Comments on: Purpose of the Blog http://clarifications.edublogs.org/2008/03/14/purpose-of-the-blog/ Just another Edublogs.org weblog Sun, 30 Nov 2008 18:46:27 -0500 http://wordpress.org/?v=2.8.2 hourly 1 By: Brendan http://clarifications.edublogs.org/2008/03/14/purpose-of-the-blog/comment-page-1/#comment-3 Brendan Wed, 21 May 2008 05:06:21 +0000 http://clarifications.edublogs.org/2008/03/14/purpose-of-the-blog/#comment-3 Blogger's reply: This is actually exactly what I'm talking about. While I know this comment was thrown out b/w other chaotic activities (just like our lessons) it is all over the place! We have to clarify our focus so we know what to teach and when to teach it. There are too many things to consider, and do, so we do many things poorly. I would rather do fewer things well. Blogger’s reply:
This is actually exactly what I’m talking about. While I know this comment was thrown out b/w other chaotic activities (just like our lessons) it is all over the place! We have to clarify our focus so we know what to teach and when to teach it. There are too many things to consider, and do, so we do many things poorly. I would rather do fewer things well.

]]> By: Kim http://clarifications.edublogs.org/2008/03/14/purpose-of-the-blog/comment-page-1/#comment-2 Kim Tue, 18 Mar 2008 16:29:20 +0000 http://clarifications.edublogs.org/2008/03/14/purpose-of-the-blog/#comment-2 My former dept. chair (who retires this year) always made it evident that "good teaching" could (and would) lead to good testing (results). I gave in early that assessments aren't the worst measures (and are more illuminating than some of my own biased, subjective assessments). She (my mentor teacher) was always open to new strategies but wouldn't give up tried & true lessons. She ALWAYS had enthusiasm but didn't always have to be the center of the classroom. Her integrity astounded me, and her expectations (of other teachers and of her students) never lessened. She wasn't pessimistic and saw most initiatives and interventions as opportunities. I don't think teachers can (or should) be 'counselors' or 'friends' to kids who REALLY need that. Teachers can help kids along in that arena, but teachers can't make that their permanent domain. Standards and the canon continue to evolve (b/c they've never been and will never be "just right"). Diversity (in thought, in practice, in the classroom) should always be a part of a teacher's toolbox, but routine isn't bad either. NOT EVERYTHING can be NOVEL! Sometimes, students learn b/c they are increasing their level of understanding (of a task, a skill, a content)...not just b/c it's a "new, fun" way to TRY this something. I write much better reflections and demand more of myself b/c I have DONE IT before...we shouldn't try to make every lesson something new. Establishing routines and practices can sometimes reap the greatest rewards. (The "first time" is an experiment...just like your first year teaching.) You don't have to solve the world's (or education's problems) today...or this year...you'll burn out! My former dept. chair (who retires this year) always made it evident that “good teaching” could (and would) lead to good testing (results). I gave in early that assessments aren’t the worst measures (and are more illuminating than some of my own biased, subjective assessments). She (my mentor teacher) was always open to new strategies but wouldn’t give up tried & true lessons. She ALWAYS had enthusiasm but didn’t always have to be the center of the classroom. Her integrity astounded me, and her expectations (of other teachers and of her students) never lessened. She wasn’t pessimistic and saw most initiatives and interventions as opportunities.

I don’t think teachers can (or should) be ‘counselors’ or ‘friends’ to kids who REALLY need that. Teachers can help kids along in that arena, but teachers can’t make that their permanent domain. Standards and the canon continue to evolve (b/c they’ve never been and will never be “just right”). Diversity (in thought, in practice, in the classroom) should always be a part of a teacher’s toolbox, but routine isn’t bad either. NOT EVERYTHING can be NOVEL!

Sometimes, students learn b/c they are increasing their level of understanding (of a task, a skill, a content)…not just b/c it’s a “new, fun” way to TRY this something. I write much better reflections and demand more of myself b/c I have DONE IT before…we shouldn’t try to make every lesson something new. Establishing routines and practices can sometimes reap the greatest rewards. (The “first time” is an experiment…just like your first year teaching.) You don’t have to solve the world’s (or education’s problems) today…or this year…you’ll burn out!

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