach a child to read is to become a good observer of the child--he
will show you the way he learns best.
I am saddened by thes
Horrible!
Sent from my iPhone
On May 26, 2012, at 8:17 AM, "rascal...@aol.com" wrote:
> I love the book, Book Whisperer!!! Up to now I have been able to close my
> door, however now we have 16 "walk throughs" that our administration does
> in a quarter. When the administration walks in to
Harford County Maryland
Sent from my iPhone
On May 26, 2012, at 10:03 AM, "rascal...@aol.com" wrote:
> Sowhere are you located? It's great to know there are some doing what
> is right for the kids. Your students are fortunate (and your teachers) to
> be under your leadership.
> Ali
>
I think this is why more of us who have actually taught need to go into
leadership positions. When we love to teach and can't imagine anything else,
it's a hard leap to make BUT, if we all stay put in the classroom, we don't
have people who understand the real work that needs to be done in class
Hello... I am responding to this on list because I think this is one of the
things we all ought to be informed about and prepared for in our classrooms.
UDL or Universal Design for Learning is a set of principles for curriculum
development that provides (in theory at least) opportunities for all
Understanding by Design... A little different than UDL that I posted about
earlier. Forgive me for confusing the acronyms! Isn't UbD from Bob Marzano?
Sent from my iPhone
On Jun 8, 2012, at 5:14 PM, "Mena" wrote:
> What is UbD? I have never heard of it?
>
>
>
>
> Philomena Marinaccio-Eckel
The three most important things to learn about spelling from Words Their Way:
1. Spelling is NOT learned through visual memory. If you rely on traditional
spelling lists and memorization, students will not transfer spelling to actual
writing.
2. Spelling is developmental. Spelling should be taugh
scored SIGNIFICANTLY higher than hers every year.
> Second thing: she still didn't change her practice. More later.
>
> Sent from my iPhone
>
> On Jun 11, 2012, at 9:51 AM, "Palmer, Jennifer"
> wrote:
>
>> The three most important things to lear
sion Strategies Email Group
Subject: Re: [MOSAIC] Words Their Way
What practices did you change that you saw really made a difference.
Pat K
On Jun 11, 2012, at 6:54 PM, Palmer, Jennifer wrote:
>
___
Mosaic mailing list
Mosaic@literacyworkshop.org
To
Thanks Renee...
Love the quote at the end of your email. :-)
Jennifer L. Palmer, Ed. D.
Instructional Facilitator
National Board Certified Teacher
Magnolia Elementary (home school)
901 Trimble Road
Joppa, MD 21085
410-612-1553
Fax 410-612-1576
"In every child a touch of greatness!!'
Pro
Well, the first thing I would ask is have they been taught these things? :-)
Handwriting has often gone by the wayside. AND, I think sometimes we don't
always entertain high expectations for it. We could argue here about how
important this even is in this age of technology, but I don't want to g
I would highly recommend Maryland's CFIP model for team data analysis...
You can find more at .http://mdk12.org/process/cfip/index.html
Jennifer L. Palmer EdD
Instructional Facilitator
National Board Certified Teacher
Magnolia Elementary (home school)
901 Trimble Road
Joppa, MD 21085
410-6
iculty understanding each other.
>>
>> Can you describe a typical setting and just say a bit more about its use?
>> History also -- this is state-wide, and mandated? Just curious and if you
>> have time.
>>
>> Linda Rightmire
>> SD #73 Kamloops, BC
>
typical setting and just say a bit more about its use?
> History also -- this is state-wide, and mandated? Just curious and if you
> have time.
>
> Linda Rightmire
> SD #73 Kamloops, BC
>
>
> On Fri, Jun 15, 2012 at 11:53 AM, Palmer, Jennifer > wrote:
>
>> I
Do you have some professional books by authors like Ellin Keene, or Debbie
Miller? Try looking in the reference section of those books to get authors and
article titles... See what THEIR references are
Sent from my iPhone
On Jun 30, 2012, at 3:44 PM, "Meredith Glasser" wrote:
> I am doing a l
I suspect Cheryls acct has been hacked. Don't reply, click on links or send
money anywhere!!!
Sent from my iPhone
___
Mosaic mailing list
Mosaic@literacyworkshop.org
To unsubscribe or modify your membership please go to
http://literacyworkshop.org/mailm
I think both have benefits and drawbacks. Do you have to use a program or are
you just looking for resources? What grades? As far as I am concerned, when
teaching phonics, it is important to remember a couple of principles:
1: Word learning does not occur through memorization. It is more effecti
Start with the International Reading Association website... Readthink.org.
