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Phantom Student - Page 2

post #31 of 32
Boy oh boy! I see this style and that style of teaching and learning, such as guided discovery, etc. All these are excellent, but we belabor the point. I have learned many lesson plan formats, two of which are the 6 point lesson plan and the ITIP lesson plan (Instructional Teaching into Prctice). Like many different styles of skiing they all have their good points, but they all share some things in common.
So many theories get discussed in the classroom. they all sound so wonderful and new. Anyone who questions them gets branded as not being a team player. The new style of teaching math in Portland, Oregon has screwed up so many kids, but it's been shoved down our throats as 'the' way to teach math. (as if the last 4,000 yrs. of teaching math hasn't been good)- Try telling THAT to Descartes, Newton, Leitnitz, Pathagorus, Einstein, Fermi, Hawkins, etc. (can't spell their names worth beans!)
After all these theories, we're back out with our class. What works then? I submit to do assessment of each student and give good basics specifically to each which they work on. Boy! It's tough too!
I had 9 students in my class last Saturday. I eagle-eyed each student. They were kids, older kids, and adults! I was one busy puppy! Each had something specific to work on. After class I had to go in the break room and rest. I was pooped! 1/2 hour later I came back out for my next class. My previous class had been practicing what I taught each of them. I had so many calling my name, wanting me to watch how they had improved! Hey Bob! Watch this! Watch me now! Are you watching? More praise from me, More tips here and there even though their class was over. I was proud of them!!! To see their improvement was my true paycheck!
Now... what teaching style did I use? H*ll, I don't know, and I'm a certified school teacher too! I guess I was eclectic in my approach to each student. Some I could push; some I had to back off. This was almost like have a class of students ranging from Title I to TAG (talented & gifted).
Maybe command style would have started everyone off at the same point, regardless of their individual level, I don't know. Anyway, we ended up with a happy class, happy instructor. Miller Time!
post #32 of 32
I am recalling my earlier days as a skier and the times I was taking a lots of lessons, mostly group. I found that when the instructor told us briefly why he was teaching us something, how it fit in to our overall progress, demonstrated it with very obvious indications of what he was trying to have us accomplish, and finally a brief series of linked turns incorporating the new skill.
He would do this in less that 2 minutes.

Didn't make any diffeence group or private, but letting us know why, how, doing it again and now its your turn. Would briefly critifqu each of us after we tried out what he was trying to teach us.A great way to learn.
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