Hey Renee, I think the brief course requirements for math instruction at the elementary level do not really prepare folks to understand the depth of the math that they are teaching. I know, I know...we did go to school for years BEFORE our teacher training, but for most of us the math instruction did not address much more than math procedures: "This is how we add fractions, blah blah." Except for a fortunate few who might have had a teacher that really knew math and taught it so we would understand.
So, even though the teacher is supposed to be making the teaching decisions (in my perfect world), schools and districts are relying on "programs" to fix what teachers do not know. It would be more beneficial to help teachers to know--even if they choose to do that with a program that "assists" the teacher along the way(like the ones described in this discussion). Quality professional development is key. (I stress quality and I know that opens a whole other can o' worms for crotchety people like you and me). :)Bonita ---- Renee <[EMAIL PROTECTED]> wrote: > I have to make a comment here. If a teacher thinks a program "moves too > quickly" then why is that teacher not slowing down and supplementing > where supplementing is due? In my mind, this is a ridiculous criticism > of a program..... any program. Programs do not teach students. Teachers > teach students. Do people not learn any more how to actually teach? _______________________________________________ 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.
