RECYCLING: School term almost complete-
Yup- some lessons were better received than others; some assemblies produced more active participation on part of the student body, some after school events had nearly full turnout and others simply fizzled- what were the secret recipes which made for the better showings and ought to be replicated in some fashion next year and which events though dynamic were actually situation specific and must remain so? Each classroom teacher is actively reviewing the term, and admidst the minor chaos which end of a school year inevitably brings, the final reviews, those marks! and the promotions, is the very real organizing and reflecting not only about the students but always too about one’s own teching experience. Many will discover they didn’t take any time off throughout the year and will determine to save some focused lessons for the on call supply teacher to be shared next academic year! For in the hustle and bustle that is a school most educators simply “keep on going” knowing that there is a purpose to the summer- to catch up, refocus, read, review, and indeed- unwind!
“the merry month of May” went by quickly this year, and as it nears completion so does another school year. June may hold the expected exams but for many classes and educators the refections and clean ups have begun. Here is hoping the chatter in the various lunchrooms, staff and student alike, is filled with that wonderful bittersweet tone of excitement for the upcoming months tinged with recognition that the year is being well spent , friendships made, and learning indeed took place. Best regards!
Posted in computer assisted learning/blended learning with results, different perspectives, experiential knowledge- practical experience, spirit, fun, sharing, learning, practice and more, Tutoring, volunteers, writing
just chill! Yeah, right! After 2 days of a computer shutting itself off in the a.m. and returning to action in the late afternoon, wasn’t feeling like chilling. Funny though, cause I am not one to blog daily, nor to feel a need to text constantly etc. But, this machine is also our telephone, and without that aspect the atmosphere was more frozen than “chill”.
– so now for some best times: best time to begin learning grammar? Grade 2, right along with other reading skills- so that it, the practical labeling of sentence parts, becomes almost automatic.
– best time to read to a preschooler? anytime* and all the time, whenever you can make the time
– best time to begin working on an assigned project – Now- right now- to have time to review it before handing it in!
– best time to volunteer and get in those required (high school) credit hours? here I’m going to surprise you with a caveat: when you can truly make the commitment… volunteering is a job, not just an “easy credit” and the place you offer to volunteer at/with will depend on your participation…
– best time to share a smile? as soon as you see someone, and a wave, and a wink if it feels right…
– best of times?- Oh, that will be another page-
For anyone wondering *and in honour of grammar week- http://www.grammarly.com/handbook/grammar/adjectives-and-adverbs/14/anytime-vs-any-time/
What’s important? Students (regardless of age) ask this question all the time. Along with, “why do we have to read this?” and “what difference does it make?” And I really want to answer – YOU- You are what’s important. And somehow I have to make you see this, and believe that learning involves relating to the material from a personal perspective, not merely what I or others might say about the work.
We spend so much time in formal classroom situations reminding students to take notes, prepare for tests and quizzes, and to accept marks as the basis for evaluating learning. I wonder though if enough time is actually spent on questioning why some students tune out and choose NOT to demonstrate knowledge. Teaching privately has given me the opportunity to listen when a student “simply doesn’t relate” to a reading that is on their school’s curriculum, Often this is because the reading has been offered as a stand- alone, and not integrated into a whole with other parts of the program. Yet many of the texts do require context to be fully understood. I think often of an experience I had when interning at the New -York Historical Society.
A teacher brought her inner city class to the museum and upon meeting me (then a docent ready to conduct a program) declared loudly ” I hope you can do something with these dullards!” and promptly disappeared for coffee. Fortunately this teacher was an extreme case- most teachers appreciated the out of classroom experience and the chance to broaden not only the students’ but also their own perspective. That teacher though, had made it clear to all in the vicinity that she placed little value on the field trip and even less value on her students’ feelings. Yet the arts, and the study of the humanities, deal precisely with feelings and the opportunity to encourage empathy. The affective stance is important not only for creative growth, but also to build bridges between communities and encourage understanding of different view points. That particular teacher chose not to be involved- ok- but labelling her students “dullards” had been the real shocker. For the record, they were a pleasure to work with. I was able to have them make connections for me and suggest why the exhibit might be relevant to ANYTHING they had been learning in class to that date. And by getting the students involved they taught me about their school and I came to realize that the teacher hadn’t wanted the field trip- a parent had donated the excursion as a “gift” to the class. It may have been that enforced action that had irritated that teacher so strongly; in similar fashion students can reject being told that a text has value.
A caveat: not everyone will find books relaxing or a way to indulge in a mini-escape. Not everyone will become “a reader”. But everyone can be encouraged to question an author’s purpose, to actively listen to the author’s point of view and to present an opinion in a clear, informed manner. This is what academic writing insists upon.
Posted in Books, different perspectives, English academics, tutoring help, learning together, home schooling, test prep, essays, fiction, writing help, student work, teaching, test prep, experiential knowledge- practical experience, games, thinking, writing, students, knowledge,learning, good wishes, new year, growth, teaching, change, learning, school, intern, lessons, writing, practical writing help, note taking, grammar, ownership, spirit, fun, sharing, learning, practice and more, Tutoring, Uncategorized, volunteers
Often I discuss basics relating to education, and volunteering is one of the better ways to gain experiential knowledge.
I love sharing great websites- what makes a website great?
When a website does offer helpful information in an easy to apply format-
The following comes from Patricia Rossi, America’s Etiquette and Protocol Coach,who is based in Florida, and her comments relating to “Intern Success Secrets” apply to the many students here in Toronto who are gaining community service hours this summer.
Some tips to help you get ahead:
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