> > I still feel that I could have used more practical classes on > teaching reading and writing. So much time was wasted on theories, I > needed at least one class focused on the nitty gritty practical side > of teaching reading and writing. (Books like MOT, STW, were mentioned, > but only in passing.) I'm not sure why this wasn't a part of our > training. Maybe they thought we'd have lots of support when we got out > in the schools. (LOL!)
Oh yes. I totally agree. All instruction has to be practical, authentic with a genuine use for what's being taught be it kids or adults. Most of us do not respond to the theoretical. Everything we teach here is practical with lots of modeling and participation in methods like read alouds, shared reading with big books, lit groups etc. I believe that theory has to be constructed from experience not the other way around. What I think this and other listserves does is just that. You all discuss your experiences and practices and in doing so you are formulating the theory and sharpening and honing your beliefs and in turn your practice (or vice versa). I actually wrote 3 quarters of a book on the two philosophies at either end of the reading practice continuum (progressive and traditional) and linked the respective philosophies to how they played out in reading instruction. I never finished it or published it though but I learned a lot from writing it. On Friday, June 29, 2007, at 09:55 PM, Joy wrote: > Elaine, > You bring up some pretty interesting points, and as I think back to > my days in college, we were challenged to think beyond our comfort > zone. Lit classes in the English department were the best, because we > got to discuss what we were reading and thinking. (Great models for > me!) In all my classes we had many many projects to design, and we > worked collaboratively, too. (Not just in the Ed. department, but > throughout the college.) I was very lucky to have some awesome > professors in that respect. They also had us constantly reflect, which > seemed like a pain at the time, but in retrospect I'm glad they forced > this. (A nod to Dr. Beth Weir, who told me I'd say this one day!) > > I still feel that I could have used more practical classes on > teaching reading and writing. So much time was wasted on theories, I > needed at least one class focused on the nitty gritty practical side > of teaching reading and writing. (Books like MOT, STW, were mentioned, > but only in passing.) I'm not sure why this wasn't a part of our > training. Maybe they thought we'd have lots of support when we got out > in the schools. (LOL!) > > The thing that helped me the most was joining discussion groups and > listserves like this one. I happened upon them quite by accident while > searching for lesson plans. This group in particular has been the > guidepost for my learning. Having a safe place to ask questions and > share is particularly rewarding. Being able to interact and get to > know such awesome teachers as the members of this list has been > invaluable. Interaction between colleagues is important, but all too > often our workplaces keep us in isolation. We need more time together > to collaborate, conspire, copy, and steal from each other. We need > more time in each other's classrooms, and we need to feel safe to take > the leap. > > Keep on pushing yourself, Elaine. New teachers need to experience > this. Even if they seem reticent; because the more experiences they > have like you describe, the more likely they are to try them. If you > were to ask my math methods professor, she would tell you that I was > one of the most reticent students she'd ever had, but she kept > insisting that I try what she suggested, and I came around. Now I love > teaching math, and it's because I'm applying what she taught me. BUT I > HAD TO EXPERIENCE IT TO CHANGE MY BELIEFS. > > Professional development presenters need to understand this too. If > they want us to buy into the training they are giving us, then they > need to immerse us into what they are teaching. I attended an > institute at Duke University last Monday where the presenters needed > to heed this advice. Can you imagine a lecture hall of teachers round > robin reading folktales? We did other things, too, but every professor > had us round robin reading at some point. ARGH! > > Well, my carpal tunnel is acting up, so I'll get off my soapbox! > Sorry to go on so, but as you all know, once I get started . . . > > > > Joy/NC/4 > [EMAIL PROTECTED] > How children learn is as important as what they learn: process and > content go hand in hand. http://www.responsiveclassroom.org > > > > > > > > > > > > --------------------------------- > Choose the right car based on your needs. Check out Yahoo! Autos new > Car Finder tool. > _______________________________________________ > Mosaic mailing list > [email protected] > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/ > mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
