Linzee you are so right! On 3/11/07, Linzee wrote: > People like you are so out of touch with what goes on in an > elementary classroom. We don't give in to their every whim > and tell they are the center of the universe. However, most > of their parents do because of guilt, ignorance, or just > wanting to. We are left to deal with the aftermath when they > get in a room of 20 others and think they can have it their > way everytime and everything they do is cute. I do tell the > kids in my room they are special, but no more so than anyone > else. We discuss the many differences in people, but it is > difficult to instill acceptance when they don't see it from > the adults (families, teachers, etc.). I preach the golden > rule and respecting others constantly, but it is a battle > everyday with my little ones. Try visiting an elementary > classroom and observing a few times. It will be a shocker!!
I've been teaching a long time, and I've seen the maturity level of my students decrease every year. I have to think that in addition to society, that something is going on in the lower grades to make them less mature. They are like children when they come to me now compared to just a few years ago. I'm not out of touch with elementary school. I think centers and cooperative learning and the such have had perhaps a negative effect. I think we are trying too hard to guide them every step of the way so they can pass the LEAP but are not guiding them to be independent and to be self-disciplined.
On 3/11/07, So true wrote: > > > > Linzee you are so right! > On 3/11/07, Linzee wrote: >> People like you are so out of touch with what goes on in an >> elementary classroom. We don't give in to their every whim >> and tell they are the center of the universe. However, most >> of their parents do because of guilt, ignorance, or just >> wanting to. We are left to deal with the aftermath when they >> get in a room of 20 others and think they can have it their >> way everytime and everything they do is cute. I do tell the >> kids in my room they are special, but no more so than anyone >> else. We discuss the many differences in people, but it is >> difficult to instill acceptance when they don't see it from >> the adults (families, teachers, etc.). I preach the golden >> rule and respecting others constantly, but it is a battle >> everyday with my little ones. Try visiting an elementary >> classroom and observing a few times. It will be a shocker!!
HORRIBLE working conditions---low pay, poor management!/blockquote>
Think twice about this one! The company running this charter school(Mosaica)was recently denied a charter for another school they wanted to open next year.
Hello...I have been teaching for 16 yrs and had a lot of good resources to share so I played around with my own webpage. It's really geared for k-6 teachers. I have centers, Harcourt, word walls, comprehension, assessments etc. Bravenet placed a banner (it's not mine) but the website was free so I'll deal with it for now : ) Anyway it's worth a look. I am not a techie, but I played around with the site and nit has a little of something for everyone. If your interested check it out at" literacynook.com I'd love some feedback since I am very new to this : ) Thanks!
Leslie Jacobs, a member of the High School Redesign Commission who laid out the program Friday for more than 700 public school principals, said some people might think that by making it tougher to graduate, more students will drop out. However, she said, many of the students who drop out could perform but said they were not challenged and were bored by their classes.
When the state last increased student requirements in 1999, the dropout level went down, she said. The rate is again on the rise, but an examination of the dropouts' test scores showed it wasn't because they couldn't learn the material.
"The No. 1 reason was because the classes were not interesting," she said.
Are you ready for this one?? DOE is paying people $6,000 each to "redesign" the CC this summer. A friend of mine is a 3rd grade teacher (always has been). She is being paid to redesign the 1st grade Comp. Curriculum.
Can't wait to have this new CC forced down my throat.
This is the second post I have made to this message and I have not posted by another name so I am not "oh yeah" or "Sarah". As far as the PreK curriculum, my biggest problem is that so much information is crammed into the first few units then by midterm there is little left to do but review.
In the two years I have been using the curriculum it seems that I am so busy "introducing" new concepts the children do not have time to grasp them before it is time to move on. This has been especially true this year with my extremely low group (our school does not group according to ability in PreK but my class turned out this way, however, they are always on free or reduced lunch in my program though).
Also, the curriculum should be more in sync or integrated with the Kindergarten curriculum. Our K teachers were horrified when they realized that we were not teaching letter identification WITH the letter sound (according to curric this is not a PreK but a K skill). I'm not sure where the reasoning lies in this.
As for the comment regarding money, I simply offered my advice on the PreK curric. At the time I had know way of knowing that anyone posting to this thread was working specifically on the PreK curric. That being said, I have offered the general overview of my advice for that curric. I prefer not to go into a pages-long post to discuss the details. If anyone wants more info about my opinion they can email me privately.
After all people, this is only my $.02 and I really didn't think anyone would care enough about it to start such a fuss! lol Don't worry-Be Happy!
A few indicators of how the argument is errant [my co...See MoreWhile the comparison/contrast list is fairly accurate, a few words of caution, the source misses the mark in substantial ways, to the degree that it is actually misinformational since the writer doesn't fully understand the juxtaposition of differentiation and how it is applied to GLES.
A few indicators of how the argument is errant [my comments are bracketed]
[The following statement appears to be a fairly accurate criticism, but it's really spurious. The benchmarks and GLEs are merely that, learning expectations and objectives, they are not inconsistent with using student centered approaches. If a teacher knows what he or she is doing, any of the standards layed out in the comprehensive curriculum can be approached using student-centered devices. The two, objectives (what) and pedagocial approach (how), are not mututally exclusive or diametrically opposed!]: "And it is ironic that the grade level expectations and comprehensive curriculum are both teacher-centered in that the state has determined in detail the content to be taught and has set parameters regarding how it will be taught, but the state then calls on teachers to do that in a student- centered way."
