--------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: DDK00006 Date: 09/15/96 From: MATT SMITH Time: 11:22pm \/To: CHARLES BEAMS (Read 2 times) Subj: Re: Student Mobility CB> Reposted with permission of the American Federation of Teachers CB> By Albert Shanker CB> Student mobility--kids moving in and out of a school--is something CB> teachers think about a lot, especially those who teach in CB> poverty-stricken neighborhoods, where it can be a big problem. It's not just an issue in poverty-stricken neighborhoods. Any teacher at a school where a lot of the kids come from military families can tell Shanker that. Various studies in the 50s and 60s disputed what, if any, harm a kid "suffered" from being an "Army brat" in a career military family. My personal observation is the kids do fine, suggesting that the problems of the poor urban kids Shanker talks about derive from something other than changing schools too often! CB> What can be done? One approach the article suggests is to make sure CB> parents are aware of how changing schools can affect their children. I'm not sure how successful that would be with the urban poor. Many are so troubled by their own problems (drugs, crime) that they just don't care about their own kids. D.C. found that it couldn't even get expectant mothers in the projects to come in to health-dept. substations for free prenatal care, and it had to solve that problem of apathy by outfitting mobile homes as OB/GYN offices and taking them to the projects where the mothers lived to get them! CB> educate parents and help them find housing within the attendance CB> boundaries if they had to move. Schools and school districts can do CB> the same thing. They can also relax their rules so students who have CB> moved out of their school's attendance area can complete the year CB> without changing schools- Bus route problems? --- Simplex BBS (v1.07.00Beta [DOS]) * Origin: NighthawkBBS, Burlington NC 910-228-7002 HST Dual (1:3644/6) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: DDK00007 Date: 09/15/96 From: MATT SMITH Time: 11:28pm \/To: CHARLES BEAMS (Read 2 times) Subj: Re: Title I CB> AFT'S NAT LACOUR ASSAILS BUDGET CUTS AT BLACK CAUCUS CB> Proposed cuts in funding for Title I , Head Start, the drug-free CB> school program and other federal education programs by the Republican CB> leadership in Congress signals a dramatic shift away from the CB> bipartisan support that public education has enjoyed in recent years, CB> AFT vice president Nat LaCour told those attending a Congressional CB> Black Caucus (CBC) discussion of elementary and secondary education CB> last week. Title I money has not just gone to school districts lacking the money to help their poor students themselves without resort to Uncle Sam. When I was a kid in one of Pittsburgh's richest suburbs, the schools sought Title I money for the very few eligible students. That district could have _easily_ afforded to fund that help itself. How much Title I money is going to rich districts from taxpayers who, on average, are poorer and whose kids go to poorer schools? CB> "If we don't lobby Congress to stop the cuts, the CB> African-American CB> community will be greatly harmed," said LaCour, Gimme a break. Making rich districts ineligible for Title I money would hardly harm the black community. --- Simplex BBS (v1.07.00Beta [DOS]) * Origin: NighthawkBBS, Burlington NC 910-228-7002 HST Dual (1:3644/6) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: DDK00008 Date: 09/15/96 From: CARL BOGARDUS Time: 12:53pm \/To: ERIN BOWMAKER (Read 1 times) Subj: The more things change- towards enquiry EB> (ie. art/reports for other subjects). Could a EB> reason EB> for some of the students who are having trouble be that they may not EB> have computers at home, and therefore may feel overwhelmed by it all? Yes, this is a problem - one reason I am trying to gather all the old surplus computers I can is to have checkout computers for students whose families cannot afford one. Another problem is that many of our students are native English speakers, some are just transferring to English and often have trouble learning Two new languages at once, (tech and English). EB> can to foster the learning of each student. Could EB> the students who EB> are literate with computer technology maybe help otherstudents who Absolutely, I could not survive without students teaching each other when new or difficult concepts come up in class. Generally, I have no seating arrangement as I want students to sit by someone they like (or tolerate!). I will teach one person, they teach the others around them. Usually this happens after I have introduced the concept and they are trying to practice the skill. For motivation I use: 1. Games - yup, real computer games-most are not educational but the students are highly motivated to use them, so they have to be finished with their work by Friday to use games. 2. BBS online - since this is a networked lab, the BBS system allows 5 students to logon and chat, send E-mailand eventually play door games. 