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Primary Elementary Teachers Chatboard

Favorite Chapter Books for 2nd graders

by Ms. H

Mar 17, 2009

I teach 2nd grade and I was wondering what are some of your favorite chapter books that 2nd graders can read with assistance. I'm looking for a good chapter book for a literature circle at the end of the year.

Thanks!

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girl in gulfport A to Z Mysteries, Geronimo Stilton, Junie B. Jones, Rickey Rocket, Amber Brown

On 3/17/09, Jenetty77 wrote: > Goone Bird Greene Ralph S. Mouse Katie Kazoo Switcheroo Magic > Tree House series The Boxcar Children series > > These are tried and liked by my 2nd graders. > > > On 3/17/09, Ms. H wrote: >> I teach 2nd ...See More

Mar 18, 2009

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Stacy My highest guided reading group is currently reading The Chocolate Touch and they love it!

Mar 22, 2009

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anti gangs assembly

by mel

Mar 17, 2009

I'm trying to find an assembly that would reinforce anti gangs. We have had anti bully and character education. Has anyone had or seen one?

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Happy Face Chart For Classroom Management

by Gracie

Mar 17, 2009

I used to give my teachers a Happy Face Chart and they seemed to like it. It didn't require any reprimands and the students knew how they stood every day.

Each child had their name on the bulletin board with three happy faces next to it. Then a note folded up and a picture of a phone.

During the day, if they broke a rule like ta...See More

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Cath I'm sure for some people they may find success with this type of system and it may be beneficial to use as a temporary measure early in the year. I think it is over kill in most classes to use all the time though. The kids shouldn't need this kind of behavior management system once they have learned your expectations and routines. I would also be v...See More

Mar 18, 2009

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need acronym for COLT

by scteach

Mar 18, 2009

I have been using BEE folders for the last few years. My school adopted the COLT as our mascot this year. Any ideas for an Acronym for COLT notebooks for next year????? Thanks!

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Third grade On 3/18/09, scteach wrote: >> I have been using BEE folders for the last few years. My >> school adopted the COLT as our mascot this year. Any ideas >> for an Acronym for COLT notebooks for next year????? >> Thanks!

COLTS: Carefully Organized Learners & Terrific Students

Mar 18, 2009

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A spinoff On 3/18/09, Third grade wrote: > >> On 3/18/09, scteach wrote: >>> I have been using BEE folders for the last few years. My >>> school adopted the COLT as our mascot this year. Any ideas >>> for an Acronym for COLT notebooks for next year????? >>> Thanks! > > > COLTS: > Carefully Organized Le...See More

Mar 19, 2009

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Elkonin/Letter boxes

by SHB.

Mar 18, 2009

Hi there, i am going to be doing a mini lesson on beginning Elkonin/Letter boxes. Has anyone had any experience with this? I am still having some trouble understanding it and figuring out how to explain it to kids with out sounding too complicated to them.

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SHB. Actually, I am wanting to use them to teach the concept of segmenting words into sounds. I was just wondering how to introduce this technique.

On 3/18/09, A question wrote: > What is your purpose in introducing the boxes to your > students? To help with spelling? Before they are > introduced, your students should be very strong w...See More

Mar 18, 2009

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Cath I use Elkonin mats with my students to teach them how to segment and blend CVC words. Email me if you want a copy of the mat I use. Here is how I introduce them: I give each student (I do it small group but you could do whole class if necessary) a laminated mat and three counters (could use pennies or whatever small enough). I give the kids a word,...See More

Mar 18, 2009

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Sticker Books

by Gracie

Mar 18, 2009

I have made sticker books for my students and that has worked out well for rewards. I happen to have a binder at home and use card stock to imprint their names on a title page with my art software. The size of the book is about 4" by 6" and has about 6 pages. Card stock can go through regular printers.

I begin the day with everyone having ...See More

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Direct Instruction vs. Centers in 1st Grade

by Gracie

Mar 18, 2009

I have been in many classrooms and I have never seen centers in 1st grade. Everything is whole group or small group instruction.

What I would worry about is how much time is spent in independent activities. There isn't any learning going on in centers. At best, it is reinforcement.