Teach grammar in context ... Not in isolation. Find out about writing process
and writers workshop and start there
Sent from my iPhone
On Aug 25, 2012, at 3:31 AM, "evelia cadet" wrote:
> Hello. I am in desperate need o
Having standards for early childhood education does not mean that one has to
assess those standards with standardized tests.
All children are different and progress at different rates. Developmentally
appropriate education, to me, means finding and then working within the child's
zone of proxi
I second the Pigeon books by Mo Willems...even through older grades... Kids
find them funny and I use them to hook older kids who like to draw and create
their own comics... How simple line drawings can create emotion and humor...
Sent from my iPhone
On Sep 22, 2012, at 2:45 AM, "Claire" wrote
Start with an assessment to find the appropriate level. I'd use the Words Their
Way inventory... Then Words Their Way has great activities that gets kids
thinking about how words work.
Sent from my iPhone
On Oct 9, 2012, at 1:39 AM, "Livingston, Marie"
wrote:
> My reading class this year is
There is something that is not being considered in this discussion, and that is
the relationship between encoding and decoding and the developmental nature of
spelling.
Remember that children understand language (Speech) before they can use it
themselves...there is a hierarchy here. Babies und
Donald Graves poem book: Baseball Snakes and Summer Squash
Sent from my iPhone
On Oct 20, 2012, at 4:42 PM, "Scholla, Jennifer"
wrote:
> I'm looking for ideas to gather short stories, poems, etc. that are good for
> modeling and practicing the Mosaic Strategies. I have quite a list of books,
There are some wonderful lessons on meta cognition out there:
In the Comprehension Toolkit
In the book Comprehension Connections
There's a great lesson on just right books (which includes the idea that we
understand books that are just right... Not just an ability to read the words)
in the book
I think sometimes kids do not need more phonics, they need modeling in how to
use the phonics...AND...what to do when phonics doesn't help them...strategies
for using pictures, context etc.
What I used to do is spend time demonstrating what to do when I came to a word
I didn't know... AND how t
Debbie Miller's new thinking on Gradual release can be found at this podcast on
the Stenhouse site.
http://www.stenhouse.com/html/rwm2podcast.htm?r=n263
I'd love to hear everyone's thinking on gradual release and/ or the "I can"
statements referred to in this podcast.
Hope everyone is having a
e could go further...it is dynamic.
Philomena Marinaccio-Eckel, Ph.D.
Florida Atlantic University
Dept. of Teaching and Learning
College of Education
2912 College Ave. ES 214
Davie, FL 33314
Phone: 954-236-1070
Fax: 954-236-1050
-Original Message-----
From: Palmer, Jennifer
To:
Bev...
What a thoughtful post...it leads to something I have been thinking about, and
that is the structure through which we teach literacy is of grave importance.
My district has Writer's Workshop...but not a Literacy Studio/Reader's
Workshop. For years we taught a whole group lesson followed b
Anyone else read Opening Minds by Peter Johnston?
Anyone interested in a book study on it? I'd volunteer to lead this one.
Jennifer L. Palmer, Ed. D.
Instructional Facilitator
National Board Certified Teacher
Magnolia Elementary (home school)
901 Trimble Road
Joppa, MD 21085
410-612-1553
Bev...
Thanks for taking it deeper...as I ponder your comments, I realize that what's
most important for schools and teachers goes beyond a model for gradual
release, even beyond a structure for instruction. It comes down to what do we
believe about teaching and learning...values...beliefs.
"L
Janie Sweatt jswe...@sau88.net
> 1/4/13
>
> On Fri, Jan 4, 2013 at 12:56 PM, Sue Maloney wrote:
>> Hi Jennifer,
>> I'd love to participate in a book study of Opening Minds!
>> Thanks,
>> Sue Maloney
>>
>>
>> On Fri, Jan 4, 2013 at 8:18 AM
Yes. Have you read Choice Words? Same author. This one is about the language we
use in instruction and how we could use it to create an environment where kids
have a sense of agency-where they are willing to value learning above
perfection... Where they help teach each other...where kids are mot
Amy... We have a problem from time to time with email volume. When we have high
volume, some servers start bouncing our list serve mail as spam and members
stop getting their mail. If allow you to advertise, then I would have to allow
everyone. There are hundreds of people on this list and membe
February!! A schedule for discussion will be posted the last week of January.
No reason why you couldn't start reading and thinking any time!!
