Drexel dragonThe Math ForumDonate to the Math Forum



Search All of the Math Forum:

Views expressed in these public forums are not endorsed by Drexel University or The Math Forum.


Math Forum » Discussions » Education » math-teach

Topic: Chapter 5--Everybody Counts
Replies: 6   Last Post: Mar 31, 1995 4:54 PM

Advanced Search

Back to Topic List Back to Topic List Jump to Tree View Jump to Tree View   Messages: [ Previous | Next ]
Eileen Abrahamson

Posts: 85
Registered: 12/6/04
Re: Chapter 5--Everybody Counts
Posted: Mar 28, 1995 5:08 PM
  Click to see the message monospaced in plain text Plain Text   Click to reply to this topic Reply

>
>3. The author points out that the United States is "one of the few
>countries in the world that continues to pretend--despite substantial
>evidence to the contrary--that elementary school teachers are able to
>teach all subjects equally well." What recommendations for change would
>you make to ameliorate this situation?


In our school building there is a "Community" multi-aged grouping of
students grades 1-4, and 4 staff members teaming together. It provides the
4 teachers the flexibility to teach to their own professional strengths,
without moving students around. It also provides the other teachers in the
environment an opportunity to learn from each others strengths. I suspect
that at the end of the 4 year experiment, these four teachers will have
become strong in all curriculum areas.

As an elementary school teacher, I can attest to the fact that I am not
equally capable in all curriculum areas. In general, elementary teachers
tend to be strongest in language arts,(reading and writing). My personal
strengths tend to be math and science, so my students get a lot more of
those two subjects than they do of health, social studies, art, or Phy.
Ed., subjects in which I am particularly weak. A teaming situation such as
the "Community" in our school has, would be ideal for a teacher such as
myself.
>
>4. The author argues for less directive strategies of teaching and
>claims that "less teaching will yield more learning." What is the price
>to pay for less directive teaching, and on what basis could such claims
>of more learning be made?


I believe that the substitue for "less directive teaching" would need to
be, more opportunities for student inquiry and concept construction. This
type of "teaching" requires more planning, to provide the activities that
will engage students in constructing understandings, but yields more
learning if you agree that "learning" is a constructive process. (Students
constructing knowledge through their interactions with their environment.)
>
>Ron Ward/Western Washington U/Bellingham, WA 98225
>ronaward@henson.cc.wwu.edu


Eileen Abrahamson
0191enel@informns.k12.mn.us
Edw. Neill Elemetary
13409 Upton Ave. So.
Burnsville, MN 55337







Point your RSS reader here for a feed of the latest messages in this topic.

[Privacy Policy] [Terms of Use]

© Drexel University 1994-2014. All Rights Reserved.
The Math Forum is a research and educational enterprise of the Drexel University School of Education.