That's interesting that you felt relaxed while reading his writing. He does try to make his writing easier to read. Plus, when you talk about how your elementary school experience included all of the things that he said not to do. That's interesting, too, that when you read it you just became relaxed. You have to wonder if you would have responded in a relaxed way if you were in Smith's class? I'm glad that Smith helped you to put words to what it is that you weren't comfortable with in the classroom you were watching. I'm hoping that through this course, children's lit, and your elementary methods course you will be able to develop a reading program that will leave your kids relaxed. :)
I like that you addressed that the way you were taught is how Smith is saying NOT to and i think its great how we are realizing more an dmore that those experiences really do affect the way we teach unless we are reflective and searching knowledge of better teaching strategies. I think many of these experiences are reflective of my schooling and I need to be aware of them too.
Sarah, I like very much the fact that you went to your experience as a student to inform your perceptions about what might work and not work when teaching reading. Great example!!! We should remember our needs as learners, even if we are from a different.
Thanks for sharing about your class observation too.
“mastery provides its own incentive”
I love this phrase also, it reminds me of Alfie Kohn’s talk against extrinsic rewards or incentives used in the education.
As a person who loves ballroom dancing, I like to share a dance analogy with my students.
I was extremely self-conscious about my body growing up. I am very tall for an Argentinean woman, and I was told a million times in school that I was to tall and too clumsy, to dance in any school presentations…(mmm)
Thus I decided to learn to dance as an adult. When I finally decided to apply myself and spend every evening after work taking dance classes, I felt so good about myself. And today, I refer to that process frequently, and remind myself -and my students daily- of how wonderful it feels to “master” a skill.
I also like the analogy of the “teacher’s role” as leader in a partner dance. A seasoned ballroom dance leader - as well as an inspiring teacher- guides the couple swiftly through the dance floor. While being relaxed and present, and while enjoying the dance, uses a nurturing embrace, allowing the follower to be relaxed, to have fun while dancing. Same goes for with teaching and learning. What do you think?
Was having some technical difficulties before... should be working now :)
ReplyDeleteThat's interesting that you felt relaxed while reading his writing. He does try to make his writing easier to read. Plus, when you talk about how your elementary school experience included all of the things that he said not to do. That's interesting, too, that when you read it you just became relaxed. You have to wonder if you would have responded in a relaxed way if you were in Smith's class?
ReplyDeleteI'm glad that Smith helped you to put words to what it is that you weren't comfortable with in the classroom you were watching. I'm hoping that through this course, children's lit, and your elementary methods course you will be able to develop a reading program that will leave your kids relaxed. :)
I like that you addressed that the way you were taught is how Smith is saying NOT to and i think its great how we are realizing more an dmore that those experiences really do affect the way we teach unless we are reflective and searching knowledge of better teaching strategies. I think many of these experiences are reflective of my schooling and I need to be aware of them too.
ReplyDeleteSarah, I like very much the fact that you went to your experience as a student to inform your perceptions about what might work and not work when teaching reading. Great example!!! We should remember our needs as learners, even if we are from a different.
ReplyDeleteThanks for sharing about your class observation too.
“mastery provides its own incentive”
I love this phrase also, it reminds me of Alfie Kohn’s talk against extrinsic rewards or incentives used in the education.
As a person who loves ballroom dancing, I like to share a dance analogy with my students.
I was extremely self-conscious about my body growing up. I am very tall for an Argentinean woman, and I was told a million times in school that I was to tall and too clumsy, to dance in any school presentations…(mmm)
Thus I decided to learn to dance as an adult. When I finally decided to apply myself and spend every evening after work taking dance classes, I felt so good about myself. And today, I refer to that process frequently, and remind myself -and my students daily- of how wonderful it feels to “master” a skill.
I also like the analogy of the “teacher’s role” as leader in a partner dance. A seasoned ballroom dance leader - as well as an inspiring teacher- guides the couple swiftly through the dance floor. While being relaxed and present, and while enjoying the dance, uses a nurturing embrace, allowing the follower to be relaxed, to have fun while dancing. Same goes for with teaching and learning. What do you think?