[On this next argument, agreed, but many will use this as an excuse to not deviate from direct instruction; notice the use of "group" rather than recognition of the individual, so the writer refuses to acknowledge that while some group processes are useful, especially in practice, and that there's little recongnition that each student may demonstrate success, individually, in a variety of ways. "Good" is ambiguous. The effective teacher is able to balance the need for expediency, moving through the material, yet employing individualization as much as possible. The problem is most teachers refuse to engage in this responsibility, arguing they don't have enough time.]: "What the good teacher does is find the best path for the group of students he or she is teaching. The good teacher uses teacher-centered learning when best and student-centered learning when best and realizes that it doesn't have to be either/or."
[This next statement is spurious, exaggerated, and misses the point entirely. Student directed means, very simply in the most literal sense, that students are allowed some choices as to how they may demonstrate performance. There are multiple means to getting at an end. The younger the child, of course, the more guidance in helping a child recognize his or her options is warranted.]: "But it is perilous to presume that young children can direct their own learning and that they don't need a solid structure and a solid foundation before they start making decisions on how and what they will learn.
[This next statement is also a spurious conclusion. In fact, if teachers use different approaches, particularly those that move toward processing information rather than memorizing or regurgitating it, students are more likely to better understand and deeping imprint details for later use. Learning theory is clear on two fronts, we learn by connecting known information to new information and the degree that teachers can tap any particular students life expereinces to connect new information, the better of the student is going to be, and secondly, the more the student deeply processes information, thinks about it, applies it, maniputates it in novel ways, the more the student will retain and comprehend.]: "This is all nonsense in fact when we start with state-driven mandates of what will be taught and how it will be taught and end with state- mandated tests that assess learning. There must be a focus on teacher- directed learning in such an environment."
Lastly,
Now student-centered learning is the new big thing in education. [Linguistically, anyone who uses "thing" in writing instead of a specific noun reveals some amibiguity in thinking. Do you mean pedagogy, research finding, strategy, theory, philosophy, tactic, means, evolution...?]
So what can you tell me about 9th grade academies. It seems like my high school is going to give it a try next year. Everything I hear seems to indicate they want us to hold the little kids' hands through 9th grade to ensure they pass. It will make everything look so good for them, but then they will have to function on their own in the 10th grade. And why is this necessary? Why is 9th grade so hard for them now? Is it because high school is hard or because they are babied so much until high school that they can't function when asked to function on their own? So tell me about these wonderful academies.
Our town does have a 9th grade but it is due to overcrowding at the high school, not because we are trying to hold their hands longer. I have heard mixed things about it. Some say it is great because they have time to adjust before high school. Others hate it because the kids don't seem to grow up as fast and come in acting more immature than in the past.
Last week I told my students what they needed to make on the LEAP test to pass. Since they are the only ones that count, I only mentioned Math & English. I do not recall telling them specifically that Science and Social Studies did not, but apparently they read between the lines. I just got scolded by my principal because I "told" them Science and Social Studies do not count. I told her that I do not remember saying that specifically and I did tell them they needed to do their best, regardless of whether it "counted" or not.
Here is my grrr...IT DOESN'T COUNT! I am a social studies teacher, I would love for it to count but I have a fundamental problem lying to my students. They are all stressing out as it is and we keep hearing about helping them not stress about, well, be honest! We don't lie about ILEAP not counting. They all know it and yet we still expect them to do their best. Ugh!
What really gets me is that she tried to claim it counts toward pupil progression for our school, no it doesn't...their class grades don't even count. As long as they pass the English and Math sections of the LEAP, they get promoted. All the kids know it and it makes us look like a bunch of fools. Every year since I've been here we've had students with straight F's (all year, not just an average) promoted to 9th grade because they passed the LEAP. Please, these kids may not be the brightest academic bulbs in the box but they have street smarts! They know how the game works, why destroy my credibility with them over this? If it really counted toward passing for our school fine, but come on!
I have no problem with high stakes testing, in fact, I love it. It makes all teachers and students accountable. I just don't think I should have to lie to my students or get called on the carpet for it.
HORRIBLE management, pay, and working conditions!/blockquote>
On 3/15/07, Gail wrote: > LAfayette Academy is seeking qualified and certified > teachers. Interested candidates are asked to contact the > school at 504-861-8370
What is wrong with this school? I am looking for a position and I am sure all schools have problems. I have 3 years experience and I am certified and I expect that I would make around 35? How much would this school pay?
A new discussion group for all interested teachers. Your input and topics to discuss are welcomed. Give the topics a look and see if you have suggestions.
Linzee you are so right!
On 3/11/07, Linzee wrote:
> People like you are so out of touch with what goes on in an
> elementary classroom. We don't give in to their every whim
> and tell they are the center of the universe. However, most
> of their parents do because of guilt, ignorance, or just...See More