Joy,
You can provide her with a list of sample questions you use during
individual book conferences, perhaps categorized according to
strategies (visualization, making connections, etc) and a "step by
step" format for a workshop model.
You are not being a whiny baby.... but SHE is! :-)
Renee
On Aug 31, 2011, at 3:15 AM, Joy wrote:
Hi. In addition to a much larger class this year, one of my students
has a visual impairment that requires her to use Braille to read. I am
struggling with how to teach her, as I don't have lessons written that
are concrete enough for the VI teacher who comes to our school to help
the student for 2 hours daily. (We don't have text books or work
books.) This teacher wants detailed lessons, which I cannot provide,
as I conference with students individually about their skills and
strategies. She has told me that is not good enough, that she needs
more concrete lessons. How can I do this? I don't work with the
student, and have no idea what kind of skills she needs to read
Braille. I also cannot spend hours each day writing plans to teach
this teacher. GRRRR I feel like such a whiny baby. Anyone have any
ideas?
Joy/NC/4
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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