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3.2 Students -The Chair-2 (see also Part 3) |
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1 Operating
Instructions 1.
2-Background 3.
Diagnostic and prescriptive 4.
Solutions which reachÝ
+Ý teach students 3-Getting Started 1. Classroom 2.
Students 3. Curriculum 5.
Evaluation 4-L=TBC: The
Formula 1. Basis 2. Whole
class 3. Continuum 5-L=TBC: Models 1.
Generic 2. Canada 3.
Belize 6.
The
Middle Ages Ý6-Meeting Student Needs 4. Matching Resources to Student Need 5.
Alt. Assessment: Tools and Pedagogy 7-Problems 8-Solutions 9-
References 1.
End
Notes 10-The Library 1. Print
media 2.
HyperStudio |
OVERVIEW:Ý A bit of role playing and
interpretive analogy with a chair can dispel perceived inequities, instill
self-motivation, establish a positive and productive group work ethic, and
inspire a great degree of understanding and trust among students and teacher
inÝ the classroom. ÝÝÝÝ It is absolutely essential that the
teacher craft and present the educational activity of the chair with
unqualified candor, honesty, and full intent and ability to
"follow-through". |
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WHAT THE
TEACHER SAYS AND DOES 8.Ý "O.K. Here's another question, class.
Which chair-lifter tried the hardest?" 9.Ý "I think # 1 was successful, but we
don't know if he/she actually tried his hardest.Ý #2 did not succeed in lifting the chair completely above
his/her head, but he tried so hard that I think we can safetly assume that #2
was showing almost total effort.Ý So,
# 2 tried the hardest." 10.Ý Teacher thanks the students and asks them
to sit down. 11.Ý "Students, maybe in other classrooms
you have been judged simplyÝ on what
grades you got.Ý An "A"
meant you were a great student; a "B" meant you were O.K., a
"C" meant averageÖ but not a hard
worker." 12.Ý "Students, this year it will be
different.Ý I will put equal
importance on the "grade" you get and on how hard you try.Ý See, if a person with a lot ofÝ talent gets a "B", but just
floats along and gets that B without much effort, then I will be displeased
even though the student got a "B".Ý
Someone who got a "C" and yet tried their hardest almost
every day Öthat person will impress me more than the floater." |
WHAT THE
STUDENTS ARE PROBABLY THINKING 8.Ý Obviously, # 1 tried hardestÖ hmm, wait a minute.Ý I don't know 9.ÝÝ never thought of it that way; but the
explanation makes sense. 10.Ý O.K. What's the deal?Ý What does all this mean? 11.Yeah, that's how
it's always been.Ý So what's different
about it this year? 12.Ý Hmm, a new way of looking at things.Ý Maybe I have a chance to be seen as a good student if I do try hard every day.Ý ORÝ Wow! I always get A'S and B's, even without doing homework sometimes.Ý I better work hard in this class. |
IMPLICATIONS 8.Ý An end to obvious answers.Ý Now the dilemma has started.Ý Call on a few students to answer; but do
not yet acknowledge whether a specific answer (chair-lifter # 1 or #2) is
correct.Ý The class is ready for
Teacher's explanation 9.Ý This explanation is crucial to set the
stage to win over minds and hearts to the delicate balance of whole class /
individualized expectations for your students this school year. 10.Ý Be firm, sincere; go after minds and
hearts.Ý Students need to both
understand your explanations and agree with its worth.Ý They need to value it. 11.Ý Realize that to most students, wha you are
saying at this point is "same-old-same-old." 12.Ý It is clearly the Teacher's responsibility
toÖ determine what "solid effort" means from each individual
studentÖcreate educational activites helpful to the progress of the whole
classÖsometimes create eductional activites specially made for pockets of
students with similar strengths, weaknesses, etc. |
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