Hello Dan,
I am feeling the effects of working for three weeks straight with a
tough grade 6/7 class in a messy disorganized classrooms. I have been
spending long hours trying to straighten them and it up - as well as
planning lessons and marking books, etc. It has finally caught up with
me today and I don't want to face the two bags of marking I must do
before Monday. :(
Anyway enough about my life........
 In reality, there is
  >no beginning to reading or writing anymore than there is a beginning to
  >speaking.  Children begin all skills gradually; first with
  >approximations and then move closer and closer to conventional language
  >usage wether it is speaking, writing, or reading.
Right on!
D  >hate to bring up studies here but......studies do show the opposite to
  >be true. Children who see whole words in context will learn the letters
  >t-h-e faster.  Without meaningful words to connect these abstract
  >letters to, children will struggle with the alphabet.  Learning the
  >letters in isolation doesn't work for the majority of children.  Only
  >experienced early childhood educators will understand and appreciate
  >this fact.
It's nice to think I get included in the "experienced early childhood
educators".  Working as a substitute and waiting desperately for
something a little more or a lot more permanent means you don't often
get recognized as a "real" teacher. :(  One of these days I'm going to
make up a little sheet and whenever someone makes a positive comment on
what I do have them fill it out. Then I'll make a copy of all these
glowing reports and send it into the Personnel department and ask the man
in charge why it is he is not hiring me full time.
 If you teach
  >RL>reading, you are teaching writing and spelling, if you teach writing,
  >RL>you are teaching reading and spelling.
DT>This is right on.  It is how I approach teaching reading and writing
  >everyday.   We discuss punctuation, spaces between words, and identify
  >individual letters (and of course the initial consonant sounds).
As do most of the great kindergarten teachers that I know. :)
DT>RL>I think both Dan and I have mentioned the Morning, or Daily message
  >RL>to you before. You write, you talk about what you are doing, the
  >RL>children help you write/spell the words. Afterwards, you read what
  >RL>you have written, etc. etc.
  >RL>
  >RL>So if I print the word "the" the children see that it is made up of
  >RL>the letters t-h-e..we may even spell it out and sound it out together
  >RL>and read it together. These are the common words that children learn
  >RL>to read first but if may take a while to be able to spell them. I for
  >RL>one can read accurately far more words than I can spell...and I
  >RL>believe most, if not all, people would say the same.
DT>Hey Ruth, wanna team teach?
I would love to.  Too bad you are so far away - we could at least
meet. I would love to visit your room.
DT>RL>I wasn't aware that Whole Language was considered a "Self-Esteem" now
  >RL>philosophy but  when I think of it yes, self esteem is taken into
  >RL>consideration.
DT>The emphasis is so minimal as not to be a factor.  Some people have
  >taken the idea to an extreme.
What I mean, I guess, is that self esteem is important to all learners.
I for one lack experience and knowledge that many teachers have. I am
still learning. As I try and succeed or struggle a little words of
encouragement or even praise helps me to keep at it. Never having any
constructive or positive feedback can be very discouraging to say the
least.
Putting someone down or making them feel stupid is not going to help
them to learn. Encouragement will go a lot further. However, that is not
to say that one should be patting someone on the back when they are
goofing off or not trying - far from it. There should be appropriate
consequences to every action.
                                                  -Ruth
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 þ QMPro 1.53 þ Sorry, I'm late - a pile-up on the information highway.
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