Submitted by Krystal (not verified) on March 22, 2008 - 12:34.
As an elementary school teacher I found the activity in this posting to be inspiring. The impact of this public debate opportunity on those students is priceless. Relevance is the key to learning. As I introduce the objectives of the day to my students I always ask if they have a question about the learning. I want to let them know why they are going to be required to learn, the skills to be mastered, and what activities we will be doing to help facilitate the learning. I love for my students to ask why they have to learn the skill. Earlier in the school year when I taught and reviewed skip counting to my first grade class, some really had a hard time counting past thirty by fives. When I explained that we must first learn to count by fives to one hundred before we could learn to count nickels my students got so excited. They no longer perceived the learning as counting by fives for the sake of counting. When I made their learning relevant to daily uses and furthering the use of counting I saw the light come on and success prevailed.
Celebrating student success
Submitted by Krystal (not verified) on March 22, 2008 - 12:34.
As an elementary school teacher I found the activity in this posting to be inspiring. The impact of this public debate opportunity on those students is priceless. Relevance is the key to learning. As I introduce the objectives of the day to my students I always ask if they have a question about the learning. I want to let them know why they are going to be required to learn, the skills to be mastered, and what activities we will be doing to help facilitate the learning. I love for my students to ask why they have to learn the skill. Earlier in the school year when I taught and reviewed skip counting to my first grade class, some really had a hard time counting past thirty by fives. When I explained that we must first learn to count by fives to one hundred before we could learn to count nickels my students got so excited. They no longer perceived the learning as counting by fives for the sake of counting. When I made their learning relevant to daily uses and furthering the use of counting I saw the light come on and success prevailed.