There is just so much time in the day and in shou...See More

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Samantha/NC It is what you prefer! Is the seatwork that your students are doing reinforcing your lessons? The same work that your students may be doing in their seats, I just put it in a small group of kids and call it a center! as for assessments, they are continuous and on-going no matter what type of work the students are doing--I find that I get more accom...See MoreIt is what you prefer! Is the seatwork that your students are doing reinforcing your lessons? The same work that your students may be doing in their seats, I just put it in a small group of kids and call it a center! as for assessments, they are continuous and on-going no matter what type of work the students are doing--I find that I get more accomplished in centers. You say that you have never seen centers in class-I think you should take the time to visit a classroom that has centers, and are using them correctly Samantha

On 3/18/09, Gracie to Samantha wrote: > It's what you prefer. Are the centers accurately reinforcing > your lessons that day? Are you getting enough grades for your > gradebook to back up your grades on the report card? How are you > assessment tests going? Are they showing enough progress? > > If so, what ever you are doing is fine if it is meeting school > standards. > > On 3/18/09, Samantha/NC wrote: >> I do centers during our guided groups-we have 2 sets of 3 >> groups a day-so they are only actually doing 3 centers a day- >> this time last anywhere from 45-60 minutes. ANYWAY-they are >> doing spelling work (graphing words, patterning words, >> stamping words, etc....), writing journals and a guided group- >> that is one side of the room--the other side is a guided >> group-literacy activity and reading center or computer center. >> So let me ask you this-isn't "seatwork" just a reinforcement >> of skills already taught? There isn't any new learning going >> on during that time is there? I have done it both ways but >> certainly prefer doing small group instruction using centers >> >> Samantha >> >> On 3/18/09, Gracie wrote: >>> I have been in many classrooms and I have never seen >>> centers in 1st grade. Everything is whole group or small >>> group instruction. >>> >>> What I would worry about is how much time is spent in >>> independent activities. There isn't any learning going on >>> in centers. At best, it is reinforcement. >>> >>> There is just so much time in the day and in should be on >>> instruction where the entire class is getting the benefit >>> of your instruction. >>> >>> During reading groups, the seatwork is reinforcing and >>> practicing the previous lesson. Let's say you begin with >>> a phonics lesson. Then the students go to their seats and >>> you begin your reading groups, the traditional three. You >>> give them their reading assignments while they are there >>> and call the next group. And so on. >>> >>> As the students finish their phonics lesson, they always >>> have journal entries the can do that will occupy their >>> time while they wait for their time for reading group. >>> >>> During a transition between groups, you check papers at >>> their desks to see if everyone has done their best to see >>> if any do-overs are necessary. Looking for and settling >>> for nothing but quality. Handwriting counts! They'll soon >>> expect your checks and do their best in fear of do-overs. >>> >>> Once this time is done, the rrestroom break is necessary >>> and math begins. Still whole group. >>> >>> Then lunch, Then language arts, in group. Then >>> handwriting, in group. Then what ever subjects you have >>> and when is there time for centers?

Mar 19, 2009

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Gracie to Samantha How I would love to visit classrooms. Actually, I would rather be teaching myself. But unfortunately I am on disablitity now! (Mut have been those heels!, lol)

I agree, if your seatwork is your centers and reinforcing your lessons that were presented that day, great. I get nervous when I hear "I change my centers every 3 or 4 weeks".
<...See MoreHow I would love to visit classrooms. Actually, I would rather be teaching myself. But unfortunately I am on disablitity now! (Mut have been those heels!, lol)

I agree, if your seatwork is your centers and reinforcing your lessons that were presented that day, great. I get nervous when I hear "I change my centers every 3 or 4 weeks".

And I also agree, that if I saw center in progress I may even change my mind. The bottom line is are the children getting practice and reinforcement on the lessons they had that day. And are they getting teacher lessons every day in every subject, that's all.