3. Drawing programs, music programs, etc are all used for staying on task and motivation. Since this is all hands-on, I do not have much trouble motivating students. Some even keyboard on Friday instead of playing games. --- Maximus 2.02 * Origin: VETLink #13 Las Cruces NM (505)523-2811 (1:305/105) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: DDL00000 Date: 09/15/96 From: SHEILA KING Time: 01:30pm \/To: PETA HOWLEY (Read 2 times) Subj: VISUAL LITERACY Hi Peta, -> It surprises me that in merica visual literacy is not a topic because -> of the very few references I have found on the topic come from -> America. Really? It's a shame none of the other American teachers here have commented on this topic. I assume that if they had heard of the term "visual literacy" and had anything to add about it, that they would do so. I wonder if, since I am a math teacher, I am less likely to come across the term "visual literacy" when I read professional journals for math teachers than if I were to read professional journals for teachers in some other subject area such as social sciences, for example? -> If I may can I ask you another question that I am burning to know? -> You speak about children creating visual texts and interatng them -> into pedagogic practice across the subject areas but how can you -> assume that children have the knowlede to understand the meaning -> constructed in them. It is difficult for me to talk about other subject areas. Let me give a specific example about my math class. Just two days ago, on Friday, I was teaching my 9th and 10th grade geometry students how to draw 2-dimensional representations of 3-dimensional objects on paper. This is an important skill in geometry: that the student be able to represent 3-D objects on paper so that others can understand what they are trying to convey with their image, and also so that the student can properly interpret such drawings made by others. I teach this skill within the context of my course. I know that over the several years I have been teaching this course, some students miss certain questions on quizzes and tests because they cannot correctly interpret the drawing and visual what the intended 3-D object looks like. I have several strategies for teaching this, one of which includes bringing in actual 3-D models made of cardboard of the drawings. However, ultimately there are a few students who need to come in for 1-on-1 tutoring after school. I simply don't see how to teach this skill for reading "visual texts" of this specific type outside the context of my course. As a matter of fact, I'm quite confused at how students can be taught _In General_, outside of a specific course (such as biology, or geography, etc...) to derive meaning from a visual text. Teachers within specific subject areas are usually well acquainted with the particular types of visual imagery that their students need to deal with in that subject area, and they have experience teaching students to interpret it. You ask how teachers can: -> assume that children have the knowlede to understand the meaning -> constructed in them. As you indicate, it could be dangerous in some courses to assume that all children are capable in this regard. Some children will be "left in the dust", so to speak. Can't the teacher conduct some sort of informal pre-test, some sort of non-graded activity in which s/he asks questions that the student would have to be able to interpret the image correctly to be able to understand? I would imagine each classroomful of students is different. If you happen to luck out with a group one year that is well equipped to understand the imagery, why waste their time and yours going over how to interpret it? Test your students each year, to find out where they are, and then give appropriate instruction to bring them up to the level they need to be. I would caution that if only two or three kids in a classroom are having difficulty, don't waste everyone else's time making all of them listen to instruction on something they already know how to do. Give these few students private instruction until they are as capable as the rest. -> Have you ever seen any lessons where students are provided the -> opoortunity to explore the visual texts in its own right. Students -> are continually taught to critically evaluate the written word in -> school what is your insight into evaluating the visual semiotic -> system. You know, I have a hard time getting into your terminology. You are working on this topic, so it probably makes a lot more sense to you. But it sounds like such a bunch of artifical verbiage to me. I'm not sure exactly how to interpret your question above. I know that in math, I DO give work that requires students to be able to interpret imagery. I've seen some of my students work on social science assignments that included maps, or graphs or charts. Same for biology and chemistry. Maybe drawings of particular biological sturctures, or molecular structures or such. Even the English teachers use maps sometimes and other diagrams. What do you mean by "exploring a visual text in its own right?" While our students work with visual texts in many different subject areas, verbal language is almost always a part of the process in either communicating the assignment to the student, or in the student's response, or both. I don't see how it could be otherwise. FWIW, the students at our school do a fair amount of constructing their own "visual texts" as responses to assignments. I hope this has been a helpful response for you. Sheila King --- PCBoard (R) v15.22/M 10 * Origin: Castle of the Four Winds...subjective reality? (1:218/804) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: DDL00001 Date: 09/16/96 From: CARL BOGARDUS Time: 07:44pm \/To: PETA HOWLEY (Read 1 times) Subj: The more things change PH> I would be really interested in the situation in American shools and PH> the techlogy that is being used in elementary PH> shool. I would really appreciate your insights or PH> experiences. Hope to