--------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: E5D00003 Date: 05/08/97 From: ROBIN TAFOYA Time: 11:53pm \/To: KAREN LONG (Read 0 times) Subj: Re: [2/2] Discussions?? : > Quoting Karen Long to Dan Triplett <=- KL> on, so she can practice her math and writing in her room...her and I KL> play school on the weekends, although she likes being the KL> teacher...which is fine because at least that way, she has to read her KL> words correctly to give them to me to spell!, she has various sets of KL> phonics flash cards, addition and subtraction flash cards, BroderBund KL> computer books, create sentence books (Whinnie the Pooh), alphabet KL> games, matching games, letter and number games, and she loves it when I KL> give her sentences to write! She also has the eraseable marker large KL> cards for numbers groups, number writing and tracing, as well as KL> letters. We play number count games a lot of times when we eat KL> dinner... i.e. How many carrots are on your plate... What items on the KL> table start with the letter F, and how many are there... etc. What KL> more can we do???? Sounds to me like you are already doing quite a bit. You say that your daughter is 7 years old? If I may be so bold as to inquire, could you answer a few questions? Does she recognize all the alphabet letters? Can she sound the basic, or first sound of each? (the short sounds of the vowels, and the most common sounds of the consonants) Can she put together three letter words, such as cat, dog, bus? Can she read these easily when she sees them? Does she quickly recognize small sight words such as / a/, / the/ , / why /, / and/, etc.? Does she understand that vowels can have more than one sound? Does she seem to be able to tell when to sound a vowel with its long sound in a word when she is reading? Does she understand the general rule about vowels, that if there is one vowel in a word it is usually short, and if there are two, the first is usually long? Does she recognize the numerals from one to one hundred? Is she able to count to one hundred, or beyond? Does she understand the value of a given number, say, 14, or 32?(ex, can she put that many beans in a paper plate?) does she know how to add?(does she understand that if there are 5 beans on the plate and you put three more on there will be 8) Does she know how to subtract?(put 9 on the plate and take a given amount away and tell how many are left) Does she make the connection between the written symbols (for numbers or letters and the amount or sound each represents)? Does she know what a sentence is? Does she know what a verb or noun is? When you sit to read the story books with her, does she read the words or guess at them? Does she seem to understand a story when you read it to her(say you read one she has not heard before, can she tell you what happened first, second, third, last?, who the main characters[important people] were? When she writes on unlined paper, say, you ask her to write a "b" or a number 5, can you tell what she has written? Does she enjoy these activities when you "play" at them with her? I know that this may seem like alot to you, but if you would please answer, I think that I can help you. I have a mildly learning disabled son, who at 11 is finishing 3rd grade with very good progress. For the time between first and now though, it was not an easy road. One of the main ingredients to the success he has had, was the relaxation of the pressures he was facing. I will explain more later. It is getting late now, and this was a long day. I await your response. ... But soft, what light through yonder tagline breaks? ___ Blue Wave/QWK v2.12 --- WM v3.10/92-0423 * Origin: Blackbeard's Tavern 803-294-9657 Greenville,SC (1:3639/3) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: E5E00000 Date: 05/08/97 From: MARY ZEAIT Time: 11:31am \/To: VERN PERO (Read 0 times) Subj: reply HI Vern, Thanks for your reply, I appreciate it. You said that games are used by kids without encouraging them to learn, Do you have any other ideas of activities that might encourage students to learn about the actual hardware components and their functions ? Shouldn't kids also know what the computer is made up of before basically and generally before they know what the computer can actually do ? As this general knowledge would be good to use when they are talking about computers, e.g they would be able to use the computer terminology when their talking about the computer. I think that it would be good for students to know where all their work goes to when it's saved, so their not as niave as they were before they started learning about computers. What do you think ? I will appreciate your opinion as it will help me in the classroom as a teacher. Thanks Mary. --- FMail 0.94 * Origin: Sydney Education BBS - Sydney University (3:712/628) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: E5E00001 Date: 05/08/97 From: CHRISTIAN PARK Time: 05:50pm \/To: MATT SMITH (Read 0 times) Subj: Tenure Mate I need help with my assignment. Does computers enhance student learning in schools.I just a reply to to capture it on a disk to hand in. You gotta help.Waiting to hear from you real soon. --- FMail 0.94 * Origin: Sydney Education BBS - Sydney University (3:712/628) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: E5E00002 Date: 05/09/97 From: CARL BOGARDUS Time: 09:05pm \/To: KAREN LONG (Read 0 times) Subj: [1/2] Discussions?? :) Long message, I will try to see what I can throw out for you. I want you to know that what you are doing for your daughter is important--don't give up yet! KL> when approached. When KL> pressured for answers at school, or when forced to KL> read in front of the class KL> she stammers and if pressured further to perform, KL> she shuts down and totally KL> loses her train of thought. She is in a Chapter I KL> reading program, and KL> when her reading teacher continues to pressure her KL> for an answer, Chelsea There should be another approach--actually there are several approaches that could be used, perhaps Chelsea could be given the question and asked to whisper it to the teacher--maybe a game could be made of this. Answers could be posted on a felt board, the teacher could read the questions, posting possible answers (reading them aloud), and then the students have to point out the correct answer. Any student that has trouble with stammering needs to be given time for a verbal response also--if too much pressure is made, the stammering will only get worse. KL> Well, since they put her KL> in the lower reading group, she is doing very good, KL> and is able to keep up KL> with the new words, although they move at such a KL> slow pace...i.e. one new KL> book every two