Wednesday, January 21, 2009
Bringing the Readings into the Conversation
Dear Taylor, Jennivieve and Jessica, It's interesting to see the differences in expectations that you bring to TE 402 and to speculate on how they have the potential to influence what you will learn from the course. I hear a bit of "senioritis" in you writing, which is definitely understandable, given how close you are to graduating! At the same time, I'm glad you have all begun to think about what YOU want to get out of the course. I would suggest that figuring out how to bring the readings into your conversations will push your thinking and help you make connections. When you read the articles on working with ELLs, or the Wheeler and Swords article on code switching, did it strike you that these are important areas to consider for language arts, or do they seem like disconnected topics? When you read about how Maples tried to communicate with families, is this something you had thought about before? Would that be an important part of your goals for teaching? I'm hoping to see more connections to reading and your classroom as the semester proceeds. But, this was just the first blog posting, so there's plenty of time to get into all that! Cheryl
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One of the good things about being in a class is that we are continuously growing, and learning. As I get exposed to new researches, strategies, and studies I think that my goals will expand for this class. The way Maple tried to communicate to families was not the way I would have before, but now it is a possibility. I have been encouraging my CT to get some of the parents involved because I don’t see any communication between home and school. My kindergarten class is off the chain most times. It is an important goal for me to build relationships with my students and their parents. This will not only benefit me, but it will benefit my student and our classroom community
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