here from you soon...Peta Currently our elementary schools have labs installed with the latest equipment. They were first on the list the past two years (for upgrades). Most labs have 486 or pentium computers, cd-rom tower, laser printer, etc.. Most labs have an excellent choice in software. However, the labs are being staffed with assistant teachers, (aides). Most have no background in technology or the proper uses of technology in an elementary setting. Many teachers are also not trained in the use of technology for this age level. As a result, the labs are under utilized or become a play area for students. A much better use of technology would be for all teachers to have one computer in each classroom. If they were networked and had E-mail access, so much the better. Use the computer to run simulations, (Tom Snyder Software) or other software suitable for small group work. Reading motivation and record keeping software is great for 7 yr old through ? is a good choice. (can you get Accelerated Reader?) Let the teacher use the computer as a tool for grading, writing letters to parents, progress reports, award certificates. I just think elementary schools do not need labs. What is happening Down Under in this age group? --- Maximus 2.02 * Origin: VETLink #13 Las Cruces NM (505)523-2811 (1:305/105) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: DDL00002 Date: 09/16/96 From: CARL BOGARDUS Time: 08:10pm \/To: SHEILA KING (Read 1 times) Subj: Spelling... SK> I think what has most people (parents, and teachers who disagree with SK> the "invented" spelling practice in the classroom) SK> disagreeing with this SK> practice, is that they DON'T see is disappearing completely. Children Exactly!! Students that are learning English as a second language go through this stage, but they are expected to spell correctly much faster than we expect our native speakers learn to spell. Why? --- Maximus 2.02 * Origin: VETLink #13 Las Cruces NM (505)523-2811 (1:305/105) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: DDL00003 Date: 09/16/96 From: CARL BOGARDUS Time: 08:16pm \/To: SHEILA KING (Read 1 times) Subj: Ford, discipline, etc. SK> I think the overwhelming majority of them have seen the insides of the SK> computer. And a significant minority (1/3 maybe) have either installed SK> hardware or helped/watched someone else do it. Difference of economy, Brownsville, TX = lowest per-capita income in nation, El Paso, TX = Second lowest, Las Cruces, NM = third lowest Not many of our students have computers at home. One of my students was amazed when I told him that I did minor repairs on computers and that if he wanted me to fix a road grader, I could do that also. (I am a ex-farm-ranch kid). SK> How exciting. Just out of curiousity, what BBS software will you be SK> running? Is it going to be a local BBS or are you planning to dial out We are using Proboard, hope to have an I-net E-mail and newsgroup connection soon! What fun. --- Maximus 2.02 * Origin: VETLink #13 Las Cruces NM (505)523-2811 (1:305/105) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: DDL00004 Date: 09/16/96 From: MATT SMITH Time: 10:45pm \/To: SHEILA KING (Read 2 times) Subj: Re: Ann Landers letter SK> I don't think she's talking about medical treatment in general. Only SK> about diagnosing learning disabilities. Isn't this a federal law? I SK> know SK> it is the case in California that the public schools are required to SK> perform testing if parents request it (of course, how they go about SK> it, SK> and in what time span, varies), and I've participated in other forums SK> where teachers from other states indicated this is also the case A friend here told me that trying to get his kid, who had already been diagnosed ADD, into special classes (or getting any other help) from the Guilford County Schools verged on impossible and had been a multi-year struggle. (FWIW, that system is for a metro area population 300,000+) --- Simplex BBS (v1.07.00Beta [DOS]) * Origin: NighthawkBBS, Burlington NC 910-228-7002 HST Dual (1:3644/6) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: DDM00000 Date: 09/16/96 From: MEL GRIMES Time: 03:04pm \/To: ALL (Read 1 times) Subj: Mock Elections Does anyone know how a school can register to take part in the National Mock elections. I can not find info anywhere. Your help would be appreciated. Mel --- Platinum Xpress/Win/Wildcat5! v2.0GI * Origin: Chemeketa OnLine : 503-393-5580 (1:3406/15) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: DDM00001 Date: 09/17/96 From: BOB MOYLAN Time: 11:56am \/To: ALL (Read 2 times) Subj: Couldn't resist X-posting this one... ======================================================================== Forwarded here by Bob Moylan (1:275/429.5) ======================================================================== Area: ADHD Date: 15 Sep 96 09:16:48 Public From: Nelson Siu To: Tracy Wirs Subject: Regarding crticism on ======================================================================== hey thanks for the hint, I guess it was the beginning of the year and I was just a little nervous. Yeah my teacher is "trying to prepare us for university", and that's why he's teaching all this hard stuff. I've almost fallen in love ith his teachings because all the English classes that came before his were oring and easy. But now I am actually learning a lot. Thanks for answering, stay in touch -+- Maximus 3.01 + Origin: The BandMaster, Vancouver, B.C., Canada (1:153/7715) --- PPoint 2.00 * Origin: What's The Point? Virginia Beach, VA USA (1:275/429.5)