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Fw: etni Digest V1 #133
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Ask Etni
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Dec 16, 2003 00:03 PST
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----- Original Message -----
From: "FreeLists Mailing List Manager" <ecar-@freelists.org>
To: "etni digest users" <"etni digestsubscribers"@freelists.org>
Sent: Tuesday, December 16, 2003 9:10 AM
Subject: etni Digest V1 #133
etni Digest Mon, 15 Dec 2003 Volume: 01 Issue: 133
In This Issue:
[etni] ETAI/Bus
[etni] Fw: dictionaries
[etni] position available
[etni] Fw: extensive reading
[etni] projects
[etni] Re: projects
[etni] Re: projects
[etni] Re: projects
[etni] Fw: Pnina Rosenblitt
[etni] Fw: present poll results - too close to call
[etni] technical help
[etni] testing extensive reading
[etni] netvision sending spam
[etni] Fw: re: the meitzav
[etni] Meitzav
[etni] Re: projects
[etni] Re: Meitzav
[etni] Fw: re: netvision sending spam
[etni] Looking for e-mail penpal
----------------------------------------------------------------------
From: "ETAI 2003" <eta-@hotmail.com>
Subject: [etni] ETAI/Bus
Date: Mon, 15 Dec 2003 11:10:15 +0200
For all those Colleagues who have "reserved their places in advance"..the
name of the BUS COMPANY is GERSHON TOURS and you are looking for a "MIDI
BUS"
Ra'anana - Margaret 052 215243
Tel Aviv - Train Station Susan 056 524495
_________________________________________________________________
MSN 8 with e-mail virus protection service: 2 months FREE*
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From: "Ask Etni" <as-@etni.org>
Subject: [etni] Fw: dictionaries
Date: Mon, 15 Dec 2003 12:01:51 +0200
----- Original Message -----
From: Werker Yehuda & Chava wer-@shluhot.org.il
To: as-@etni.org
Sent: Saturday, December 06, 2003 11:33 AM
Subject: dictionaries
According to the hozer Hamankal. pupils doing modules B-F, need a
dictionary with at least 40,000 entries.
Does this mean that pupils doing the 3 point exam will not be able to use
the Passport Dictionary?
How can 3 pointers manage with the Oxford dictionary?
Hava W.
------------------------------
From: "Mary Greenberg" <mgre-@ort.org.il>
Subject: [etni] position available
Date: Mon, 15 Dec 2003 12:22:22 +0200
ORT Givatayim is looking for an experienced English teacher for a)
maternity leave substitute and
b) hours till the end of the year. Possibility of future employment.
Please contact Iris at 052-519074
------------------------------
From: "Ask Etni" <as-@etni.org>
Subject: [etni] Fw: extensive reading
Date: Mon, 15 Dec 2003 15:59:42 +0200
To: <et-@freelists.org>
Subject: RE: extensive reading
Dear David,
My weak and shy students seem to enjoy this as it allows them to talk in
small groups rather than have to face the entire class. They are the ones
who tell me that this gives them an opportunity to say something in English.
The students help each other and really listen to each other.
Hedy
David wrote:
| | Back in the 70s and the80s, when I was a vice principal and worked
admin. hours, I ran a very extensive, extensive reading programme in
school which required all students to be tested orally on the books
they had read.
The results were very positive and there was an atmosphere of
reading fever in my English classes.For teachers who teach 4 or 5
classes without the luxury of an office and admin. hours, such a
programme would be a physical impossibility, so I was interested
to read Hedy's group discussion idea.
