This blog is a place to ruminate on the problems of teaching. If I am thinking thoughtfully, my posts will hopefully raise more questions than answers. By problematizing teaching we reflect on those questions that are constantly behind, in front, and at center of everything we do in the classroom. Feel free to comment. I'd love to hear what other teachers are thinking about on these and other issues.
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My Son - car conversation #2
Another brief anecdote about my son...a few days ago we had a lot of snow in a short time in Calgary. Driving to work in the morning was treacherous - no snow days here. When it was time to go home I saw a teacher walking away from the parking lot. I stopped my car and asked her where she was going. She said that she was walking to the train station because she doesn't drive when it snows so much because her car gets stuck in the snow. So, I offered to drive her and she was grateful. It took me a few minutes out of my way but I probably saved her a good 20 minutes and the risk of slipping on the ice. After I dropped her off, my son, who was playing with his DS in the back, quietly said, "That was nice." I said, "what was nice?" His response: "What you just did. That was nice."
You think they're not listening or noticing but they are. Our actions DO speak louder than words.
"Slice of Life Story Challenge" at http://twowritingteachers.wordpress.com/2010/02/17/slice-of-life-story-challenge-2/
Sometimes, I plan too many teaching points for one lesson. For example, instead of focusing on one strategy that students need in order to become more proficient readers and writers, I try to teach several strategies at the same time.
Sometimes, I stretch out a teaching point beyond the 10- or 12-minute time limit I've given myself because I worry that my mini lesson wasn't enough or my students won't have understood what I intended to teach. So, sometimes, I beat the lesson to a pulp one too many times, or forget to have the kids practice the lesson before they go off to read or write. (Asking students to practice a lesson after you teach it, with you right there to observe and help guide students through the process, is very effective. Try not to skip this step!)
Here's an example of a mini lesson that lasted less than 10 minutes and resulted in better learning.
My students are in the second round of historical fiction book clubs. In a couple of weeks, we will start …
I want to write a book. A professional book. I think I have a lot to say. I think others could benefit from my experience. After all, I have been an educator for over 30 years.
But, what could I possibly say that hasn't been said before? What new knowledge could I add to the table? Who would even bother to read what I have to say?
These are questions borne of fear. Fear of not being good enough. Fear of not being able to complete such a daunting project. (At least, that's what it feels like to me right now.) Fear that I won't make time. Fear that I'll run out of time.
But, over the last couple of days, I've gotten some encouraging words of support from the Innovative Teaching Academy - #ITA17 Facebook group.
You can do it!Write for yourself. But the message that is propelling me forward is this one: It doesn't matter how many times something has been said...each time someone else says it, new people hear it...and that's where you make the d…