This is where balance, differentiation, and professional judgment are
paramount. Research can only take you so far. Considering your student's
ability, behavior, learning style, and interests always need to be on the
forefront whenever you plan instruction. Understanding their social/emotional
needs is important, as well.
We also have to recognize that the children today are different than the
children we were when we were in school. Children today don't have the freedom
to roam and explore that I had. This is an important part of development that I
don't see children getting outside of school. I had experiences I could connect
to my learning in school that kids don't have today. As educators, we have to
build much of this into our instruction to meet the developmental needs of our
students.
We have to consider the benefits for the whole, then tailor them for the
individual.
Am I making sense? I'm so tired today. Someone help me define what I am
saying. We have to treat the whole child.
Renee <[EMAIL PROTECTED]> wrote:
On Aug 7, 2007, at 1:35 PM, Beverlee Paul wrote:
> Bottom line, if a lesson isn't going to help you or your kids, why do
> it?
>
> Bill
>
> AMEN!!
Well..... yes.
But.... how can we really know?
We can *think* something won't help students and yet there may be two
or three who benefit.
My guess is that there is little that is totally useless, although some
things are certainly more useful than others. That's where making
decisions comes in. :-)
Renee
"The thing always happens that you really believe in; and the belief in
a thing makes it happen."
~ Frank Lloyd Wright
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
---------------------------------
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Check out fun summer activities for kids.
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