In The Manner Of A Bygone Era

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3 thoughts on “In The Manner Of A Bygone Era”

  1. So they agree their methodology is effective. What a meaningless statement. Effective as based on what? All depends how you measure “effective.” They probably are to some degree effective at what they are measuring – ability to memorize.
    We measure comprehension, fluency, engagement, and enjoyment.

  2. I believe this is an attempt to say something big. But I am not sure how to construe a meaning…
    “we are designed to teach the whole language of reading comprehension, writing conventions, and oral delivery of language acquisition.”
    What is “oral delivery of language acquisition”? Is the model one of teaching the whole language at once? It looks like a cobbling together of buzz words that reveal an attempt to sound informed without have the time or energy to fully understand the matter.
    So there is a double bubble problem here. One bubble is the impenetrable incoherence of the words. As Ben suggests, it will do no good to try to pierce through this layer. Beneath it is a lack of will to hear and understand.
    I was told last year that everyone was happy with our new “curriculum maps” (read, transferring the ink-and-paper textbook scope and sequence to a digital curriculum map form). This was not a commentary on the happiness of everyone. It was an order to not bring up the subject again. Case closed.
    So yes, we cannot convince the positionally invincible, but we can step back and reflect.
    What are the steps of TPRS? 1) Establish meaning of sounds 2) Interact and create meaningfully 3) Read for meaning. . Speak and interact with whole sentences. Read paragraphs and chapters and novellas. Write to convey meaning. Sounds like whole language. As for me, I need to work at doing these things more effectively, and in such a way that my students are convinced that they made progress this year.

    1. The principal may be acting more out of relationship-with-staff-or-friend motive than what’s-best-for-kids motive. It’s obvious he’s lacking articulation of understanding of SLA, and seemingly supporting a bad approach.
      Pleasure and Pain to read all that up there. Pleasure because people here present such articulate thoughts here. Painful because of that teacher’s situation.
      And this…
      “What are the steps of TPRS? 1) Establish meaning of sounds 2) Interact and create meaningfully 3) Read for meaning. . Speak and interact with whole sentences. Read paragraphs and chapters and novellas. Write to convey meaning.”
      Well said Nathaniel.
      “As for me, I need to work at doing these things more effectively, and in such a way that my students are convinced that they made progress this year.”
      I’m joining this humble wagon to better teaching too.

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