Sonds like you are a good teacher! ____________________________________________ On 3/19/09, Samantha/NC wrote: > It is what you prefer! Is the seatwork that your students are > doing reinforcing your lessons? The same work that your students > may be doing in their seats, I just put it in a small group of kids > and call it a center! > as for assessments, they are continuous and on-going no matter what > type of work the students are doing--I find that I get more > accomplished in centers. You say that you have never seen centers > in class-I think you should take the time to visit a classroom that > has centers, and are using them correctly > Samantha > > > > > On 3/18/09, Gracie to Samantha wrote: >> It's what you prefer. Are the centers accurately reinforcing >> your lessons that day? Are you getting enough grades for your >> gradebook to back up your grades on the report card? How are you >> assessment tests going? Are they showing enough progress? >> >> If so, what ever you are doing is fine if it is meeting school >> standards. >> >> On 3/18/09, Samantha/NC wrote: >>> I do centers during our guided groups-we have 2 sets of 3 >>> groups a day-so they are only actually doing 3 centers a day- >>> this time last anywhere from 45-60 minutes. ANYWAY-they are >>> doing spelling work (graphing words, patterning words, >>> stamping words, etc....), writing journals and a guided group- >>> that is one side of the room--the other side is a guided >>> group-literacy activity and reading center or computer center. >>> So let me ask you this-isn't "seatwork" just a reinforcement >>> of skills already taught? There isn't any new learning going >>> on during that time is there? I have done it both ways but >>> certainly prefer doing small group instruction using centers >>> >>> Samantha >>> >>> On 3/18/09, Gracie wrote: >>>> I have been in many classrooms and I have never seen >>>> centers in 1st grade. Everything is whole group or small >>>> group instruction. >>>> >>>> What I would worry about is how much time is spent in >>>> independent activities. There isn't any learning going on >>>> in centers. At best, it is reinforcement. >>>> >>>> There is just so much time in the day and in should be on >>>> instruction where the entire class is getting the benefit >>>> of your instruction. >>>> >>>> During reading groups, the seatwork is reinforcing and >>>> practicing the previous lesson. Let's say you begin with >>>> a phonics lesson. Then the students go to their seats and >>>> you begin your reading groups, the traditional three. You >>>> give them their reading assignments while they are there >>>> and call the next group. And so on. >>>> >>>> As the students finish their phonics lesson, they always >>>> have journal entries the can do that will occupy their >>>> time while they wait for their time for reading group. >>>> >>>> During a transition between groups, you check papers at >>>> their desks to see if everyone has done their best to see >>>> if any do-overs are necessary. Looking for and settling >>>> for nothing but quality. Handwriting counts! They'll soon >>>> expect your checks and do their best in fear of do-overs. >>>> >>>> Once this time is done, the rrestroom break is necessary >>>> and math begins. Still whole group. >>>> >>>> Then lunch, Then language arts, in group. Then >>>> handwriting, in group. Then what ever subjects you have >>>> and when is there time for centers?

Mar 19, 2009

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math challenges

by first

Mar 18, 2009

I have a student who needs to be challenged. I am looking for an online resource for some math challenges that I can print out for him. He loves worksheets, but I am looking to work on problem solving as well as basic drill. Any suggestions?

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PedagoNet Have you examined the many resources found here

Mar 18, 2009

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Suzie You might want to look at a series of higher-level math worksheets called Sunshine Math Superstars. The price is very reasonable, but if you're lucky you might be able to find the problems online for free.

Mar 18, 2009

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I need to interview a teacher for Ed. Psych

by Courtney

Mar 18, 2009

I am looking for a teacher who will agree to do an interview with me. I am a student studying Educational Psychology and it was instructed that I utilize this website to interview a teacher.

Whoever answers this I appreciate your time and any effort(s) that you may share.

:)

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Kindergarten Teacher No problem. It gave me an opportunity to reflect on what I'm doing and why I'm doing it. That's always beneficial to me...........

On 3/20/09, Courtney wrote: > Dear Kindergarten teacher, > > Thank you so much for your quick and clear responses! I really appreciate it!! > > Thank you so much for your time, > Sincerely, &g...See MoreNo problem. It gave me an opportunity to reflect on what I'm doing and why I'm doing it. That's always beneficial to me...........

