SHEILA KING spoke of An Explanation        1/2 to DAN TRIPLETT on 12-30-
96
SK>I understand what you're getting at here. However, in this medium,
SK>where we lack the facial expressions, voice intonation and other body
SK>language, such little remarks can serve to make the intent or "tone"
SK>of the statement more clear than it might otherwise be in a plain
SK>text format. After all, while I, too, learned that, in formal writing
SK>such remarks are considered redundant and are therefore poor style,
SK>this isn't a formal writing environment here!
Well, I'm beginning to see that it is safe and smart to qualify one's 
comments.  I know that I have been a bit passionate here regarding WL 
and spelling and have come across in a way I did not intend.  Perhaps a 
few IMO and a few IMVHO placed in a number of strategic places could 
have lightened the tone a bit.
SK>-> I also don't think I said "this is the way" -- correct way to
SK>-> teach.....I have said "this is the way" that WL really looks like
SK>-> (theoretically).
SK>Uh, I can't put my finger on it right now, and have no intention to
SK>go back and search what messages from you may remain on our system
SK>related to this topic, but you definitely came across at least a few
SK>times as "holding the correct opinion". Well, I guess we all do that
SK>in discussions of this type.
It's interesting...this communicative stuff.  One has a thought to 
communicate and chooses words that will best convey the meaning behind 
the idea one has.  Then the listener/reader processes those words and 
has to use his/her own personal linguistic filter to arrive at a 
meaning.  If the reader(s) infer something that wasn't intended, meaning
must be clarified.  Regardless of what I said or what you (or others 
perceived) isn't meaning more important?  So how does one fully 
understand another's point of view?  
OTOH it may very well be that I communicated in such a way that I left 
little doubt in the reader's mind that I believed my opinion was correct
(and I was out to correct your incorrect view).  This was probably my 
intent in the beginning (regarding WL...it's philosophical underpinnings
-foundational tenets).  I think I have softened the tone as of late 
though....don't you agree....  :)  
I've been reading a great book by Eleanor Duckworth.  I originally 
bought the book because of what Albert Shanker had to say about it.  He 
said, "The effort to transform our schools need vision and imagination. 
Eleanor Duckworth's book is a good place to start."  I thought it could 
help me understand Charles' view in a better way.....anyway  
I didn't really know what the book was about but Shanker's comments 
grabbed my attention.  Basically it's about Piaget and teaching.  The 
current chapter is, "The Language & Thought of Piaget, & Some Comments 
on Learning to Spell." It's a bit heady reading but much easier than 
reading Piaget direct.  Anyway, this idea of having a thought and then 
using language to communicate that thought intrigues me.  Maybe as 
adults we take for granted the communicative process.  He said this and 
therefore he must mean........  I bring this up because while reading 
this book I have asked myself the question "How far short do I fall when
it comes to effectively communicating with my students (and others)?"  I 
have a feeling I have missed the mark a bit here.  I think I often 
assume meaning without really listening carefully (and asking 
questions).  
I thought you might have some ideas regarding this topic since you have 
a background in linguistics and language.  Thoughts?
  
If the thread becomes interesting and there is an interest here, I could
share what she has to say regarding "learning to spell."  I'm  just 
beginning that part now.  I don't know what I'm in for....
Take care Shelia...Happy New Year....and thanks for answering my 
numerous posts and putting up with my loquaciousness.
 ____________________
/   Dan Triplett     \
|Kindergarten Teacher|
|And all around nice |
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01/02/97 @ 2:14PM
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