By Fred Sedgwick
100 functional and encouraging rules for constructing creativity and literacy from beginning degree via to Key level 2. >
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Additional resources for 100 Ideas for Teaching Literacy
It is imperative for me that these displays are bold; that they take up plenty of room; that they contain unusual as well as everyday objects; that they don’t outstay their welcome. Both these ideas ﬂy in the face of current orthodoxy. Everything surrounding children is supposed to be there to reinforce conventional views of punctuation and grammar. I don’t believe they work, even in their limited terms. But more importantly, they don’t provoke thought and talk. And these ideas do. IDEA 23 OUR APPEARANCE We don’t have to open our mouths to begin our teaching: we begin to teach the moment we appear in the classroom.
Science ﬁrst. One of the strengths of both science and language, as far as school is concerned, is that we can’t teach one without teaching the other. Here is some science – is it natural science or physics? – that I have seen taught, and then taught myself. I bring into the classroom balloons that I have, the evening before, or better still, two evenings before, ﬁlled with water and frozen in the school kitchen’s freezer. I put them in the water tray and invite the children to feel them. I record the children’s words.
Implementing such schemes – italic, cursive, whatever – takes up much time that could be spent teaching children to communicate, both with themselves, and with others. ), neither she nor you is thinking about what needs to be said. A handwriting policy is, in other words, a means of control. A scheme requires (and gets, in many schools) an unpleasant policing, when the children’s books are watched by the imposer of the scheme. It presents problems to a teacher who has learned to write legibly in a different style.