Re: [MOSAIC] Convincing colleagues/was round robin

2007-07-22 Thread Mlredcon
Effective ways to convince people not to do round robin reading are research, alternatives and to have them recall their own personal experiences. In addition, they need to understand that there is a need for oral practice, but not in the manner of round robin reading. Maxine _http:/

Re: [MOSAIC] Convincing colleagues/was round robin

2007-07-22 Thread Jeanne Hunter
explained to teachers, PAs etc. It then needs to stop. Jeanne >From: [EMAIL PROTECTED] >Reply-To: "Mosaic: A Reading Comprehension Strategies Email >Group" >To: mosaic@literacyworkshop.org >Subject: Re: [MOSAIC] Convincing colleagues/was round robin >Date: S

Re: [MOSAIC] Convincing colleagues/was round robin

2007-07-21 Thread Tami
then listening to other children read the rest of the passage. - Original Message - From: "Joy" <[EMAIL PROTECTED]> To: "Mosaic" Sent: Sunday, July 22, 2007 7:27 AM Subject: [MOSAIC] Convincing colleagues/was round robin >I appreciate everyone's advice

Re: [MOSAIC] Convincing colleagues/was round robin

2007-07-21 Thread Angela Almond
Maybe have a tutor training session. You could get together with other teachers and invite all of the tutors, volunteers, teacher assistants, and any regular substitutes. You could then model and teach them how you teach, what they can do to help, and the reasons why. The math teacher in fourth

Re: [MOSAIC] Convincing colleagues/was round robin

2007-07-21 Thread Debbie Goodis
Are you able to do a mini workshop with these adults? If so you could name the workshop "Alternatives to Round Robin Reading". That way you could let them know in an impersonal way that RRR is not a good strategy and then the whole workshop (1 hour or so) would be focused on what TO do. Maybe ha

[MOSAIC] Convincing colleagues/was round robin

2007-07-21 Thread Joy
I appreciate everyone's advice about what to do instead of round robin reading. These are things that have happened in my classroom for the past 6 years. What I'm looking for is advice for teaching my TA (and adult volunteers/substitutes) about the importance of using strategies other than