On 3/20/09, Courtney wrote: > Dear Kindergarten teacher, > > Thank you so much for your quick and clear responses! I really appreciate it!! > > Thank you so much for your time, > Sincerely, > Courtney > > On 3/20/09, kindergarten teacher wrote: >> Courtney- >> Those are a couple of very tough, but very important questions!! >> I will answer the second question first because it will help me >> organize my answer to the first question. >> In an ideal world students would come to school well rested, >> emotionally secure and motivated to learn. Unfortunately, that does >> not seem to be the case at my school. I feel it is my responsibilty >> to do everything within my power to motivate them to work hard and >> master the skills needed to learn. So, the short answer to that >> question is – ultimately it is my responsibilty. >> One of the most important motivating factors, I think, is providing >> interesting experiences for my students. Students are more motivated >> when they find the work engaging. I work hard to present the skills >> they need through thematic instruction that is going to arouse their >> curiosities and make them eager to learn. >> Positive feedback is another form of motivation that works well with >> students. Young children are often eager to please the adults in >> their lives, so praise and acknowldgements usually go a long way. >> I also offer extrinsic rewards to help motivate students. This method >> often works well to achieve short term results. >> Examples include: >> One of our objectives is for students to identify the days of the week >> and months of the year. After practicing in the classroom through >> music, movement, activities, etc...I sent letters home explaining to >> the parents that they need to help their children practice saying days >> of the week/months of the year before going to sleep and upon waking >> up each morning. It wasn't until I offered each child a really cool >> Playmobil calendar (donated by Playmobil) as a reward for achieving >> this goal, that I really saw any progress. Had I sent the calendars >> home first, before having them practice this skill, I don't think the >> results would have been as succesful. >> Another similar situation - Coin identification. I also reward each >> child with a bank (donated by a local bank) after they can identify >> penny, nickle, dime, quarter, dollar by name. I use the same method >> as the calender, we learn through music, movement, books, hands-on >> activities, etc.. before I request parental reinforcement at home. >> Two more scenarios, then I better stop before this turns into a book! >> Because it would take a looooooong time to help each student >> individually learn their address and phone number, I tell my students >> that when they can tell me their phone number, I will call them at >> home to congratulate them. Same for their address, but in that case, >> I send them a letter. You would not believe how a phone call and a >> letter from their teacher can motivate them to learn those basic >> skills! >> I hope I have been clear with my answers. Let me know if you want me >> to clarify anything. >> >> On 3/19/09, Courtney wrote: >>> >>> The details of the interview are the following: >>> >>> According to my project, this interview is based on a experienced >>> teacher's "Theories of Motivation." >>> >>> Some examples of questions are the following: >>> >>> 1. What do you believe is the most important for motivation of the >>> students you teach? What do you do to capitalize these motivators? >>> 2. How much of the responsibility for student motivan is yours? How >>> much is there's? >>> >>> Looking forward to your reply! >>> >>> Sincerely, >>> Courtney >>> >>> On 3/19/09, Gracie wrote: >>>> >>>> That's what's terrific about teachers! They are willing to help >>>> out others! Have fun with it! Someone will be there for you >>>> sometime, too! >>>> >>>> On 3/19/09, Kindergarten Teacher wrote: >>>>> I will check this post tomorrow morning to get the >>>>> details...... >>>>> >>>>> On 3/18/09, Courtney wrote: >>>>>> I am looking for a teacher who will agree to do an interview >>>>>> with me. I am a student studying Educational Psychology and >>>>>> it was instructed that I utilize this website to interview a >>>>>> teacher. >>>>>> >>>>>> Whoever answers this I appreciate your time and any >>>>>> effort(s) that you may share. >>>>>> >>>>>> :)

Mar 21, 2009

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Kindergarten Teacher Gracie- I really love what I do! Thanks for the compliments.

On 3/20/09, Gracie wrote: > Kindergarten Teacher. I thought you did a grand job > answering those > questions! You were absolutely right...it was your > responsibility! And the fact that you went out to the > bank to see what they could offer for your class was >...See MoreGracie- I really love what I do! Thanks for the compliments.

