Aspects of teaching such as the time between asking a question and deciding to stop waiting for an answer, nonverbal communication, and how much and how and when to explain the hows and whys of what we're doing would besome examples of what I'm talking about.  That, and actually *seeing* yes, you do that much review and practice and the students *like* it and it doesn't hurt...Bottom line: It's so much easier to model "deskside manner" than to describe it :) 

 


Susan Jones
Academic Development Specialist
Academic Development Center
Parkland College
Champaign, IL  61821
sujones at parkland.edu
Webmastress,
http://www.resourceroom.net
http://bicyclecu.blogspot.com



>>> <RKenyon721 at aol.com> 3/16/2007 5:15 PM >>>

Hi Susan,
 
Thanks for your comments.  Can you be more specific about your  reference in 
this statement please? 
 
"...subtle or not-so-subtle strategies and nuances which  address the 
non-curricular aspects and that individual touch."
 
Thanks for a clarification,
 
 
Rochelle
 


It's finding that "want to learn" amidst a student's  history and experience 
that is another challenge.

Videos are, I think, a  way of getting at *both* the specific kinds of 
program and instruction which are  effective and those subtle or not-so-subtle 
strategies and nuances which address  the non-curricular aspects and that 
individual touch. 

Susan  Jones
Academic Development Specialist
Academic Development  Center
Parkland College
Champaign, IL   61821
sujones at parkland.edu 

Rochelle Kenyon
Moderator, LINCS Learning Disabilities Discussion  List
Center for Literacy Studies at the University of Tennessee
_RKenyon721 at aol.com_ (mailto:RKenyon721 at aol.com)  

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