weeks. Even though my daughter is KL> doing very well in reading KL> now, they continue to give her marks which indicate KL> she is reading below KL> first grade level. Why? The way her teachers KL> explained it to my husband and KL> I is because they grade both reading groups the KL> same. So even if she is KL> excelling in the lower reading group, she is graded KL> as though she is in the KL> higher reading group, thus getting U's in reading. :( So, they doom her to failure? This is not fair to her or the rest of the students in her class. Every reading student in Chapter I has an individual lesson plan, you may have even signed one to get her in the reading program (you would have in this state), it is called an IEP. If you don't have a copy, ask her reading teacher for one. I am pretty sure that they may be violating the Chapter I rules with the grading set up that way. You need to make an appointment with the district's Chapter I administrator and explain what is going on. This person may be able to help you. KL> I take my daughter to a Neurologist about an hour KL> from where I live every KL> three months for a blood draw and examination (only KL> doctor near my vicinity KL> that is on the BCMH). He suggested that Chelsea have a psychological KL> evaluation done at school to see what areas she may KL> be having difficulty KL> in, and perhaps as well, try to find out what makes her so nervous at KL> school and try to come up with a strategy plan to KL> help ease her nervousness. KL> He also suggested that because Chelsea was 7 1/2 weeks early, and when KL> delivered the cord was wrapped around her neck KL> twice, and MAY have caused KL> a few seconds of lack of oxygen to her brain, and KL> therefore, she may need KL> additional help in school, and may even need to be KL> in an LD class. Chelsea I am not sure about where you live, but here - Chapter I services can not be delivered to a student with a medical problem without it being addressed first or at least at the same time. Check Chelsea's IEP for any mention of possibility of problems. KL> Here is where my struggle is. Because Chelsea is KL> such a well behaved little KL> girl and NEVER gets into trouble at school, the KL> school has told me that she KL> does not qualify for LD classes, or an LD tutor. She may not qualify for BD (Behavior disordered), but here she would qualify for LD which is completely different. Check with the school district's sped coordinator. KL> and that I was expecting too much...but when I contacted the Special KL> Education Director and Curriculum Director for our school system, they KL> both concurred that her reading teacher is SUPPOSE KL> to be working with her KL> 2 to 3 times EACH week. I've mentioned this to all KL> her teachers and all KL> I get is snide remarks about I'm wanting them to KL> give my daughter special Unprofessional behavior, again, insist that your daughter's IEP be followed, Chapter I classes have limits on classload, so there should be no reason for this to be this way. As I am almost out of time, one thing for you to do is to document everything that is going on. Keep copies of everything, make a log of every meeting and jot down what was said during the meeting. Sounds like the district is ok, the school may be having problems. Will write more later. --- Maximus 2.02 * Origin: VETLink #13 Las Cruces NM (505)523-2811 (1:305/105) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: E5F00000 Date: 05/10/97 From: SARAH NUNEZ Time: 02:15pm \/To: NADIA ROZGA (Read 0 times) Subj: pornography in homeschooling On 07 May 97, Nadia Rozga writes to Sarah Nunez,: NR> Qu: Why should it be the choice of parents in the homeschooling NR> situation to allow this type of access if they desire to. NR> Qu: Do you you think homeschooling activities using the computer need NR> to be evaluated more regularly to ensure the use of the computer NR> (internet) is not abused in the learning environment? The answer to both questions is that it is the right and responsibility of the parents, and no one else, to direct the education and upbringing of their own children. Who do you think should be controlling such access, or evaluating Internet use, if not the parents? Why single out homeschoolers merely because they are not away from home as much as those who attend government or private schools? ... Gun control: The ability to hit what you aim at. --- GEcho 1.10/gamma * Origin: WordForce Mail-Only System, Republic of Texas (1:130/604) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: E5H00000 Date: 05/12/97 From: SAROSH IQBAL Time: 09:47am \/To: ALL (Read 0 times) Subj: TOEFL Hi everyone, Is there anyone who can tell me what is the highest achievable score on TOEFL (Test Of English as Foreign Language). Thanks. --- PCBoard (R) v15.3/M 2 * Origin: JetNet BBS,Saudi Arabia [+9662] 6938141,,,,44 (2:542/250) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: E5I00000 Date: 05/12/97 From: RICHARD SCHEMBRI Time: 10:00am \/To: CARL BOGARDUS (Read 0 times) Subj: LANs Carl, Did you receive my reply about a week or two ago. I though you must have logged of the BBS all together. I would still really appreciate some simple instructions or ideas on how to go about teaching LANs to my students while I'm on prac. --- FMail 0.94 * Origin: Sydney Education BBS - Sydney University (3:712/628) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: E5I00001 Date: 05/12/97 From: RICHARD SCHEMBRI Time: 10:11am \/To: CARL BOGARDUS (Read 0 times) Subj: LANs Carl, did you receive my message about a weel ago?? I thought you might have lost interest in thee BBS all together. I would still really appreciate simple instruction or ideas on how to teach my students on prac about what LANs are and how we can use them. Thanks for your time Rich. --- FMail 0.94 * Origin: Sydney Education BBS - Sydney University (3:712/628) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: E5I00002 Date: 05/12/97 From: RICHARD SCHEMBRI Time: 10:19am \/To: CARL BOGARDUS (Read 0 times) Subj: Woops!! Carl sorry about repeating myself, I'm getting used to a new system!! Rich --- FMail 0.94 * Origin: Sydney Education BBS - Sydney University (3:712/628) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: E5I00003 Date: 05/13/97 From: JOANNE CHOI Time: 01:08pm \/To: VERN PERO (Read 0 times) Subj: S.O.S!!! To Vern Hello, I'm a student at Sydney University who is very interested and desperate to get any information about the use of computer graphics in schools thesedays. Any feedback about computer programs, softwares, or just your opinion about this would be just fabulous! Hope to hear from you sooooon!!! From Joanne --- FMail 0.94 * Origin: Sydney Education BBS - Sydney University (3:712/628)