On 3/20/09, Gracie wrote: > Kindergarten Teacher. I thought you did a grand job > answering those > questions! You were absolutely right...it was your > responsibility! And the fact that you went out to the > bank to see what they could offer for your class was > stupendous! That's a great lesson for other teachers as > well! You never know until you ask! I can tell you are > a great teacher ! > _______________________________________________________ > _________ On 3/20/09, Courtney wrote: >> Dear Kindergarten teacher, >> >> Thank you so much for your quick and clear responses! >> I really appreciate > it!! >> >> Thank you so much for your time, Sincerely, Courtney >> >> On 3/20/09, kindergarten teacher wrote: >>> Courtney- Those are a couple of very tough, but >>> very important questions!! I will answer the second >>> question first because it will help me organize my >>> answer to the first question. In an ideal world >>> students would come to school well rested, >>> emotionally secure and motivated to learn. >>> Unfortunately, that does not seem to be the case at >>> my school. I feel it is my responsibilty to do >>> everything within my power to motivate them to work >>> hard and master the skills needed to learn. So, the >>> short answer to that question is – ultimately it is >>> my responsibilty. One of the most important >>> motivating factors, I think, is providing >>> interesting experiences for my students. Students >>> are more motivated when they find the work >>> engaging. I work hard to present the skills they >>> need through thematic instruction that is going to >>> arouse their curiosities and make them eager to >>> learn. Positive feedback is another form of >>> motivation that works well with students. Young >>> children are often eager to please the adults in >>> their lives, so praise and acknowldgements usually >>> go a long way. I also offer extrinsic rewards to >>> help motivate students. This method often works >>> well to achieve short term results. Examples >>> include: One of our objectives is for students to >>> identify the days of the week and months of the >>> year. After practicing in the classroom through >>> music, movement, activities, etc...I sent letters >>> home explaining to the parents that they need to >>> help their children practice saying days of the >>> week/months of the year before going to sleep and >>> upon waking up each morning. It wasn't until I >>> offered each child a really cool Playmobil calendar >>> (donated by Playmobil) as a reward for achieving >>> this goal, that I really saw any progress. Had I >>> sent the calendars home first, before having them >>> practice this skill, I don't think the results >>> would have been as succesful. Another similar >>> situation - Coin identification. I also reward each >>> child with a bank (donated by a local bank) after >>> they can identify penny, nickle, dime, quarter, >>> dollar by name. I use the same method as the >>> calender, we learn through music, movement, books, >>> hands-on activities, etc.. before I request >>> parental reinforcement at home. Two more scenarios, >>> then I better stop before this turns into a book! >>> Because it would take a looooooong time to help >>> each student individually learn their address and >>> phone number, I tell my students that when they can >>> tell me their phone number, I will call them at >>> home to congratulate them. Same for their address, >>> but in that case, I send them a letter. You would >>> not believe how a phone call and a letter from >>> their teacher can motivate them to learn those >>> basic skills! I hope I have been clear with my >>> answers. Let me know if you want me to clarify >>> anything. >>> >>> On 3/19/09, Courtney wrote: >>>> >>>> The details of the interview are the following: >>>> >>>> According to my project, this interview is based >>>> on a experienced teacher's "Theories of >>>> Motivation." >>>> >>>> Some examples of questions are the following: >>>> >>>> 1. What do you believe is the most important for >>>> motivation of the students you teach? What do you >>>> do to capitalize these motivators? 2. How much of >>>> the responsibility for student motivan is yours? >>>> How much is there's? >>>> >>>> Looking forward to your reply! >>>> >>>> Sincerely, Courtney >>>> >>>> On 3/19/09, Gracie wrote: >>>>> >>>>> That's what's terrific about teachers! They are >>>>> willing to help out others! Have fun with it! >>>>> Someone will be there for you sometime, too! >>>>> >>>>> On 3/19/09, Kindergarten Teacher wrote: >>>>>> I will check this post tomorrow morning to >>>>>> get the details...... >>>>>> >>>>>> On 3/18/09, Courtney wrote: >>>>>>> I am looking for a teacher who will agree >>>>>>> to do an interview with me. I am a student >>>>>>> studying Educational Psychology and it was >>>>>>> instructed that I utilize this website to >>>>>>> interview a teacher. >>>>>>> >>>>>>> Whoever answers this I appreciate your time >>>>>>> and any effort(s) that you may share. >>>>>>> >>>>>>> :)

Mar 21, 2009

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Why are teachers so afraid of technology?

by newteach

Mar 18, 2009

This is my 3rd year teaching. I was previously in business and completed an ACP to become a teacher. I am shocked to discover that so many teachers are not only technologically illiterate, but do not care to really learn about technology.

I learned about technology in the business world where I usually just picked it up having to use an a...See More

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ACP There is a complete continuum on the LOTI scale from casual use of technology to complete use of technology to teach. Public education is many years behind higher education and the business in general in the use of technology. There are many reasons for this, many have been stated. IMO the biggest reason is that we implement it backwards. The buzzw...See MoreThere is a complete continuum on the LOTI scale from casual use of technology to complete use of technology to teach. Public education is many years behind higher education and the business in general in the use of technology. There are many reasons for this, many have been stated. IMO the biggest reason is that we implement it backwards. The buzzword becomes technology and immediately we have to have technology for technologies sake. We throw it out there and say, "Here find a way to use it!" In many cases it makes the job more difficult for reasons that have been stated - learning curves, training that is lacking, technical issues, etc. Teachers, being human, are not going to jump on the bandwagon until they see a benefit to what is being pushed on them. Seldom do we look for a need in education and then build technology to address that need.