The question that immediately comes to mind is:What does she do
with shy or weak students who can't hold their own in a group
situation? David Bar El.
|
------------------------------
From: "Bari Nirenberg" <nire-@actcom.co.il>
Subject: [etni] projects
Date: Mon, 15 Dec 2003 15:38:37 +0200
I recently started doing project work in my 5-point 10th grade class. My
students are working in groups of 3 to 4 and although I thought that group
work would be easier for them and for me, I am facing several problems that
I had not thought of ahead of time. First of all, it's winter and kids are
sick. Every day, different kids are absent. And last week, they went on a
one-day trip. I knew I would have no lesson on Wednesday, but I didn't even
consider the possibility of 20 out of 38 kids not showing up for the double
lesson on Thursday (they were "tired", although they didn't get back too
late). And one kid forgot to tell me that she'd be going abroad for several
weeks. And another kid (in the same group as the girl who went abroad)
decided to move down to a lower level class. And a third kid in that group
has been absent for several lessons. So the fourth kid decided he'd had
enough and asked to join one of the groups of 3 (they were happy to have
him, but I have no idea what's going to happen when the one who's been
absent for several days comes back). It seems like the material is always
with the kid who doesn't show up. And some of the groups have had trouble
finding material and have had to change the topic of their project. I could
go on and on, but I'd rather not. This is a really good class of very
motivated students. I don't even want to think about what's going to happen
when I try doing a project with one of my less-motivated classes.
Any advice on dealing with the problem of absences would be appreciated.
Bari
------------------------------
From: "Adele Raemer" <rae-@nirim.co.il>
Subject: [etni] Re: projects
Date: Mon, 15 Dec 2003 16:17:41 +0200
Dear Bari,
In the project my colleague, Judie Shermak, and I are working on at the
moment with our 5 point 11th graders, we built the project in a way that
EACH learner in a group of three, is responsible for his or her part of the
project.
The first stage (which was to read the piece of literature they had chosen,
make a glossary and a list of the main characters) they were able to sit and
do together , but each learner had to have their own glossary and list.
The second stage was to make EITHER a flowchart, OR a sociogram OR a
timeline of what happens in the story. Each learner chose which task to do,
and although many groups chose to sit and work them all out together, this
was not essential -so - if a kid was out, s/he had to make it up onhis/her
own.
Stage three: research. Each one of the group members had to do a different
task - again - the tasks are independent of each other, and while they COULD
work on it together , it is not essential: the tasks are: research the
biography / history of the country / culture of the author. I'm not saying
that it is easy for them, nor is it all smooth sailing on all fronts -
research is never easy to begin, but they seem to all be finding their ways.
They are allowed to use the internet, the World Book, Hebrew sources, etc.
They need at least 3 sources. Again, if one kid is absent, or not pulling
his/her weight, the others will not suffer!
The fourth stage is to summarize the story in light of the research they
did, expressing a personal opinion about the research question (How did the
author's life and environment affect the piece of literature read?) Again -
each learner does their own synopsis.
The fifth stage is when they need to do the group part - to create an oral
presentation of their piece of literature and research and present it to
class. This they will need to be together for, as well as for the part
where they present it, but that's it!
I hope this has helped.
As ever,
Adele
| | I recently started doing project work in my 5-point 10th grade class. My
students are working in groups of 3 to 4 and although I thought that group
work would be easier for them and for me, I am facing several problems
|
that
| | I had not thought of ahead of time. First of all, it's winter and kids
|
are
| | sick. Every day, different kids are absent. ............
Any advice on dealing with the problem of absences would be appreciated.
Bari
|
------------------------------
From: "Bari Nirenberg" <nire-@actcom.co.il>
Subject: [etni] Re: projects
Date: Mon, 15 Dec 2003 18:14:39 +0200
But what about material that they're supposed to bring from home? Or did
you collect the material for them and bring it all to class? There's no way
for my students to actually collect material during the lesson.
Bari
| | -----Original Message-----
From: sarag [mailto:sar-@netvision.net.il]
Sent: Monday, December 15, 2003 16:53
To: nire-@actcom.co.il; et-@freelists.org
Subject: Re: [etni] projects
In our school, EACH member of the group has his/her own process file, with
copies of ALL the material . So if one kid is sick, the others can keep on
working.
Last year, I kept all the files in school- they didn't take anything home.
So (same as above).
The other teachers - this year - are going to let the kids take
things home.
