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#Post#: 97--------------------------------------------------
QT Chap 3-4
DIR By: Adrian
Date: July 15, 2011, 12:40 pm
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It is fun to see how many of the excellent suggestions presented
in these chapters are already being implemented in many of the
classrooms in our school. I have often wondered if the teachers
here are just naturals at getting close to the kids or are they
working at it, intentionally, using some of these stratagies. I
think most of the ones I am familiar with, just come by it
naturally. I am also greatly impressed by the number of
classrooms that incorporate the enviornmental touches that make
learning and the time spent in class so much more enjoyable. I
especially like just wandering into the different classrooms to
look at posters or decorations and to hear what music may be
playing. Great job guys!
#Post#: 109--------------------------------------------------
Re: QT Chap 3-4
DIR By: Karen
Date: July 21, 2011, 3:36 pm
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While reading about the different ways to create a supportive
environment I could picture the classrooms in our school and
have perfect examples of what I was reading about. I have used
music with my children either get them excited about cleaning,
or calming down for sleep, or quiet time. I know it works, but
would be a little trickier in a classroom I think.
#Post#: 132--------------------------------------------------
Re: QT Chap 3-4
DIR By: Susie
Date: August 7, 2011, 11:44 am
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I'm not sure why it is that I have so much trouble incorporating
music into my classroom routines--perhaps it is because I am not
a musician. I surveyed summer school students, and plan to do
this more during the year, about whether or not they learn
better with or without music, and if yes, if it is only with
music of their own choosing. Personally, I find other than
instrumental music distracting because I focus on the lyrics.
While I found the breakdown of how people learn (10% to 90% from
doing) interesting, I wonder how that jives with learning
styles. I know that I am more kinesthetic than I realized, for
example, although I always though I was more visual. I retain
knowledge best from reading and then writing about it. I don't
retain much from material presented in audio format. But I like
the graphic representation of concepts on poster board--or where
ever. The beginnings of each unit of study in the Holt lit
books have questions of significance to be answered by the
introduction and the readings. I'm thinking about how to
represent some of those concepts graphically. Or if I should
have the students do that. Oddly enough, I went to Laramie to
write and found myself painting again! Hmm. Creativity sparks
creativity.
Reading these chapters made me want to go down and organize
my room--my files are a mess, for example. Soon!
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