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Earth & Space Science: About the Course

Teacher-Talk EarthSpace

Re: [Channel-talkearthspace] session 2

From: Neal Utesch <utescnea@sergeant-bluff.k12.ia.us>
Date: Mon Jun 19 2006 - 10:40:47 EDT
X-Mailer: Novell GroupWise Internet Agent 7.0

I thought that your situation with the computer labs was real
interesting. I find that students who tell you that they have no guilt
or concern are those students who simply have no limits or guidlines to
follow. Perhaps by showing them step by step in a class period on how
to navigate the web the way you want them to would help to take away the
excitement of trying to get away with something in the class. I find
that when the expectations are laid out to the students they will meet
them and do a nice job. We can't assume that students know how to
navigate properly and it could be a situation where the students who are
off task, simply do not know how to go about searching for the proper
information that they should be looking for. I am fortunate enough to
teach at a school where all three of our labs have video cameras that
help to monitor the students activity in the lab and what they are
navigating on the web. Don't get me wrong, my school nor my students
are perfect either. I to have to deal with students who are doing the
wrong thing, but when I set the expectations and show them what I want,
I tend to get better results than if I just tell them to search and wait
for them to do the work on their own. I myself found that I was one of
those teachers that was unaware three years ago, and then I started
educating myself more about computers and how they work--we live in a
time where our students knowledge of computers will surpass our own
unless we start to educate oursleves and start to think like a student.
I always think to myslef before I assign computer work, how long would
it take me if I was them to ... I hope these ideas help--I tend to
ramble on and hope that I don't sound critical, just wanted to join the
conversation.

"Instruction begins when you, the teacher, lean from the learner, put
yourself in his place so that you may understand.......what he learns
and the way he understands it."

                                                                        
                     Paul Simon

Teaching in the Midwest--Dan

>>> bjbj8282@yahoo.com >>>
Many of us are having problems with students in
computer labs not working on school work. They may
look like they are working, but they are not.

Here is an experience I had:
I got a class of my seventh graders to start opening
up to me about how they could pretend to be working
while they were actually visiting or playing games.
They were pretty open with me because I had already
told them I was going to go to a different school the
next year. Two things about our conversation amazed
me: 1) the teacher in charge was unaware 2) the
students did not have a pang of guilt or concern. I am
going to open up a new discussion on this topic if any
of your are interesting, please join in.

Here are some experiences others have had:

Students try to rush through computer use and sneak
going on line to listen to music or email one another

The discipline problems associated with this station
is they do a lot of text messaging when I am not
looking.

Students seem to see computer time as free time and do
not automatically go to sites or programs that support
class work.

How do you think we can turn this situation around so
computer lab time is school time and not play time?

--- Melissa McCann <mkmcc74@yahoo.com> wrote:

> I wonder if students tend to be taught about the
> properties of rocks, but not their relationship to
> the big picture of the Earth's past environments
> because the teachers do not have enough of a
> knowledge base to go any further. I have some
> experience teaching fifth graders about rocks and
> minerals, and I know I didn't make a thorough
> connection.
>
> One engaging activity I did implement, however,
> was mineral testing. The students had various
> mineral samples which were labeld with numbers.
> They had to note each mineral's characteristics and,
> using their observations and reference materials,
> identify the name of each > complete some of the same activities created for
> this course. Students could gather and examine
> their own rock samples. Teachers could then help
> the students to identify characteristics of the
> rocks and how they came to exist in that particular
> region. They could learn how to tell the "story" of
> their rocks. The "story" could become a creative
> writing assignment. The instruction would make
> frequent connections between the geology concepts in
> the curriculum, the students' environment, and their
> rock samples.
>
> Melissa
> Massachusetts
>
>
> ---------------------------------
> Talk is cheap. Use Yahoo! Messenger to make
> PC-to-Phone calls. Great rates starting at 1ยข/min.>
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Regards, Beverley James

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Received on Mon Jun 19 10:42:17 2006

 

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