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Lesson Plans


Re: A Question about Teaching

[ Thread ][ Subject ][ Author ][ Date ]
M.Grosspietsch (teachart)
Mon, 21 Jun 1999 21:40:07 -0500

Liz, this "affliction" continues through junior high, but perhaps for
different reasons... at least that's been my experience. We actually
PRACTICE experimenting as a means to find one's own answer while
waiting, but there are those students who sit there with their hand in
the air wonderind why I'm not there to help. We discuss how there are 30
students and 1 of me... trying rational explanations has gotten me
nowhere.

MG

menichino wrote:
>
> Hi all --
> Related to this thread -- I sometimes (actually, more often lately...) have
> a problem with kids jumping up out of their seats and coming over to me to
> ask questions or show me stuff, even though I remind them to stay in their
> seats and raise their hands. The 2nd and 3rd graders especially seem to
> forget this reminder. I tell them that while they're sitting there waiting
> for me they just may solve their own problems. Does anyone have a policy
> of making kids stay in their seats during class? It just seems so
> impractical when they may need to get up to get a pencil or whatever. Any
> advice or helpful hints for this problem? (I sometimes tell them they make
> me feel like a mommy dog with all these puppies coming running after me,
> but they don't seem to take the hint!)
> Liz in rural NY
>
> >
> > So far I have read 3 responses to your question, and I agree with all of
> > them. Art is not "do page 46 for homework, please" course work (and
> > hopefully math is no longer like that either). I believe meaning is
> > constructed both by doing AND by interacting, so that children encounter
> > more information on which to build more knowledge.
> >
> > Sit back? I don't think I sit down, ever. I can't believe someone would
> > want/ expect a teacher (regaradless of subject matter) to abstain from
> > monitoring student progress. Personally, the 1:1 interactions are my
> > favorite part of teaching... coaching and coaxing students to discover
> > new ideas, processes, techniques, etc., that enhance their work. Let
> > them discover, but be their guide, know what I mean?
> >
> > Keep up with your style. It has class (both meanings) written all over
> > it!
> >
> > M.Grosspietsch
> >
> > Gail1611 wrote:
> > >
> > > Hi Everyone,
> > > I've had this put to me twice by 2 bosses so I guess I need some feed
> back on
> > > what you all think? The question is this: You've presented a new
> project, set
> > > up directions, answered questions, and have materials ready. Now do
> you
> > > expect to basically sit back and let the kids do the project all on
> their
> > > own ? I feel going around the room and helping kids(grades 1-5),
> making
> > > suggestions, asking them to re-think a process he or she is doing helps
> my
> > > students to do a better and more thorough job. My 2 bosses feel I work
> too
> > > hard and should let the kids discover it all on their own. What do
> you
> > > think is the best way for the kids to learn and develop? And it
> doesn't have
> > > to be either of these ways. Thanks for your input. Gail