Amen!  Sorry, but I just had to say that.

Sent from my iPhone

On Oct 3, 2011, at 8:36 PM, [email protected] wrote:

> I agree with Cranky oops I mean Renee. When will the powers that be learn  
> that life is not scripted? There is no canned scripted program that is ever  
> going to be completely successful. What happened to teaching children to be 
> independent thinkers which includes life lessons about making appropriate  
> choices and taking responsibility for ones own actions? What happened to  
> spontaneity and teachable moments?  Some of the best learning that I have  
> ever witnessed was seizing that precious moment in time and building 
> something 
> long lasting with it. So Renee if you are cranky then I guess I am the  
> grouch!
> 
> 
> In a message dated 10/3/2011 7:44:47 P.M. Eastern Daylight Time,  
> [email protected] writes:
> 
> 
> On  Oct 3, 2011, at 2:21 PM, Suzanne Goebert wrote:
> 
>> In my District  they want us to use the gradual release model but  
>> they also  want us to tell the children (I teach Gr.2) when we are  
>> changing to the next phase.  They want to hear in our lessons that   
>> we are saying I do, we do together, and you do alone. That way  the  
>> children will know what their job is.
> 
> Does your  district think children do not know "what their job is"  
> when you say  to them "ok you're going to work in a group now" or  
> "this one you  are doing by yourself"?
> 
>> My question is...Do most of you use the  words to signal your  
>> children to change to the next phase? Or  do you just make sure that  
>> your lessons have all of the  phases??
> 
> no on both counts
> 
> I am not one who believes that *every  lesson* needs to include a  
> prescribed list of certain components  decided by somebody who isn't  
> even in my classroom.
> 
> In fact,  I think this is silliness. Sounds like a scripted version of  
> a  gradual release model, which is not supposed to be a checklist but   
> an overall way of doing things.
> 
> Call me  cranky.
> 
> Renee
> 
> 
> 
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