How are you doing on your essay anthology?  I'd love to read any you
wouldn't mind sharing.  Bev

On Fri, Feb 20, 2009 at 8:36 AM, Maureen Robins <[email protected]>wrote:

> 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.
> >
> >
> >
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> >
> >
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