Lit & Lit 1 - UH - Swim - F2006
Lit & Lit 1 - UH - Swim - F2006
Kia's Reflection to Chapter 18- How To Spell To Communicate
Spelling is something I remember being drilled in since the beginning of time. I t was not only pushed by the teacher, but I had the drive to become the best speller on my own. I was no Akeelah, but I got my share of practice. I played school with my sisters, of course I was always the teacher. I don't know where my love for spelling came from, but I'm sure glad I had it.
It is something I think we (those who can spell well) take for granted. Just like in our "How To's," we don't realize the process that is involved, because we don't conciously think about all the steps involved.
I see the relation between this problem and my student John, but I am not sure if this in fact his handicap in writing. His may simply be getting the information from head to paper, as in not knowing where to start, what to say first, or how to get the audiences attention. As you can see, John is my project. I feel that if I can find John's solution, I can help others. It's just a little hard when I am offered no information from the student. I just get shoulder shruggs still. Okay, enough of that.
Spelling is very important, but I agree with Graves, it should not take the place of having more content. If you can get the ideas flowing from the children, you can later help with spelling on a slower, more relaxed pacing, as not to overwhelm the student.
Kia's Reflection to Chapter 18- How To Spell To Communicate
Spelling is something I remember being drilled in since the beginning of time. I t was not only pushed by the teacher, but I had the drive to become the best speller on my own. I was no Akeelah, but I got my share of practice. I played school with my sisters, of course I was always the teacher. I don't know where my love for spelling came from, but I'm sure glad I had it.
It is something I think we (those who can spell well) take for granted. Just like in our "How To's," we don't realize the process that is involved, because we don't conciously think about all the steps involved.
I see the relation between this problem and my student John, but I am not sure if this in fact his handicap in writing. His may simply be getting the information from head to paper, as in not knowing where to start, what to say first, or how to get the audiences attention. As you can see, John is my project. I feel that if I can find John's solution, I can help others. It's just a little hard when I am offered no information from the student. I just get shoulder shruggs still. Okay, enough of that.
Spelling is very important, but I agree with Graves, it should not take the place of having more content. If you can get the ideas flowing from the children, you can later help with spelling on a slower, more relaxed pacing, as not to overwhelm the student.
posted by Kia Guebara | 8:17 PM
0 Comments:
Post a Comment
<< Home