Sent from my iPhone
On Jan 7, 2013, at 10:15 AM, "Robin Gebhardt"
wrote:
> I downloaded the book last night. When do we begin?
>
> Robin Gebhardt
>
Thanks to everyone who expressed interest in participating in an Opening Minds
book group here on the listserv.
No one else needs to email me that they want to take part...I have enough
interest to keep it right here on the list where everyone can read and follow
along. For those folks still on
Kathy... He may need another approach.
Are you working on phonemic awareness? If he can't blend orally he may need
work with that before he adds phonics to the mix in the decidable books.
He's strong with comprehension you say... But decidable books force him to use
one cue system- the visual- w
Darn autocorrect... Decodable... Not decidable in my last post. Forgive me. I'm
at a conference and can only read posts on my cell...
Sent from my iPhone
On Jan 24, 2013, at 7:35 AM, "Palmer, Jennifer"
wrote:
> Kathy... He may need another approach.
> Are you working
Sally
First---to your last point! YES! Share some running records and miscues and
let's discuss the miscues and what it says about students. If you have some to
start us off with, go right ahead with my blessing. I think a lot of us would
find that a powerful learning experience.
Second... I th
Hello all.
We will start our Opening Minds book study this weekend.
I am setting the following tentative schedule:
Chapter 1 and 2 the week of February 3
Chapter 3 the week of February 10
Chapter 4 the week of February 18
Chapter 5 the week of February 25
Chapter 6 the week of March 3
Chapter 7 t
Let's get the book discussion started!
Here are a couple of ground rules:
1. Delete all extraneous information from previous emails when replying to a
thread. Keep only the pertinent text that you are responding to. This is
critical to keep our servers from overloading. Thanks for being careful
Happy weekend everyone!
Did that story in chapter one about "road kill" resonate with you as much as it
did with me? What a way to make a point! Now that Peter Johnston has named a
turkey hit by a car as "road kill" would YOU eat it if your spouse brought one
home?? LOL...
What this says to m
Peter Johnston
Sent from my iPhone
On Feb 1, 2013, at 10:24 PM, "June Franks"
wrote:
>
> Who is the author of this book?
>
> Sent from my iPad
>
> On Jan 29, 2013, at 12:51 PM, "Palmer, Jennifer"
> wrote:
>
>> Hello all.
>>
Happy weekend everyone!
I had planned to post the first questions to our book study on Sunday...but
then realized it was Super Bowl Sunday...and around here (the Baltimore area)
we are having one big party on Sunday...so I thought I would give us a head
start tonight. The next couple of emails
I'm not sure about all of you, but Johnston's story of the woman whose husband
brought home a turkey that he hit with a truck struck a chord with me. A friend
called the turkey "road kill" and just those two little words made it
impossible for the woman to eat it. The words we use...what we nam
I think that it is absolutely critical that we create this challenging and safe
environment...and what is so eye-opening is that many of the words we
choose...words that OUR teachers used... work against this environment.
Jennifer
-Original Message-
From: Mosaic
[mailto:mosaic-bounces+j
Just hit reply...type your response. Then delete all the extra information from
the previous emails...or just type this address in the "to" line.
Jennifer
I forget how we post something? Do I just type it in to this address?
___
Mosaic mailing list
Johnston makes this provocative statement: "In a fixed performance world, there
is nothing to be done about one's learning...Special education is particularly
good at opening the door to the fixed-performance world. It is a world of
permanently disabling traits. Special Education students are no
Interesting. I think part of what Johnston is saying is that learning comes
down to relationships...and we convey we care for our students in lots of
ways...using our words AND our smiles, hugs etc. Kids respond to us, learn from
us, because they love us back.
But there is more too Johnston's
Let's do some talking about this idea of Johnston's that when we tell a child
he is a "good boy" ...or a "good reader"...it automatically sets up a fixed
performance frame for students. If one can be "good", one can also be
"bad"...we confirm the idea that people have fixed and unchanging abilit
I use automatic.
Sent from my iPhone
On Feb 8, 2013, at 5:17 PM, "Nicole Power" wrote:
> As someone new to the list I accidentally posted with an old subject line
> unrelated to my post. So, here it is again. Sorry and thanks for the help.
>
> I am new to the list and brand new to the readi
; -- still promote that fixed mindset. We say things to students and each
> other about students being smart and capable.
> How do I remind my colleagues not to talk that way? I think that until we're
> all on the same page, we're not going to make much progress. Jan
>
>
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