Hi Everyone, Like so many of you I've been reading this thread with great interest. I'm in the school of thought about teachers as decision makers but I'd also like to train my teachers in pedagogy so that they make informed decisions (that sounds strange I know). When Teachers College was one of the consulting agencies to unify language arts instruction to balanced literacy NYC they offered scripted lessons. I think they were offered as a means to institutionalize balanced literacy and as guides. But between the pressures of reform and administrators' whatever, scripted lessons became well scripted lessons and the basis for evaluation checklists. There was a huge backlash here and a rethinking of intent. So this conversation is extremely enlightening. Thanks.
As some know, I'm editing an anthology of essays on the Pressures of Teaching. Would anyone like to write someting on the pressures of using scripted lessons? Or on when a program suddenly changes. Would anyone like to write an essay. Does anyone know a math or science or social studies teacher who would like to write about the pressures of teaching in the content areas. In any case, I would love to hear from you. Please e-mail me off list if you're interested. Thank you! Maureen Robins [email protected] On Thu, Feb 19, 2009 at 11:22 AM, <[email protected]> wrote: > 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. > > > > _______________________________________________ > 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.