I think I will do both (leave files at school, each kid have all the
material).
sara g
|
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From: "Bari Nirenberg" <nire-@actcom.co.il>
Subject: [etni] Re: projects
Date: Mon, 15 Dec 2003 18:13:17 +0200
Thanks, Adele. This does help a bit, but it doesn't solve all of my
problems. I'm doing your body language project, in which the tasks are also
broken up. However, the kids have to do the actual "research" part at home
because they can't use the Internet during the lesson, nor can they
videotape or do interviews during this time, of course. They have broken up
those parts, but because there are other things that can only be done at
home (transcribing/watching videotapes, for example), the in class time
needs to be used mainly for reading articles and taking notes (and also
creating interview questions). So while one kid might have been responsible
for bringing in material from the Internet, in most cases, at least two or
three kids in the group are responsible for reading/taking
notes/summarizing, so if the material's not in class, they're "stuck".
Also, I gave out daily work schedules for each group to photocopy (I can't
make that many copies at school) and in some cases, the work schedules were
with the kids who were absent. Also, during the first lesson, when they
broke up into groups, they were supposed to decide on a country to research.
Some of the groups decided not to decide until they'd actually checked out
available materials. They were supposed to work this out by the following
lesson, but that's when half the class didn't show up.
Is each of your students handing in his/her own written presentation? Or
will they hand in their final product as a group?
Bari
| | -----Original Message-----
From: Adele Raemer [mailto:rae-@nirim.co.il]
Sent: Monday, December 15, 2003 16:18
To: nire-@actcom.co.il; et-@freelists.org
Subject: Re: [etni] projects
Dear Bari,
In the project my colleague, Judie Shermak, and I are working on at the
moment with our 5 point 11th graders, we built the project in a way that
EACH learner in a group of three, is responsible for his or her
part of the
project.
|
------------------------------
From: "Ask Etni" <as-@etni.org>
Subject: [etni] Fw: Pnina Rosenblitt
Date: Mon, 15 Dec 2003 21:21:47 +0200
For all those of you who know Pnina Rosenblitt, I'm sorry to tell you that
her husband died yesterday (Sunday). She is sitting shiva at her home at
Rechov Chabad 27, Jewish Quarter, Jerusalem.
Judy Kramer
------------------------------
From: "Ask Etni" <as-@etni.org>
Subject: [etni] Fw: present poll results - too close to call
Date: Mon, 15 Dec 2003 21:23:46 +0200
----- Original Message -----
From: "Adele Raemer" <rae-@nirim.co.il>
Subject: Re: [etni] present poll results - too close to call
Maybe the results are not clear because the question was worded badly. From
the responses I have read, many teachers feel that extensive reading in the
classrooms, is good; what they object to is the need to do book projects.
Why not divide it into separate questions:
1. Should we do away with the directive to conduct 20 minutes of extensive
reading in the classroom, to encourage reading?
2. Should we do away with the directive obliging teachers to assess the
extensive reading that is done in the classroom?
3. Should the assessment of extensive reading be an integral part of 30%
yearly grade in the upper grades?
Adele
Ask Etni wrote:
| | The present poll results, after the first few days of voting are
surprisingly close:
In answer to the poll question:
"Should we do away with testing "Extensive Reading" in the EFL classrom (
i.e. - no more book reports)"
The present results are:
YES - 54%
NO - 46%
|
------------------------------
From: "Adele Raemer" <rae-@nirim.co.il>
Subject: [etni] technical help
Date: Mon, 15 Dec 2003 21:12:44 +0200
Dear Colleagues,
Perhaps someone out there has run across this before and could help me?
(PLEASE!!!)
While trying to download a file from a website today, my WORD shut down, and
hasn;t let me open a thing since - neither the program, itself, nor any
files- old or new. It keeps sending me this message:
"WinWord.exe has generated errors and will be closed by Windows. You will
need to restart the program. An error log is being created."
I have gotten this message before, when trying to open something in WORD XP
or 2000, (I have WORD 98, I think) but it has never blocked me out
completely! Anyone out there have any ideas what to do? I feel
paralyzed!!!!
