How I miss teachable moments and principals who understood them. I
still do teachable moments but no one but the children understand why.
Sad
Pat K
"to be nobody but yourself -- in a world which is doing its best, night
and day, to make you like everybody else -- means to fight the hardest
Now I get it! That makes the sense I couldn't figure out before.
On Sun, Sep 28, 2008 at 7:29 AM, Mary Manges <[EMAIL PROTECTED]> wrote:
> Bev,
> We are partially departmentalized in our fifth grade (we are part of a
> middle school this year). I teach 2 blocks of language arts and my
> own hom
Bev,
We are partially departmentalized in our fifth grade (we are part of a
middle school this year). I teach 2 blocks of language arts and my
own homeroom for social studies and science. Since we switch classes,
I have to be on the same time schedule as my colleagues, which is why
the pr
ing to find the best way for and with
their kids, and I thank you all for listening if you got to the bottom of this
rampage. Yes, last week at school was a tough one.
--- On Sun, 28/9/08, Beverlee Paul <[EMAIL PROTECTED]> wrote:
> From: Beverlee Paul <[EMAIL PROTECTED]>
&
So, Bev, It seems I have yet to find something we disagree on! :-) LOL
Lesson study was such an Ah hah to me last year because I have always
believed, as you do, of the interconnectedness of learning...that real
learning
requires the brain to make connections and see patterns. My problem
I would agree with most of what you said as well. I do think that scattered
teaching won't get us anywhere in depth and that we need to draw out the
depth of thinking in a concentrated manner. And an analogy appears to me
for what you're talking about. I know so little about cameras that I'm not
I really don't mind that walk throughs that our principals are doing becasue it
is making me a better teacher. Anyone can perfom for a formal evaluatiion but
now teachers have to be on their toes at all times. I have been taking classes
on assessing students for learning, not of learning. The
I totally agree with what you are saying!! We aren't teaching children to
learn but how to take tests. I long for the day when I can get back to those
teachable moments and the have the ability to roll lwith it!
Lisa
Renee <[EMAIL PROTECTED]> wrote:
> In the good old days, long before N
OK, Bev...
I am going to be a devil's advocate hereI find that I rarely disagree
with you, but I think this might be one of those rare instances. :-)
One of the biggest ah-hahs that came through my five rounds of lesson study
last year was that I tried to do too much in my lessons. I le
On Sep 27, 2008, at 8:59 AM, Beverlee Paul wrote:
> Our school is just starting 4-minute walkthroughs (amusingly dubbed
> drive-bys by many on this list) and here is one of the things we heard
> yesterday at our "debriefing."
>
> Yes, you must have your objective up on the board or somewhere and
What do you mean when you say that your principal is trying to give you
another 15 minutes. Does the principal plan your schedule? I'm afraid
there's a whole world out there that amazes me.
On Sat, Sep 27, 2008 at 8:00 AM, Mary Manges <[EMAIL PROTECTED]> wrote:
> My principal is
> also trying
Our school is just starting 4-minute walkthroughs (amusingly dubbed
drive-bys by many on this list) and here is one of the things we heard
yesterday at our "debriefing."
Yes, you must have your objective up on the board or somewhere and your
children should know why they're learning such-and-such.
In the good old days, long before NCLB and when teachers were treated
more like people who actually knew what they were doing, we used to
have what were called "teachable moments." When my son, (now age 32)
was in third grade, he had a fantastic teacher who lived well outside
the box. I was hel
e lit.
-Robert Shaffer
- Original Message -
From: Mary Manges<mailto:[EMAIL PROTECTED]>
To: Mosaic: A Reading Comprehension Strategies Email
Group<mailto:mosaic@literacyworkshop.org>
Sent: Thursday, September 25, 2008 7:23 PM
Subject: [MOSAIC] Language arts bl
I can relate with how difficult it is to keep it short. What I tell teachers
(myself included) is that any asides you're tempted to throw into your
lesson, either use them as a mid-lesson teaching point or save for another
lesson entirely.
An example is "And writers remember that good writers als
I think that your comment below is an example of very powerful teaching. For
one thing, and there are many others, it lets kids know that learning is about
weaving connected ideas over time. And, it promotes that sustaining thinking
on a particular idea is critical to learning something well.
I agree with all of you and I appreciate the advice. I'm sure that
part of my trouble is the fact that I'm new to STW lessons this year.
I'm going to focus this week on being as brief as possible without
sacrificing anything. I agree, that the less I say, the more they
will remember. I'
Great advice.
The other thing I try to do is use the reading text to demonstrate
something that is in my mini lesson. That way students are seeing the
text from two different perspectives--first as a reader, then as a
writer.
Carol
On Sep 25, 2008, at 9:41 PM, [EMAIL PROTECTED] wrote:
> Hi
I agree with Camille, keep your mini lesson very explicit, and short. I do
realize it is hard to get the read aloud in, do the vocab, then teach the
lesson, have time for them to practice with you, then they practice
independently, but if you keep the teaching part short, chances are they'll
remem
Hi Mary,
TIme is time and when you don't have much you need to make the most of it. Mini
lessons should be just that - mini. If a mini lesson lasts more than 5-7
minutes you've probably gone too far. Make the most of your mini lesson by
teaching a small piece and instead f taking questions or
Hi everyone,
I'm wondering how long most of you have each day for teaching language
arts? I teach fifth grade and have about 90 minutes to teach reading
and writing. I've basically divided it into two 45 minute blocks.
This is the first year that I am following STW and Comprehension
Tool
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