Chapters 12 &13 reflection

Chapter 12

"The problem, however, isn't with the spelling list; the problem is in presuming that all students should have the same list."

page 250

The above was very interesting to me, since it defies traditional spelling methods. While I think this would be beneficial in the long run, I am somewhat concerned with the comparisons between students. However, students are pretty perceptive, they probably already have at least an idea of who is/are 'the brain(s)' and who is/are 'the dummies' of the class. Not to say that those who know certain words are smarter than those that don't. The previously mentioned students have just developed academically more rapidly than the latter. 

"Post a list of spelling demons that all students are required to spell correctly at all times."

page 255

I think this is a great idea. Not only does it ease the frustration of "Teacher! How do I spell ____" over the same tricky words; it also allows the students to become more independent and thus more confident spellers. 

Chapter 13

"Where does the first-grade energy go? When does that spark in their eyes--that demand that you listen to them--disappear? When does apathy replace activity and reluctance to learn replace an insistence for always knowing more? These difficult questions are more easily answered when we remember that as students move through the grades, they come to value their peers more and more. Fitting in , finding a group, and forming relationships with peers become more valuable than stickers on homework papers or nods of approval from the teacher."

page 259

In my opinion, in most cases, not only do students' demeanors change, so do teachers'. In the first grade or even a few subsequent grades further, teachers are excited about the learning process. There are encouraging and helpful posters throughout the room. There are colors everywhere. The room almost beacons those who enter to shout a thought. Yet, in the higher level grades, excitement turns to exam preparation, posters are replaced by emptiness  and the walls are silenced in white paint. Teachers can only excite learning, and thus receive answers, when they themselves change the school's  sterility.