CHARLES BEAMS spoke of The Real Story 2 to DAN TRIPLETT on 08-28-96
CB>Responding to a message by Dan, to Ruth on ...
CB>DT>There are also games that come pre-made or ones teachers can make
CB>DT>to  match letters to pictures. Alphabet boards are one such idea.
CB> 
CB>Although this adds some variety, it seems to still represent drill
CB>and  practice, which you said in a previous message, that you are
CB>opposed to.   Can you reconcile the conflict?
Charles, I have worked in early childhood classrooms for nearly 8 years.  
Don't you think I have a valid opinion regarding the difference between 
games vrs work sheets?  Besides, nearly EVERY credible early childhood 
book and magazine article on the subject of magazine (not to mention the 
stand the National Association for the Education of Young Children) 
pretty much says the same thing I am saying.  Where do you think my 
ideas are coming from?  Alphabet board are not drill and practice and 
are not even in the same arena.  Have you ever seen alphabet games?  It 
seems a more natural way to learn than drill/practice is.  Children 
learning concepts in natural ways as opposed to an artificial and 
contrived approach that has little meaning attached to it seems to make 
more sense to me.  Why it is you can't see that?
Perhaps a paradigm shift is in order.
CB> 
CB>DT>Children love to manipulate materials.  Watch a child at play.
CB>DT>They can  sit for the longest periods fixing on the same activity.
CB> 
CB>And some times that can be a paper and pencil activity.
Agreed....depending on the activity.  It may interest you to know that 
we have pencil and paper activities nearly every day.
CB> 
CB>DT>But no matter, they are very interested in touching the "real"
CB>DT>world and  not the world of a one dimensional piece of paper.
CB>DT>Learning must  related to real-world experiences in order for
CB>DT>children to have  meaningful learning.  
CB> 
CB>I spend a good deal of my "real world" job of teaching working with 
CB>one-dimensional pieces of paper.  Forms to fill out, grade books and 
CB>plan books to maintain, assignments to correct, requests for computer
CB>classes to file, etc.  My father runs a community center for children
CB>and the elderly, and a good deal of his job is paper shuffling - 
CB>requests for funding, letters to suppliers and supporters, minutes of
CB>the meetings, reviewing applications, etc.
But you are not a 5 year old child.  Have you ever read Piaget?
CB> 
CB>My newspaper is one-dimensional pieces of paper, as is the book I am 
CB>reading.  Dan, do you REALLY mean what you have written, do you
CB>simply  have a prejudice against a style of teaching that runs so
CB>deep that  you've let it cloud your objectivity?  I really don't
CB>think that a  blanket denial of the value of worksheets is in the
CB>best interests of  the children you teach.
It is not a blanket denial.......it is a philosophical difference on 
what constitutes an appropriate use of Piaget.  You have described some 
valid uses earlier.  One certainly must admit that not ALL Piaget have 
educational value.  It must also be true that some Piaget are simply a 
waste of time.  I think you may have to consider your own prejudice 
regarding newly formed learning theories and your own resistance to 
change.
CB> 
CB>DT>Yes!  Imagine conducting science experiments on work sheets!
CB>DT>"Please  draw a line from the magnets to the objects that are
CB>DT>......"  Better to  give the child a magnet, clips, nails,
CB>DT>toothpicks, rock, paper, etc,,,,,  and let them *Discover* the
CB>DT>answer.  
Surely you must agree with this above statement???  I would surely hope 
so...
Dan
Just to be certain there is no misunderstanding I retract my statements 
regarding ALL Dan being a no-no (If I ever said all) and I agree that 
some Dan are justified.  Whatever I do in my teaching I always ask 
myself "What is my purpose in doing this activity?" and "Is there a 
better way to do this that will engage the learner in a more meaningful 
way?"  
CMPQwk 1.42 445p
Silly wabbit.....QWKs are for QWKidds.
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