On 10/02/09, CS wrote:

Don't you work with elementary aged children now? I guess I am
confused as to how you can be giving so many new lessons to the
same children each day? There seems to be much too dependency
on the adult for learning. Also, I think when children do not
repeat a new lesson then they just were either not ready for
that particular one although they thought they were, or it just
was not a good match for what they need.

I find in the 3-6 classroom that although some children will
not return to a lesson right away, especially if it was not a
match at that time, they often take it out when they see a peer
do it at a later date, or they simply come across it again, and
take it off the shelf. I am not married to the sequence of
materials and maybe it looks like a child is ready for such and
such material because they had never done it, they had already
internalized that concept maybe at home, and would be more
ready for another one on the shelf.

I would think you could tell from your daily notetaking what is
really going on. However my gut instinct is that the children
are not independent enough to be able to develop a flowing work
cycle. I would work on the independent part of our work as
guides and be less concerned about giving lessons just because
the child keeps asking. Those children have learned how to
monopolize your attention. That is probably more what they
want, the attention, not the lesson.

I hope this didn't come across too harsh. I am writing as
thoughts hit me. Hope you get some good advice!
maureen

> Do you often have to get onto children to repeat a work
> after they get a new lesson on something?
>
> Mine scramble to get new lessons & once they excitedly
> receive a new one, they never seem to revisit it
> subsequently. Several kids expect new lessons everyday
> before repeating existing ones & I find myself often
> telling them to practice an old one before they can receive
> a new one.
>
> What should I do? Thanks!!

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