As ever,
Adele
------------------------------
Date: Mon, 15 Dec 2003 12:45:06 -0800 (PST)
From: Mitzi Geffen <mitzi1-@yahoo.com>
Subject: [etni] testing extensive reading
Hi all,
I disagree with Adele. I think the question of whether to do away with
testing of extensive reading was quite clear. Some of the teachers who
responded assumed that doing away with testing meant doing away with
reading. I didn't and still don't see that in the poll question. I would
love to do away with the testing and concentrate more on encouraging
reading. In my advanced classes, I have some students who don't start
reading a new book because a book task is coming up in a week or so and
knowing they won't be able to finish a new book in time, just wait til the
book task is over to take a new book! In weaker groups, the fact that they
have to write something about the book takes a lot of the pleasure out of
reading for many students. Talking about the books, as Heddy suggested, is a
lovely compromise - though I'd like to see that happen without having to
calculate how many points each student gets for talking about his/her book.
Mitzi
---------------------------------
Do you Yahoo!?
Protect your identity with Yahoo! Mail AddressGuard
------------------------------
From: "Ask Etni" <as-@etni.org>
Subject: [etni] netvision sending spam
Date: Tue, 16 Dec 2003 07:03:42 +0200
Hi all,
If you have a netvision email address and you tried sending mail to the ETNI
list in the last day or so, and it bounced, this is because freelists put
netvision on its spam list and began blocking netvision mail - because it
discovered that Netvision was guilty of sending spam. This is an interesting
development since it was netvision which decided to block ETNI mail on the
old topica list because it claimed topica allowed spam through. And now
netvision is guilty of the same thing. This just goes to show you how
complicated the spam issue is.
Luckily for us, freelists is capable of rational thought when it comes to
the spam issue - and has agreed to lift the ban on netvision, since so many
ETNI subscribers have netvision addresses. Freelists has been amazingly good
in replying quickly to our queries and requests, and this once again makes
us feel that we made the right decision in moving the ETNI list to their
system.
The bottom line is that you should have no problem sending mail now to the
list, even if you have a netvision address.
The ETNI Team
------------------------------
From: "Ask Etni" <as-@etni.org>
Subject: [etni] Fw: re: the meitzav
Date: Tue, 16 Dec 2003 07:05:28 +0200
----- Original Message -----
From: "Jullanar Farraj" <far-@netvision.net.il>
Subject: re: the meitzav
does anyone know when the meitzav results will be published?
Jullanar
------------------------------
From: "Lauren Ornstein" <lau-@boker.org.il>
Subject: [etni] Meitzav
Date: Tue, 16 Dec 2003 07:08:26 +0200
Although I teach high school and am not involved in the Meitzav, I've been
following with interest the commentary about the recent exams, especially
the remarks made about the difficult 5th grade test. And then yesterday I
was approachd by the parent of a 5th grader who told me the school had
suggested to her that she keep her daughter home the day of the Meitzav. The
child is not up to level and has certain learning disabilities. Seems the
school didn't want to bring down the level of the collective results. The
parent has filed a complaint with the ministry about singling out her
daughter and making her feel that she "doesn't belong". The same parent
reported that the teachers "helped" some of the kids through the English and
math exams. This is based on her daughter's report back home as the parent
did send her child to school that day and insisted on hre being like
everyone else!
Needless to say, I was quite shocked hearing about all this. Is this common
practice?
Laurie
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------------------------------
Date: Tue, 16 Dec 2003 07:39:23 +0200
From: sarag <sar-@netvision.net.il>
Subject: [etni] Re: projects
Last year (weak 3 point class) I brought books from the library toclass,and
also printouts from the internet.
This year (4 and 5 points) - we might be able to go to the computer lab, and
also I think they can look for sources at home without having the whole
project with them. (But it does depend on the type of project. The one we're
doing this year, based on Jake P.'s "lyrics" project, has about half
research, and half creative writing that can be done in class.)
sara
sara g in israel
sar-@netvision.net.il
----- Original Message -----
From: "Bari Nirenberg" <nire-@actcom.co.il>
To: "sarag" <sar-@netvision.net.il>; <et-@freelists.org>
Sent: Monday, December 15, 2003 6:14 PM
Subject: [etni] Re: projects
| | **** ETNI on the web http://www.etni.org.il http://www.etni.org ****
But what about material that they're supposed to bring from home? Or did
you collect the material for them and bring it all to class? There's no
|
way
| | for my students to actually collect material during the lesson.
