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Posted by Mirjam Bruck-Cohen on October 4, 2005, 2:31 am
Caryn ,
i think in educating one needs training , anf education , but one
needs also a listening heart to the student`s abilities and needs.
One needs to forget that one is the teacher and the student a student
there comes a moment and times when lessons for some students , become
a joint adventure between the instructor and the student. The moments
when the instructor `Hears` those abilities the student has and he
/she Goes with the student in the student`s special path of
needs/abilities. Than like when a baby learns to walk ,the instructor
has to let go and see that the student canwalk on his own ,,,, and
just be there to catch him when he tires.
I don`t know what kind of teacher Dianne is, i only can see from her
various writings over the years , how she teaches. You challange her
about her academic level of education.
Having a higher training , might give each teacher more tools how to
work with students. But basicly every teacher and instructor brings
his/her personality into the profession as well. From Dianne`s
many writings about teaching /and educating /and her social comments
about her neigbours. i can see we think differently, about how we
teach and educate. My impression is that in this discussion she is
speaking from her long experience and her way or working. The teachers
you meet now are different people , working with different children
under different conditions. why are you so angry about Dianne`s
remarks. Had she been a direct teacher of one of your children, that
it would have been essential to develope such a high level debate, Now
we can all just quietly speak and learn that there are different ways
, to teach the gifted children. And maybe use this as a guague to what
we do with ours.
mirjam
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Posted by crzy4xst@aol.com on October 4, 2005, 6:37 am
Mirjam Bruck-Cohen wrote:
show/hide quoted text
> Caryn ,
> i think in educating one needs training , anf education , but one
> needs also a listening heart to the student`s abilities and needs.
> One needs to forget that one is the teacher and the student a student
> there comes a moment and times when lessons for some students , become
> a joint adventure between the instructor and the student. The moments
> when the instructor `Hears` those abilities the student has and he
> /she Goes with the student in the student`s special path of
> needs/abilities. Than like when a baby learns to walk ,the instructor
> has to let go and see that the student canwalk on his own ,,,, and
> just be there to catch him when he tires.
> I don`t know what kind of teacher Dianne is, i only can see from her
> various writings over the years , how she teaches. You challange her
> about her academic level of education.
> Having a higher training , might give each teacher more tools how to
> work with students. But basicly every teacher and instructor brings
> his/her personality into the profession as well. From Dianne`s
> many writings about teaching /and educating /and her social comments
> about her neigbours. i can see we think differently, about how we
> teach and educate. My impression is that in this discussion she is
> speaking from her long experience and her way or working. The teachers
> you meet now are different people , working with different children
> under different conditions. why are you so angry about Dianne`s
> remarks. Had she been a direct teacher of one of your children, that
> it would have been essential to develope such a high level debate, Now
> we can all just quietly speak and learn that there are different ways
> , to teach the gifted children. And maybe use this as a guague to what
> we do with ours.
> mirjam
I was irritated by how Dianne refused to see that there were other ways
to teach children besides the one she uses. That she seemed to mock
the program my child was lucky enough to participate in. Her posts
obviously came from a place of ignorance, and in my own flawed way I
was trying to make her understand.
I even said that she may be a great piano teacher. That doesn't make
her an expert on all types of education however, and I was pointing out
that the center my daughter attends is run by teachers with very
different skills then she has. They have been trained specifically on
how to teach kids that are gifted.
K's explanation of progress reports vs the A-B-C grading system was on
the nose, I wish I could have expressed it nearly as well.
Caryn
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Posted by K on October 4, 2005, 10:19 am
@g43g2000cwa.googlegroups.com:
show/hide quoted text
> K's explanation of progress reports vs the A-B-C grading system was on
> the nose, I wish I could have expressed it nearly as well.
There are advantages to teaching educational psychology. :-) May I use
your daughter's story as an example when I discuss grading and assessment?
K
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Posted by Dianne Lewandowski on October 4, 2005, 11:07 am
crzy4xst@aol.com wrote:
show/hide quoted text
> I was irritated by how Dianne refused to see that there were other ways
> to teach children besides the one she uses. That she seemed to mock
> the program my child was lucky enough to participate in. Her posts
> obviously came from a place of ignorance, and in my own flawed way I
> was trying to make her understand.
That was an assumption you made, not necessarily the way that I was
approaching the subject matter. You were reading more into it than was
there.
show/hide quoted text
> I even said that she may be a great piano teacher. That doesn't make
> her an expert on all types of education however, and I was pointing out
> that the center my daughter attends is run by teachers with very
> different skills then she has. They have been trained specifically on
> how to teach kids that are gifted.
I wasn't arguing the level of proficiency of the teachers in your
district. I was asking questions.
show/hide quoted text
> K's explanation of progress reports vs the A-B-C grading system was on
> the nose, I wish I could have expressed it nearly as well.
One can assign a letter grade and still make notes as incentive.
Dianne
--
"The Journal of Needlework" - The E-zine for All Needleworkers
http://journal.heritageshoppe.com
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Posted by Brenda Lewis on October 4, 2005, 11:36 am
True. A couple of my teachers actually did use the comment line on the
report card. I think they were limited to a list of comments they could
use (I believe the report card line held fewer than 20 characters) so it
wasn't a perfect solution. OTOH, the personalized feedback provided by
additional "comments" is so important it shouldn't be limited to just
four annual grading periods.
Both the "objective" letter grade and the more subjective comments are
important. Well-written comments show the student's personal worth (not
just a number), curb undesired behaviors, and praise notable
achievements. The letter (or numerical) grade is still generally
required since it is used for calculating GPA and class rank, college
entrance and placement, and placement in a new school if the family
moves. It is next to impossible to do these things if grading is done
solely through comments. I know Caryn's daughter still receives letter
grades for her standard classes, but perhaps she is missing out by
receiving only subjective grades for her TAG coursework. To the eyes of
a new school, a college admissions office, or a scholarship selection
committee that work may be invisible since it is not graded in a way
that is directly comparable to other students. You know she receives
these comments from her teacher, but how is all of this reflected in her
permanent record? Just a thought...
Dianne Lewandowski wrote:
show/hide quoted text
> One can assign a letter grade and still make notes as incentive.
--
Brenda
NEW to Styx, classic to the world: Big Bang Theory
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> i think in educating one needs training , anf education , but one
> needs also a listening heart to the student`s abilities and needs.
> One needs to forget that one is the teacher and the student a student
> there comes a moment and times when lessons for some students , become
> a joint adventure between the instructor and the student. The moments
> when the instructor `Hears` those abilities the student has and he
> /she Goes with the student in the student`s special path of
> needs/abilities. Than like when a baby learns to walk ,the instructor
> has to let go and see that the student canwalk on his own ,,,, and
> just be there to catch him when he tires.
> I don`t know what kind of teacher Dianne is, i only can see from her
> various writings over the years , how she teaches. You challange her
> about her academic level of education.
> Having a higher training , might give each teacher more tools how to
> work with students. But basicly every teacher and instructor brings
> his/her personality into the profession as well. From Dianne`s
> many writings about teaching /and educating /and her social comments
> about her neigbours. i can see we think differently, about how we
> teach and educate. My impression is that in this discussion she is
> speaking from her long experience and her way or working. The teachers
> you meet now are different people , working with different children
> under different conditions. why are you so angry about Dianne`s
> remarks. Had she been a direct teacher of one of your children, that
> it would have been essential to develope such a high level debate, Now
> we can all just quietly speak and learn that there are different ways
> , to teach the gifted children. And maybe use this as a guague to what
> we do with ours.
> mirjam