Note: To protect the privacy of our members, e-mail addresses have been removed from the archived messages. As a result, some links may be broken.

Lesson Plans

Re: A Question about Teaching

[ Thread ][ Subject ][ Author ][ Date ]
Linda Kelty (lckelty)
Mon, 21 Jun 1999 23:48:04 -0400

When I taught elementary, sometimes the crowd around me was very difficult.
I got pretty dramatic with one group of second grade, started fanning myself
and told them what claustrophobia was. Funny reactions, but they remembered
after that to wait nicely. I also made it a practice to point to hands up
and say " I will come to Suzie, then Joe, then Jane then John." If any one
put their hand up after that, then they were added to the list. I did it by
proximity and if I forgot who was next, the whole class could tell me and
noone felt ignored. I still practice this in middle school, but sometimes
someone will wait a long time. I tell my classes that if I'm involved in
something and don't realize they need me, they should come stand by me and
say my name so that I know they need attention. This works pretty well. I
have been reading about the monitoring thread and have to say that the
hardest thing to teach the kids is to think independantly. If your are to
present the material and ask them to apply it, you have to leave room for
them to do the problem solving independantly, with their table partners and
then finally with the teacher if necessary. How do they develop confidence
in their own abilities and skills if we monitor so tightly that they don't
have the opportunity to try their own thinking? That doesn't mean we can't
or shouldn't assist, only that we should encourage their own thinking.
-----Original Message-----
From: menichino <menichino>
To: teachart <teachart>; Gail1611
Cc: <>
Date: Sunday, June 20, 1999 10:21 PM
Subject: Re: A Question about Teaching

>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
>> > expect to basically sit back and let the kids do the project all on
>> > own ? I feel going around the room and helping kids(grades 1-5),
>> > suggestions, asking them to re-think a process he or she is doing helps
>> > students to do a better and more thorough job. My 2 bosses feel I work
>> > hard and should let the kids discover it all on their own. What do
>> > 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