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In Search of the Novel
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Graduate Credit

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Teacher-TalkNovel

eight workshops

ten novels
ten novelists
the teachers
about the project

Teacher-TalkNovel

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Teacher-TalkNovel is the email discussion list for In Search of the Novel. Participants of the workshop series, content guides, and Channel staff will participate in this discussion list throughout the initial broadcast of the workshop series.

Use this space as an area to share and pose questions about the workshop series, get to know your colleagues, as well as ask questions about technical and access issues.

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From: Melanie Tiwari (mt49403@pegasus.cc.ucf.edu)
Date: Tue Oct 09 2001 - 22:07:14 EDT

  • Next message: Melanie Tiwari: "Re: [Teacher-TalkNovel] ESOL students and my classroom"

    In my internship classroom, I read very short short stories and poems aloud because they are quick and after reading them for one or two classes, I can look up and around the room without losing my place. My supervising teacher likes to use audio cassettes for longer short stories so she can do exactly what your teacher is
    doing: circulating, checking task focus, etc. I think it's good to do it that way. But the thing that always confuses/bugs me is that a lot of the texts I am reading in professional development courses is that you should do what your kids are doing, ie. read when it's independent reading day, write when they are writing, etc.
    That's great except that there are a million other things that I want/need to do while they are working. Is that something that will change when I get more organized with experience or is that something that I will always debate myself on?

    Melanie

    Amanda Schultz wrote:

    > In my intership classes the students are reading "The Giver" and my
    > supervising teacher has chosen to use a tape of the book and have the
    > students follow along in the reading. I've noticed a few things about using
    > a tape recording of the book, one being that it allows the teacher to have
    > control of the classroom. She's doesn't have to sit in one place, she can
    > circulate through the classroom and redirect students that may not be on
    > task, and she can see everything that is going on. Also, the students seem
    > to enjoy it much more than when they read "round-robin" style. The pace is
    > set and the voice on the tape has expressions in its voice. I've noticed
    > kids reading along with the tape, who more than likely wouldn't read aloud
    > in front of the class.
    >
    > From: Englishteacher5@aol.com
    > Reply-To: Teacher-TalkNovel@learner.org
    > To: Teacher-TalkNovel@learner.org
    > Subject: Re: [Teacher-TalkNovel] books-on-tape
    > Date: Sun, 7 Oct 2001 08:25:57 EDT
    >
    > In a message dated 10/1/2001 1:25:01 PM Eastern Daylight Time,
    > KHammer101@aol.com writes:
    >
    > > We must also keep in mind that not all students will be as passionate
    > about
    > > literature as we are, and are only reading because they know they hafta.
    > > If by enlivening the senses, we can tap into how the disinterested
    > student
    > > absorbs information, then perhaps we can engage them in the reading
    > > process.
    > >
    >
    > This is a good point, Kris. My supervising teacher made a great comment
    > early on in my internship. We were discussing YA books and she was saying
    > that most of her kids said that they "hate" to read. She responds to that
    > with "If you don't like a particular TV show, you don't say you hate TV.
    > You
    > just don't like to read because you haven't found the right channel yet." I
    > think that is a great way to make kids think differently about reading.
    > Michelle Burt
    >
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