I absolutely agree with what Jennifer says. I think the "because of the
new teachers" argument is demeaning to teachers, no matter whether
they've been teaching one year or twenty years. New teachers need
mentoring and conversation from and with veteran teachers, not scripted
programs that do not help them learn how to teach, but only to
"deliver" a script that .... I'm sorry.... assumes that all children
learn at the same pace. I could say volumes, but I'll stop there.
Renee
On Feb 19, 2009, at 10:00 AM, Jennifer Grady wrote:
Linda,
I have also been also watching the posts and feel that the dialogue is
healthy for us all to think. I just want to disagree respectfully with
a
portion of your statement
think scripts have a place for some teachers especially if
they are new to teaching. Most of us have years of teaching and
practice, but
for new people they help to start. It takes a while to get things
under your
belt, and the script does guide them to some extent.
I feel like that is a fall back for new teachers. I am also a seasoned
teacher of 20 years but in ALL 20 years I have not used a scripted
program
to guide my decision making and to get me "started". I was taught
early on
about research of best practice and decision making in my classroom
and have
been given empowerment to make those decisions. Certain programs have
been
used to supplement and give some children the extra support they need
but I
was the decision maker around what to use and what not to use. I
agree that
ANY program is a tool to be used in our toolbox but the problem occurs
when
others use that tool only. You wouldn't use a hammer to screw in a
Phillips
screw. It would might possibly get the screw into the hole but will it
"hold". Will scripted programs "hold their learning" for all children?
Just a question that I am thinking about. I personally feel the
argument of
new teachers need a type of "crutch" to get started allows them to use
that
crutch later on. Maybe you just touched on my soap box because there
are
teachers in my district wishing for a scripted program and their basis
is
because of the "new" teachers. We need to not only teach our children
to be
thinkers, we need to teach our teachers to be thinkers. Again, Linda, I
appreciate your commitment to education. It's wonderful how you have
been
able to fit it all together. That is because of your decision making
and
empowerment as a teacher. Let's pass that on to the next generation of
teachers.
Jennifer
1st Grade
Colorado
Hi Everyone,
I having been watching the posts, and I love what Laurie and Amy said
about
scripted programs. For some students, Corrective reading or Reading
Mastery
are the only programs that work. I also like what they said about
scripted
programs being a tool and how you need to know the students and fit
the needs
of all students. I think scripts have a place for some teachers
especially if
they are new to teaching. Most of us have years of teaching and
practice, but
for new people they help to start. It takes a while to get things
under your
belt, and the script does guide them to some extent. Unfortunately
not all
teachers take the time to do strategy work. We are supposed to use
the script,
and I do (partially) - but I have found that I can fit the strategy
work in
with it. Ellin's work and the ideas of this listserv have become such
a part
of what I do, it is just a natural part of my teaching now so I fit
it all in
together.
Linda
Amy wrote:
"The script cannot and will not ever replace what a teacher can do.
Again, it
is
an empowering tool if you know how to make it work for the kids. But
it is
not
the script or the program per se that is teaching the kids to
read....it's
the
teacher making it work for the kids. "
Laurie wrote:
Hello All,
I have something very simple to say in response to the recent thread
on the
listserve regarding a certain reading program: It is not programs
that teach,
but teachers who are well informed practitioners who teach. Staff
development
is a key component, but, in my opinion, scripted programs assume that
teachers
don't know enough about their subject matter to teach it effectively.
From
where
did this assumption come? Definitely something to consider,
especially in
light
of the incredible research that has generated the likes of this
listserve.
Thank
you Elin Keene and Company.
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~ Voltaire
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