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Have a suggestion to improve this page? To leave a general comment about our Web site, please click here Share this page with your network. Reading as an Act of Creating Value: Carter-Jones Introduction As a teacher for many years in the field of language and literature, I have often been concerned with the heavy emphasis on the presentation and study of literature as a means to an academic end.
Of course, there is nothing wrong with this emphasis, but I would argue that an emphasis on character development based on the presentation and study of literature is just as rewarding— if not more so— to the individual and to society as a whole. This concern that I have continues to grow because of the incongruities I face daily in trying to teach in particular curricularized ways.
Given that most of my formal training has been in the developing and refining of skills which unearth the formal elements of a literary work - style, literary and linguistic elements and structures— I must admit that within the past ten years I have felt a strong pinch, a deep itch, a relentless desire; or maybe it is more fitting to identify this life movement as a "becoming.
It is the growing awareness of this oneness that moves me to explore, to create and finally put into practice theories and concepts that have been traversing my mind for years.
Overview I teach in an urban Montessori magnet school where the 03.03 family traditions writing assignment rubric Method of education is collapsing in on itself.
One of the previous principals noted that due to the turnover in the original Montessori trained faculty there would come a time when very few of the teachers would be Montessori trained even though the school would probably continue to operate under the guise of the Montessori philosophy.
And, this is exactly what has begun to occur. When I first started to teach at the Homewood Montessori School two years ago, I could discern with very little effort the students who had been at the school for more years than others.
The clear difference lay in their academic stance and their social behavior. For example, Waddell had attended the school since preschool and was self motivated, focused and calm while Tyrone, who enrolled in October ofwas not an independent learner and was constantly off task.
Though from similar family circumstances, they demonstrated very different behaviors in the classroom and in the school community at large. If Waddell was talking and I asked him to stop, he would apologize and refocus immediately. Sometime later in the day he would quietly approach me, apologize again and explain that it would never happen again.
He would take responsibility for his behavior. Tyrone, on the other hand, when asked to stop talking would promptly begin to deny that he was talking even though I had been looking right at him. He would also start to say that I was picking on him and then try to appear to be a victim. From this incident and many before it, I determined that the Montessori education, despite its incomplete application at the school, had a good effect on the growth and development of the whole child.
In this curriculum, I try as much as possible to focus on applying some aspects of the Montessori philosophy and method of education. One reason I do this is because I believe the Montessori philosophy of education with its practical application is one of the best ways to educate and nurture young people as whole human beings.
I teach sixth, seventh and eighth grade Communications at this K-8 public Montessori school, which has two preschool and one kindergarten Montessori classrooms.
However, for the rest of the grade levels there are only two Montessori trained and certified teachers, and they are at the kindergarten-first and fourth-fifth split grade levels.
So currently at the middle school level there are no Montessori classes, and no Montessori trained or certified teachers; and this is another reason why I want to develop this curriculum. I want to provide some opportunity for middle level students to further or for the first time experience some aspect of the Montessori Method of education.
With this being said, in calling it Montessori education, I must admit however that it meets only minimal standards of being characterized as a Montessori education. A third and more important reason for developing this curriculum is to help young people at the middle school level become more sensitive to and tolerant of "otherness", to stand up for justice, and to simply be more humane and contributive as wholesome and responsible members of society.
I approached the writing of this curriculum unit by first discussing the idea that reading is a valuable way through which character education can be taught.
I elaborate on several key points. I point out that reading is the way to journey inside oneself and come to understand how one thinks and reasons; how one feels and acts in particular situations; and how one expresses his or her humanity.
I introduce through brief explanation four of the Eight Principles of the Montessori educational philosophy that I use in the unit.
These principles serve as guides to help give the activities shape and meaning and to ensure that how and what students are learning is based on sound educational theory, research and practice.
I offer a body of pertinent information concerning how character education is compatible with the current school curriculum; objectives for what the students should do and what strategies will be implemented to guide the students to achievement.
Rationale The fundamental criterion for value, as noted by Tsunesaburo Makiguchipp. Makiguchi espoused the view that the school was the place where students should have the opportunity to think and acquire experience in real life settings.
John DeweyVol. He believed that the only true education comes through the stimulation of the child's powers by the demands of the social situations in which he finds himself. The child is stimulated to act as a member of a social group and to see oneself from the standpoint of the welfare of the group to which he belongs.
Through responses made to his activities, he comes to know what these mean in social terms. Further, Dewey claimed that if the individual factor is eliminated from the child, all which is left is an abstraction, and if we eliminate the individual factor from society all that we are left with is an inert, lifeless mass.Family Traditions Writing Assignment Due Jul 4, by pm; Points 25; Submitting a text entry box, a website url, a media recording, or a file upload; Available until Use this rubric for assignment grading.
Hide score total for assessment results. Nov 13, · Updated, March 2, | We published an updated version of this list, “ Prompts for Narrative and Personal Writing,” as well as a companion piece, “ Prompts for Argumentative Writing.” Every school day since we’ve asked students a question based .
Transcript of Assignment: Family Likes and Dislikes Writing Assignme. Assignment: Family Likes and Dislikes Writing Assignment tener agua tener calor tener frío tener enfermos by:james graves.
Full transcript. More presentations by james graves. Everything for fall: Simple crafts, printouts for drawing, coloring, and writing, fall-themed math pages, and autumn in foreign languages!
Fall Crafts, Decorations, and Printouts Simple fall crafts, printouts with autumn activities, fall books to print, and decorations for the season.
Homework Assignment Writing: Newspaper Article: Provide students with a newspaper template hand out Using their notes, students write a newspaper article describing and analyzing the .
Family Traditions W Due May 22 by pm; Points 25; Submitting a text Submit your work for the assignment. (Writing Assignment) For this assignment you are required to complete an assessment where you will compare and contrast holidays. / -- I'll write free-form comments when assessing students Use this rubric for assignment.