Having sprained my ankle in handball the nurse gave me a cup of tea. Is that suppose to help my ankle?
Athalete
I got a lot out of Myths, they help us to better understand our fellows. Especially Narsissis, he was a lot like Mr. Barringer only he didn't get drowned.
Odyssus
Riding to school in the bus I'm all worn out from the housework and dishes and I wish the boys who fool around and so forth would one day give me their seat I'd drop dead of supprize. Can something be done?
The Fair Sex
List of Goods: 1. You're always willing to listen to our side no matter what.
2. When you don't know something you're not ashamed to say you don't know something.
3. You're not afraid to crack a smile when necessery.
4. You always look happy to see us come in.
List of Bads: None.
Suggestions: More like you.
Your Fan
My mother has been living with me for 16 yrs, but she still insists on cross-examining me.
Doodlebug
When in Miss Lewis' class a pupil finds it necessary to visit the men's room he is often denied that priviledge.
Sophomore
English would be much better off with more teachers like you that take an interest in their pupils instead of teaching just because they have to due to circumstances. Well ever since you elected me judge, I, for one will never forget you as long as I live. You made me feel I'm real.
Jose Rodriguez
29. The Road Not Taken
MODEL OUTLINE OF LESSON PLAN
1. TOPIC "The Road Not Taken" by Robert Frost.
2. AIM Understanding and appreciation of the poem.
3. MOTIVATION: INTERESTING, CHALLENGING, THOUGHT-PROVOKING QUESTIONS, RELATING TO THE STUDENTS' OWN EXPERIENCES.
1. What turning point have you had in your life?
2. What choice did you make, and why?
3. How did you feel about your choice later?
4. ANTICIPATION OF DIFFICULTIES:
Put on board and explain words:
diverged
trodden
5. FACTUAL CONTENT OF LESSON:
Read the poem aloud:
"Two roads diverged in a yellow wood . . ." etc.
6. PIVOTAL QUESTIONS, DIRECTED TOWARDS APPRECIATION OF HUMAN MOTIVES:
1. Why did he make this particular choice of road?
2. Why does he say: "I shall be telling this with a sigh"?
What kind of sigh will it be?
One of relief? Regret?
3. This poem ends with: "I took the one less traveled by, And that has made all the difference." What difference do you suppose it has made to him?
4. Had he taken the other road, how would the poem have ended? (Elicit from them: The same way!)
5. Why does Frost call it "The Road Not Taken" rather than "The Road Taken"? (Elicit: We regret things we haven't done more than those we have.)
6. Based on this poem, what kind of person do you suppose Frost
was? (Elicit: direct, simple, philosophical, man who loved nature
and had eye for concrete things.)
7.What is his style of writing?
("multum in parvo" or "much in little": economy of language, yet
scope of thought)
8. ENRICHMENT:
Pass around photo of Frost.
9. SUMMARY:
1. Blazing a trail vs. conformity.
2. Regret inherent in any decision.
(NOTE: Remember summary on board!
Windows!
No paper scraps on floor!
Try to get Eddie Williams to recite at least once.
Don't let Harry Kagan do all the talking.
Change Linda's seatput her next to girl?
If time, play record of Frost reading own poetry.)
FROM: Samuel Bester,
Chairman, Language Arts Dept.
TO: Miss S. Barrett, Room 304
Miss Barrett,
The following suggestions are unofficiaclass="underline" they will not appear on my formal Observation Report. If you wish a personal conference, please see me.
1. Windows should be open about 4 inches from the top, to avoid danger of students leaning out.
2. Relating questions to the pupils' own experiences is first rate, but don't let them run away with you. They often do it to delay or avoid a lesson. Example: in connection with making a choice, the discussion of whether or not girl in 4th row should wear her print or her green chiffon Saturday night was interesting, but 6 minutes on it was excessive.
3. Don't allow one student (Kagan?) to monopolize the discussion. Call on the non-volunteers too.
4. Always ask the question first; then only call on a student by name, thus engaging the whole class in thinking. Avoid elliptical, loaded or vague questions, such as: "How do you feel about this poem?" (too vague) and "Do we regret what we haven't done?" (The answer the teacher wants must obviously be yes!)
5. Your unfailing courtesy to the students is first rate. A teacher is frequently the only adult in the pupil's environment who treats him with respect. Instead of penalizing suspended boy who came in late, with toothpick in mouth, you made him feel the class had missed his contribution to it. That's first rate! (He should, however, have been made to remove the toothpick.)
6. "Note the simplicity of Frost's language," you said. You might try the excellent device of pretending ignorance or surprise: "But I thought a poem had to have fancy words!" or "But isn't an adverb supposed to end in ly?" or "But doesn't Mark Antony say nice things about Brutus?"
7. The boy next to me was doing his math. It is wise for the teacher to move about
the room.
8. Immediate correction of English was effected. However, you missed:
"He should of took the road . . ."
"On this here road . . ."
"He coont make up his mind."
9. Enthusiasm is contagious. I'm glad you're not ashamed to show you are moved by emotion or excited by an idea. Unexpected intrusion of outsiders (plumber, etc.) need not necessarily curb this enthusiasm.
10. The less a teacher talks the better the teacher. Don't feed them; elicit from them. Learning is a process of mutual discovery for teacher and pupil. Keep an open mind to their unexpected responses. Example: comment of boy doing math that man has no choice.
11. Don't allow the lesson to end on the wrong note. Example: your question "What kind of man was Frost?" elicited the answer: "The kind of man who likes to write poetry." Just then the bell rang and they were dismissed.
12. Your quick praise of pupil effort and your genuine interest in what they say are first rate! It's fine for the girls to emulate you and for the boys to try to please you. But there are certain hazards in looking too attractive.
There is no question in my mind but that you are a born teacher.
Samuel Bester
INTRASCHOOL COMMUNICATION
FROM: 304
TO: 508
Dear Bea
We have met the enemy, and he is ours!
I knew I'd be observed today and was prepared. At least, I thought I was.
There is a heading: "Anticipation of Difficulties" in the model outline, but I had difficulties I hadn't anticipated.
A boy got hiccoughs and almost fell out of the window; there was a false emergency drill signal; McHabe came to make an announcement; and the plumber dropped in to hammer on the radiator.