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Re: [Channel-talklearning] Feedback

From: Edward Bowden <e-bowden@northwestern.edu>
Date: Tue Mar 15 2005 - 12:44:19 EST
X-Mailer: Apple Mail (2.619.2)

Hi all,

Having read the chapters on multiple intelligences, emotions, cultural
background, and social context I find myself wondering how to get all
that information as early in the school year as possible. I have only
taught for one year and I felt that I knew a lot about the students at
the end of the year but it took a long time. I'm sure my teaching would
have been better had I had all that information in September.

What I would like to know is what things have you done to get this
information about your students. Do you concentrate on this type of
background information at the start of the year and take it easier on
content or do you have ways of teaching the content and getting this
information at the same time?

Thank you for any ideas.

Ed

On Mar 14, 2005, at 9:39 AM, Ima Teacher wrote:

> Hi Kate. One more suggestion that I offer very hesitantly...
> Might you use the time on your walk to set up the project and talk
> about what you are going to do? If you showed up to meet them with
> a big image of a castle on "picket sign" they would probably rather
> talk about that. I do hate to see you lose your bonding time with the
> kids though, so maybe there is a place along your walk you could
> "hide" your sign (or prop) and they can talk about themselves up to
> that point and then the conversation can be redirected.
> I teach video in a Saturday program. Despite having my kids for 2.5
> hours it never seems to be enough time so I started using snack time
> to talk about video aesthetics rather than the kids talk about video
> games and tell me what happened at school this week. I show a video
> that one of them has brought in and then i talk about how and why
> certain things were done. Letting them relax but keeping them focused
> on video for that 15 minutes meant we could get back to work sooner
> after break and over the 10 week semester I gained 150 minutes
> Crissa
> "one very inexperienced teacher "
>
> On Mar 13, 2005, at 8:55 PM, Katherine Kraus wrote:
>
>>  
>>
>>
>> Dear Ed, Susanne, and Axel,
>>
>>
>> Thank you for your great comments and suggestions. You all have given
>> me some new ideas. The kids often tell me stories about themselves
>> during our walk to art.  I could use this time to hear what they're
>> saying about their lives and let them know that I'm interested and
>> care.  This could be a small way of attending to their emotional
>> development.  I have a curriculum which includes S.O.L's (Standards
>> of Learning).  I've thought about taking art to the kids in their
>> classrooms, but the teacher's don't want this.  There aren't any
>> spare rooms. I have thought about holding art outside, but I'm
>> concerned that I won't have the same level of control. But, art
>> outdoors could be an exciting way to introduce landscapes.   Inside
>> the classroom,  thinking out loud while demonstrating a process and
>> setting the stage with discussion and questions so that all of the
>> kids understand what we're doing would seem to p! revent kids from
>> asking me "So, what are we doing?''  Thank you again!  Sincerely,
>> Kate
>>
>>
>> Katherine Kraus
>>
>>
>> kate231@earthlink.net
>>
>>
>> Why Wait? Move to EarthLink.
>>
>>
>>  
>>
>>
>>
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Received on Tue Mar 15 13:37:36 2005

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