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While I haven't had the problem of vandalized work (as Maggie mentioned),. I
did have a kid turn my work in once and claim it was his....laughed so hard,
I had to go to the bathroom! (This is when I first taught and I made
I don't work along side my students. When I first taught, I did, but then
realized they took my work as "gospel" and tried to imitate me for that
elusive grade. I do demonstrate specific problems (i.e. techniques, or if
everyone in the class makes a similar mistake), but I don't start, nor
finish what they start and finish.
I have found over the years that I tell them why we are doing what we are
doing, and that it has built on the last piece we worked on, so that they
"know" what to do. I give ideas, but my kids say "stop giving us any more
ideas..." (AND I LOVE THAT!!). Our 'lessons/projects" are sequential, so, as
long, as my logic is their logic, well then...but sometimes, my 'logic' is
definitely out in left field, and so I may require additional explanation!!
I have plenty of time to go around to each kid and work with their specific
questions, so basically that is how I work.
This archive was generated by hypermail 2b29 : Sat Apr 08 2000 - 11:27:50 PDT