Well you did offend many who, regardless of age, read the research,
have strong convictions regarding reading instruction
and have been fighting the battle many years.
I won't even list my credentials, but I am over 60 and still kicking!
On Oct 11, 2011, at 4:33 PM, Felicia Barra wrote:
I didn't mean to offend anyone. My mentor taught 1st grade for 30
years and
always prided herself on going to workshops to keep abreast of best
practices. My observation was from the school I currently teach at.
-----Original Message-----
From: [email protected]
[mailto:[email protected]] On
Behalf Of Patricia Kimathi
Sent: Tuesday, October 11, 2011 10:29 AM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] title 1 reading - help
I am 62 and trying as hard as I can to get abreast of best practices
for the children I teach. I see this true in all age groups. Age has
nothing to do with it, it is dedication and the willingness to learn.
I have both. And so do the teachers I work with.
PatK
On Oct 11, 2011, at 5:15 AM, [email protected] wrote:
I totally gree! I am also 63 and working as a literacy coach. I
have a few young teachers that are incredibly clueless regarding
literacy instruction and one 70 year old who is working her heart
out to improve. I don't believe that this is exceptional.
-----Original Message-----
From: Janet Larr <[email protected]>
To: Mosaic: A Reading Comprehension Strategies Email Group
<[email protected]
Sent: Tue, Oct 11, 2011 8:11 am
Subject: Re: [MOSAIC] title 1 reading - help
I am an older teacher (63 years of age). I have heard enough ageism
on
his post. Move past it. Age does not define a teacher's
practice. I
m an instructional coach. I am working 10-12 hour days to move all
ges of teachers toward responsive teaching using workshop
approach. I
on't consider my age a factor in how I teach just as I do not believe
hat a very rigid, drill and kill teacher is that way because she is
26.
et's just get to the important conversations and leave prejudicial
tatements behind.
----Original Message-----
rom: [email protected]
mailto:[email protected]] On
ehalf Of Felicia Barra
ent: Tuesday, October 11, 2011 6:37 AM
o: 'Mosaic: A Reading Comprehension Strategies Email Group'
ubject: Re: [MOSAIC] title 1 reading - help
I would also agree. I teach in a fairly large district (9 elementary
chools) where we've adopted a packaged program for balanced literacy.
t's
ot perfect but a good start. The older teachers want a step by step
cripted curriculum with a workbook which teaches skills not
strategies.
t
s the younger teachers who have continued to do research, further
their
ducation and read professionally that understand what needs to be
done.
ven have a colleague that displays worksheets on her classroom
bulletin
oard!
-----Original Message-----
rom: [email protected]
mailto:[email protected]] On
ehalf Of [email protected]
ent: Monday, October 10, 2011 8:07 PM
o: [email protected]
ubject: Re: [MOSAIC] title 1 reading - help
Oh wow. I see absolutely the opposite! Most of the newer teachers I
ee were at least trained in kid-watching. I see older teachers who
ant a manual and step by step scripted curriculum. Or want to
ontinue the books and worksheets they have used for 15 or 20 years!
n fact, I just had a conference with my own daugher's teacher. My
aughter is left handed. The room only had right hand desks. I
wanted
t changed. The teacher said no one has ever had a problem in 20
ears. Really? Or she never noticed?
----Original Message-----
rom: Renee <[email protected]>
o: Mosaic: A Reading Comprehension Strategies Email Group
[email protected]>
ent: Mon, Oct 10, 2011 7:30 pm
ubject: Re: [MOSAIC] title 1 reading - help
absolutely agree! I am concerned that it seems that newer/younger
eachers are less and less able to rely on their own observations,
nd that it seems the norm to instantly look for a program of some
ind, rather than cultivate the knowledge and observational skills
ecessary for good kid-watching. And once again, this is not a
riticism of newer/younger teachers... it is a criticism of the
ystem and their trainers.
Renee
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PatK
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