“Teachers do not learn best from outside experts or by attending conferences or implementing ’programs’ installed by outsiders. Teachers learn best from other teachers, in settings where they literally teach each other the art of teaching.”1
As a classroom teacher, I was encouraged to use the “before-during-after” model in planning my reading lessons. Now as a resource consultant, I promote this model in math instruction also.
This activity was born out of our desire – the Grade 4 teacher and mine– to create a partnership that will blend drama and research skills, writing skills and a love of literature, art appreciation and their social studies unit on medieval times.
As a primary teacher and former literacy teacher on special assignment, I know the importance of making connections in reading – text to text, text to self and text to world. We need to find ways to engage learners, using multiple intelligences.
Literacy has become a priority in Ontario schools: uninterrupted literacy blocks are now part of the daily timetable in many primary and junior classrooms.
“Though the developed countries of the world presently have the resources to feed and educate everyone on earth, more than half the world’s children live in abject poverty ... JUMP was founded in reaction to the institutionalized apathy and ignorance that underlie these problems.”
Tous les enseignants et enseignantes de français langue seconde en Ontario sont au prise avec le bulletin scolaire de rélève.
In October 2003, more than 850 Ontario schools, or 330,000 students, participated in International Walk to School Day. They joined thousands of schools in 29 other countries around the world 'blazing trails in the urban jungle.'
How can teachers provide the necessary support for all students so that they can experience success as spellers? The following suggestions provide a framework that you can adapt to your grade and classroom.
Teaching science and technology is an outstanding way to provide experiences that are valid, testable and repeatable.