Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

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Engaging With Literature: A Workshop for Teachers, Grades 3-5

About This Workshop


Asking Questions: An Interactive Guide
1. Foundations

2. Looking at Literature

3. Starting Classroom Conversations

4. Classroom Dialogues

5. Using Art and Other Disciplines To Enrich Classroom Conversations

6. Beginning the Year

7. Many Students: Many Voices and Abilities

8. Reacting to Students' Work

9. The Professional Teacher

Site Map

Workshop 1. Foundations


[Channel-talklit3to5] Workshop 9- The Professional Teacher

From: Leida Torres <latinaleida@msn.com>
Date: Sun Mar 26 2006 - 19:04:13 EST

Yesterday, I attended the Thirteen Teaching and Learning Conference in New
York City. It would have been wonderful to have attended with my two closest
friends who are both teachers but we are at such different points in our
professional lives that coinciding professional interests is difficult. Both
friends followed the script and graduated college four years after high
school and launched their careers immediately afterward. Therefore, they
both have about fifteen years of teaching behind them and can now relax and
raise their young children. I took a different course and am now just
embarking on the challenges of teaching.
Had the conference been in my immediate area, I may not have attended. Since
it was in the city, I decided to make a day of it. I rode the commuter rail
for an hour, then hopped on the “A” train uptown from Penn Station bright an
early on Saturday morning. Richard Dreyfuss, Mr. Holland, delivered the
opening remarks. An inspirational message to challenge the system reached
our years. Afterwards, Catherine Seeley held an informative workshop on
math. This is the next area of the curriculum on which I want to focus.
Concentrating on one area of interest helps to improve my teaching skills.
My interest in language development is never quenched, so now I can connect
them with mathematics instruction. On the exhibit floor, I inevitably
drifted toward the communication and delivery oriented areas. Broadway
offers several venues for student participation. As the speaker gave a brief
description, a mature woman who I noticed at the math workshop, said that it
would be a stretch to tie in math with a Broadway play. I was disappointed
to hear this because I could see that using the aspects of the physical
structure of the theater in measurement, geometry, and number sense would
relate to Catherine Seeley’s message to teach in a different way. Teachers
are creatures of comfort like anyone else. To expect that someone who has
been teaching one way for a number of years accept the notion to think
outside the box is unrealistic. The message probably reaches new teachers
more than any other group. It also will help to have open-minded
administrators, willing to accept innovative teaching.

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Received on Mon Mar 27 09:03:40 2006


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