Bari
| | -----Original Message-----
From: sarag [mailto:sar-@netvision.net.il]
Sent: Monday, December 15, 2003 16:53
To: nire-@actcom.co.il; et-@freelists.org
Subject: Re: [etni] projects
In our school, EACH member of the group has his/her own process file,
|
|
with
| | | | copies of ALL the material . So if one kid is sick, the others can keep
|
|
on
| | | | working.
Last year, I kept all the files in school- they didn't take anything
|
|
home.
| | | | So (same as above).
The other teachers - this year - are going to let the kids take
things home.
I think I will do both (leave files at school, each kid have all the
material).
sara g
|
##### To send a message to the ETNI list email: et-@freelists.org
|
#####
| | ##### Send queries and questions to: as-@etni.org #####
|
------------------------------
Date: Tue, 16 Dec 2003 08:12:11 +0200
From: Yisrael and Batya Medad <ybme-@netvision.net.il>
Subject: [etni] Re: Meitzav
Content-type: text/plain; x-avg-checked=avg-ok-B3A5DF3; charset=us-ascii;
format=flowed
Content-transfer-encoding: 7BIT
At 07:08 16/12/03 +0200, Lauren Ornstein wrote:
| | keep her daughter home the day of the Meitzav. The child is not up to
level and has certain learning disabilities. Seems the school didn't want
to bring down the level of the collective results. The parent has filed a
complaint with the ministry about singling out her daughter and making her
feel that she "doesn't belong". The same parent reported that the teachers
"helped" some of the kids through the English and math exams. This is based
|
Old news. Trick the numbers by controlling who takes the tests.
I remember when my 32 year old was finishing the 1st grade, and the teacher
told me that they had considered not giving her the end of the year test
from the ministry, because they weren't sure how much she understood--never
spoke in class. The teacher told the principal to calm down and let her
take the test. Good move, she raised the class average by being one of
only two getting a perfect hundred!
When my 30 year old came home from entrance exams for a very "exclusive"
ulpana, she told of teachers helping "their" 8th graders.
A friend from England told me why she dropped out of high school in the
middle. The school "needed" for her to major in languages, since she was
fluent in quite a few and it was good for the school's image, but she
wanted maths. Her immigrant parents didn't know that legally she could
study what she pleased. She found it less stressful to just quit.
Yes, Israel is based on the British system.
Batya
------------------------------
From: "Ask Etni" <as-@etni.org>
Subject: [etni] Fw: re: netvision sending spam
Date: Tue, 16 Dec 2003 08:05:24 +0200
----- Original Message -----
From: Yisrael and Batya Medad ybme-@netvision.net.il
Subject: Re: netvision sending spam
Netvision was recently blocked by aol because of the spam issue. Ever since
the previous problem with Netvision, I started forwarding all spam and
undesirable messages to Netvision. Periodically they reply and even phoned
me to inform me that they are making all efforts to block the spam.
Sometimes they send a letter claiming that I seem to get more than most. I
reply, reminding them that ever since they blocked ETNI, I send them
EVERYTHING. I suggest that everyone follow suit. When the servers receive
the spam, it helps them find ways of blocking and tracing the guilty
parties. I also set up filters on my email program. None of this is
complicated. (I can help anyone with eudora, if you're stuck.)
Batya
------------------------------
From: "Alissa Borsekofsky" <aliss-@hotmail.com>
Subject: [etni] Looking for e-mail penpal
Date: Tue, 16 Dec 2003 06:21:29 +0000
I have a pupil (a boy) in my 4th grade Native Speakers class who is looking
to e-mail with another child.
If you know of a pupil interested in starting such a relationship please
contact me at aliss-@hotmail.com .
Thank you.
Alissa
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------------------------------
End of etni Digest V1 #133
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