it makes a lot of sense, eric. What sort of talk do your students engage in
when they're looking for mushrooms, or afterwards?
-----Original Message-----
From: MnFamilyMan@aol.com
To: xmca@weber.ucsd.edu
Sent: 11/13/2002 6:52 PM
Subject: Re: Teaching practices
Judy;
I am a special education teacher who works in a transition program for
students aged 16-21. The administration of my district views us as the
solution for severely and emotionally disturbed students who have not
been even close to successful in the speciallized programs housed in St.
Pual's several high schools. The theory behind a transition program is
to provide the supports necessary for assisting the student to find
their place as a productive adult in our community.
The praxis is therefore a push and pull between providing asistance and
removing assistance. Camping by far has been the most valuable practice
for both assessing how a student is able to function in a real life
setting as well as provide an environment that allows the student to
direct what will occur; when we eat, what we eat, what the activities
will be. It is intended as a student directed activity and I do my best
to assure that that is what occurs.
The identifying of wild mushrooms is an example of an activity that
would be similar to what Gordon writes about in his paper. I have
attempted to do similar activites in the classrooom and am met with much
resistance but during the relaxed atmosphere of a camping trip the
students are more willing to initiate the activity.
Make sense?
eric
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