Lehua - On Solid Ground - Ch 1
Wow, what a great story about Sharon Taberski. Wouldn't we all like someone to write something that exquisite about us? I can tell how passionate she is about teaching. It's one thing to be a good teacher but it's another to be someone who shares his expertise with other educators and parents, which it definitely seems like she does!
Going further into the book, at chapter 1, as I read I seemed to be thinking of a certain professor. Greg's stories are always about a particular child who has trouble with reading or writing and also doesn't have that passion for it - yet. It's clearly because they aren't given the resources, just as we learned back in the fall semester. Billy is therefore someone who we've seemed to hear about in Greg's stories. It's clear that Greg's strategies are very much influenced by educators like Sharon Taberski. Thank God for them.
It was interesting reading the types of ways children learn to read. When we were asked to question our students last semester about what they do when they get stuck on words, I thought, "Well it's obvious that they do most of those things. There's not much else to do." This chapter showed me (in broken down points) exacty what the children see and do. It is what I did when I was young, but of course, we don't see it that way until we realize it from a teacher or adult's perspective.
Going further into the book, at chapter 1, as I read I seemed to be thinking of a certain professor. Greg's stories are always about a particular child who has trouble with reading or writing and also doesn't have that passion for it - yet. It's clearly because they aren't given the resources, just as we learned back in the fall semester. Billy is therefore someone who we've seemed to hear about in Greg's stories. It's clear that Greg's strategies are very much influenced by educators like Sharon Taberski. Thank God for them.
It was interesting reading the types of ways children learn to read. When we were asked to question our students last semester about what they do when they get stuck on words, I thought, "Well it's obvious that they do most of those things. There's not much else to do." This chapter showed me (in broken down points) exacty what the children see and do. It is what I did when I was young, but of course, we don't see it that way until we realize it from a teacher or adult's perspective.
posted by Chelsea | 11:58 PM
1 Comments:
Yea, the way how Sharon opened the chapter up with a story about a child reminded me of Greg too. I think that it is really wonderful how educators shared their experiences about other students to us. Such experiences are valuable because we learn from each other and we might come across the same situation. As I listen to all these experiences that Greg tells us in the beginning of the class, I jotted them down as helpful advices. I think that is what Sharon is trying to share with her audience.
I also agreed that I was unawared of how I used too. By breaking down the roles of students, I can see the process being done by the students when they read.
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