Letters to the Editor

Re:  Mozart for  the  iPod  Generation,
February 2009

Kudos to Andrea Hertach! Her willingness to share how she is  working on an area of curriculum that is not her number one  strength is a model for the rest of us.  Andrea’s reflective  practice and collaboration with other colleagues are characteristics we can all emulate as we constantly strive to expand our own professional practice. Thank you for your authentically written piece,  Andrea!

Vera  C.  Teschow,

Peel District School Board

Classrooms for  FSL  teachers

Now that I am retired and doing some occasional teaching, I see  things from a different point of view. First, retired teachers who are working occasionally still like to keep a hand in to feel useful, and see  their colleagues once in a while. We all don’t have a full pension; many quit, took out their pensions, and stayed home with their children. Now many are caring for their elderly parents and have retired early to get flexible hours to accommodate doctor’s appointments and emergencies.

Secondly, I see  a disturbing trend in the core French classroom. When I taught, I was fortunate enough to have my  own room so that the children could be exposed to word walls and illustrations of vocabulary, and there was space for art work and centres,  and to leave their unfinished projects. Now, many core French teachers are doing primary planning as well, and they have to lug science  equipment etc. with them, perform experiments, clean up the home teacher’s room, and find a spot to store and display student work. When  I think back to the fun we had making papier-mâché volcanoes that really worked, dinosaur models from real bleached bones, and splatter-paint winter sports pictures, I feel sad that students are missing out on the fun learning experiences. Please,  school boards, give your core French teacher a permanent space where they can foster creativity and make the subject seem  like it matters to someone.

Marilyn  Bellin,
Occasional teacher,
Thunder Bay