By Fred Sedgwick
100 useful and encouraging principles for constructing creativity and literacy from beginning level via to Key level 2. >
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Additional info for 100 Ideas for Teaching Literacy
But better ones arise from how the children respond. The planning of my science lesson has become secondary: the children have taken ﬁrst place in the scheme of things. The words ﬂow. What immeasurable learning is going on! They ﬂow with greater force as little conversations develop about what’s happening. I try to catch as much of it in my notebook as I can – immeasurable as it is, I want to get some frail grip on it. Then I read the children’s own words back to them. The ‘literacy’ goes on. I type the children’s words up; I publish them; I use them as a reading book; I show them off in front of the children to any sympathetic soul who will listen.
It is worth remembering that they still have soft toys at home, and they still have much to say about them; that they still need to play with natural materials like ice and water, and with words; that they still need to be surprised. This page intentionally left blank IDEA 29 A WASTE OF SPACE, A WASTE OF TIME, A WASTE OF YOU Apart from keeping out the weather, providing warmth and security, what are classrooms walls for? Haven’t we, as a profession, been covering them with uninspiring display? In fact, so uninspiring that we are losing the critical ability to see for what it is!
They represent a reactionary and redundant requirement when most communication in the world of work will be done with computers.
100 Ideas for Teaching Literacy by Fred Sedgwick