I think the obvious uses of technology as a tool are pretty much well implemented at least in most of the bigger districts. Most teachers use technology for email, Word, Excel, PowerPoint, etc. I don't know for sure but I suspect that most teachers are using an electronic grade book of some kind. Most teachers are familiar with SmartBoards and/or document presenters if not using them regularly in the classroom. And most schools now have computers available to students for internet research. In every one of these cases, it requires something MORE of the teacher. He/she must learn how to use and in the case of lesson plans, must figure out how to integrate the technology into the lesson. This takes time.

In addition, students seldom get to use technology enough to really make it stick. We have two technology requirements per year - 1 per semester. The math requirement is for students to us Excel and create a spreadsheet that includes text, numbers, and formulas. With limited computer access, our technology lesson typically includes one day in the computer lab learning what a spreadsheet is, how to navigate, and how to input data - period! End of semester one requirement. Then in the second semester, students do a simple activity in which the use Excel to find areas and perimeters or ratios and proportions. My point is that learning Excel takes hours and hours of playing and exploring. Students seldom get this kind of time in front of a computer. The only way that I see to make this a valuable requirement is to have computers in every math classroom that students can use on a daily basis. The technology issues then get worked out and then using computers becomes a matter of fact rather than an issue to overcome. It can be done. I know of schools that issue their HS freshman a laptop that students keep for their entire HS experience. Parents must buy insurance and students take them to every class. WIFI gives them internet access anywhere in the school and they are used daily in every class.

I am rambling. So technology is presently ANOTHER job for teachers. As we move up on the LOTI scale to the point where technology is actually used to compliment teaching and take workload off the teacher, we will see it embraced more fully. We are just now starting to enter this phase. The best example I can give of this is the Reading 180 program. This is a computerized program that actually teaches students to read. While the teacher is working one on one with some students, the others are working at the computer using Reading 180 to learn to read. There is no reason we can't do this for all subjects. Computer programs are totally objective, they are dynamic in that they can adjust for individual differences, kids are used to them, they can be used for remote learning. They can be used for layered curriculum. Take a look at some of the lessons on [link removed].

Computers are great for testing. Again they are objective. In fact giants like Microsoft and Novell have used computerized testing to issue certifications on their products for many years. These tests are dynamic in that they adjust to the students answers. If an easy question is answered correctly, the computer presents a more difficult question. If a student misses and intermediate level question, the computer presents an easier question. With this technology, the test actually zeros in on the students true ability. A student may answer only 10 questions to find his/her knowledge level, or the computer may need to ask 30 questions to zero in on his/her knowledge level. It works and it takes the bias out of teacher grading.

So in short, when teachers see the benefits of technology and when it actually starts helping up teach instead of just being a tool to somehow use in our teaching, then teachers will begin to embrace it more fully. I think we are getting there but at a much to slow pace for me.

Mar 26, 2009

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Rebecca I am a middle school and high school teacher but saw this thread from the main board.

Keep in mind that using Smartboards, projectors, teacher chosen websites and such is really not teaching students anything about technology and does NOT get kids to analyze and problem solve in itself.

If you are a teacher who successful integr...See MoreI am a middle school and high school teacher but saw this thread from the main board.

Keep in mind that using Smartboards, projectors, teacher chosen websites and such is really not teaching students anything about technology and does NOT get kids to analyze and problem solve in itself.

If you are a teacher who successful integrates those things in a way that enhances and does not take away from instruction, then by all means continue doing it. But those kids in classrooms where teachers aren't using these tools aren't getting any less of an education because of the lack of tools.

Right now we are in a huge technology craze where way too often we aren't stopping to ask if what we are doing is really enhancing learning. Technology should never be used just for the sake of using technology.

That said, I do see a huge need for teaching students to analyze good websites, find good and accurate information on the internet, and to utilize tools like Power Point themselves in a way that isn't just writing their entire speech up on the slides. Students also need to know how to word process and use spreadsheets. These are all skills that kids are severely lacking as they get into the middle and high school and unfortunately most high school teachers don't feel they have the time to teach kids these skills so MANY kids are going off to college without ever having created a PowerPoint or with no clue who to search effectively and analyze how reliable a website is. I even have seniors who don't know how to attach a file to an e-mail.

So we really shouldn't be so concerned about the technology we as teachers are using to deliver instruction because it really isn't important as long as you are an effective teacher. But we do need to be finding more ways to get kids using some of the programs and the internet so that they do have the skills they need for life beyond school. Unfortunately, the biggest obstacle I see is the lack of reliable technology to do this. For example, my school only has one computer lab for pK-12 which is continuously booked. And our only tech staff member is also the high school/middle school secretary and often not available to help

Mar 26, 2009

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