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Lesson Plans

Re: Elementary rewards

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Fran Marze (
Sat, 23 Aug 1997 10:44:40 -0400 (EDT)

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It is o.k. for all to express ideas. I hope noone misinterprets some of
the comments. From what I read, it seems that some elementary teachers are
devising some extra ways of reinforcing good behavior with a reward that
students like. Am I correct? On the other hand, it didn't seem like Robert
was "bashing' anyone, but was trying to give some ideas linked to
students' gaining confidence in their own ideas. Could there be a way of
taking both ideas and coming up with a reward?
I hope everyone feels free to comment on any topic. Maybe the
"impersonality" of the link leaves out the personality of the speaker,
which could be gauged if we were in a seminar somewhere.
When I taught elementary art one items I always had available was a big
potato chip can of plasticene clay which could be used for fun modeling as
a reward. I teach at a high school where some of my colleagues give small
pieces of candy. I, however, cannot keep up with a daily reward system so
sometimes just have a "class appreciation" day when I make lemonade or
bring in pretzels occasionally. I've even brought in breakfast of bagels,
etc. for advanced classes for a sometime treat. One thing I like to do to
recognize the specialness of each student is send an art related
postcard(usually bought in quantity from Dover) for the student's
birthday. I still am surprised at how happy this makes my "sophisticated"
students. Well....we start school soon--so everyone have a productive year
and let's not take all comments too personally.
On Fri, 22 Aug
1997, Chaney wrote:

> Robert Beeching wrote:
> >
> > >Date: Thu, 21 Aug 1997 13:51:38 -0700
> > >To: holmgren
> > >From: Robert Beeching <robprod>
> > >Subject: Re: Elementary rewards
> > >In-Reply-To: <v01540b00b021deca2f8d@[]>
> > >
> > >At 12:11 PM 8/21/97 -0500, you wrote:
> > >>
> > >>Hi Melissa,
> > >>
> > >> I use a similar system with my classes. For awards, I've done several
> > >>things. One, is to reproduce a page from a book of designs; you know, the
> > >>kind of real complex designs that can be colored in.
> > >
> > >This activity does not allow a child to design his or her
> > >own repeat pattern arrangements. Teach children the art "principle"
> > >of "repetition" by introducing circles, squares, and triangles:
> > >"the basic shapes of industry" and how to repeat shapes in
> > >both hroizontal/vertical, and implied "diagonal" arrangements.
> > >In this way, children not only learn to create their own complex
> > >repeat patterns for "applique" "block printing" and "cut paper"
> > >designs, they learn to form geometric shapes "free-hand."
> > >--------------------------------------------rb
> > >
> > > Sometimes I blow them
> > >>up on the zerox so the designs are larger and cut the paper in half; each
> > >>child gets a half sheet which they can fill in any way they want. Another
> > >>thing I do is to reproduce a small line drawing I've done
> > >
> > >Doing line drawings for children perpetuates a dependence
> > >on others, and as they advance through the grades get further
> > >away from the notion that they are capable of creating their
> > >own work!
> > >---------------------------------------------------------rb
> > >
> > > (these fit four
> > >>to a sheet), and give them each one of those. I call these "art awards".
> > >
> > >An award is usually presented for personal accomplishments.
> > >What have children accomplished in this activity other than
> > >coloring in and manipulating the work of others?
> > >------------------------------------------------rb
> > >>
> > >>Mary
> > >>
> > >>
> Robert,
> People like you make me furrious. I'm sure tired of seeing your name on
> the listserv when you bash others. Your attitude tends to keep others
> from sharing ideas. Some people have become quiet observers instead.
> It's a shame that no one is perfect like you.
> I appreciate any responses to my inquiries. I love to hear ideas and
> weather I use them or not is my choice. I sure wish you would do the
> same. I teach K-12 and feel that anything that helps me establish
> classroom control is worth it. I guess that you did not understand that
> we were discussing this, NOT our curriculum and how we teach it.
> I know that I'm begining to think twice before voicing my ideas. Others
> are as well. Now isn't that sad?
> Melissa Chaney

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