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Fw: etni Digest V2 #13
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Jan 12, 2004 23:45 PST
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From: "FreeLists Mailing List Manager" <ecar-@freelists.org>
To: "etni digest users" <"etni digestsubscribers"@freelists.org>
Sent: Tuesday, January 13, 2004 9:13 AM
Subject: etni Digest V2 #13
etni Digest Mon, 12 Jan 2004 Volume: 02 Issue: 013
In This Issue:
[etni] Re: Setting the Record Straight
[etni] Re: [FWD: phonetic or whole language teaching in ele
[etni] Re: Happily doing projects
[etni] a colloquium
[etni] Meitsav 2003 grading
[etni] Re: junk-mail
[etni] listening comprehension
[etni] arabic-hebrew dictionary
[etni] urgent question
[etni] 2 Projects?
[etni] Re: happily doing projects
[etni] Re: junk-mail
[etni] Project material?
[etni] Educating and Stimulating Our Students
[etni] Sarah Zimin
[etni] projects
[etni] Re: Educating and Stimulating Our Students
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From: "avi tsur" <tsur-@hotmail.com>
Subject: [etni] Re: Setting the Record Straight
Date: Mon, 12 Jan 2004 04:20:35 +0000
Teaching and motivating our pupils is becoming more and more difficult. As
Educators we are continuously in search of better ways to address the
problems and we all know that what is good for one person is not good for
another. What is good for one school is not good for another but we are
requested to come out with a uniform set-up be what be.
I fully agree with Nina and would love to see a more extensive Literature
program. I believe that there is enough motivating material out there to
please most and we all know that the more one reads ite better it is for
vocabulary, language structure, and discussion purposes.
Avi Tsur
| | From: golomb <gol-@netvision.net.il>
Reply-To: gol-@netvision.net.il
To: etni <et-@freelists.org>
Subject: [etni] Setting the Record Straight
Date: Sun, 11 Jan 2004 22:20:58 +0200
**** ETNI on the web http://www.etni.org.il http://www.etni.org ****
I would like to put a few things straight. There obviously is a large
number of teachers who were absolutely confused and frustrated by the
implications of the NBA.
A large number of teachers has been in touch with me expressing gratitude
for helping them.
However, a few messages imply that any objection implies negativity. Let
me put the record straight. I am certainly not a negative person, nor a
negative teacher.
I am extremely open to new ideas and technology - my colleagues and
principal will attest to this.
I do, I admit, have one problem (or asset). I don't believe in being
silent in the face of injustice.
If some teachers call me negative for this, I am extremely proud!
I have never said that I don't approve of projects. I think they can be
wonderful, if implemented properly. Those who do project work (as it
should be done), know what a tremendous amount of work this entails. I,
for one, am not afraid of hard work.
In a detailed article in Haaretz last week, there was a separate magazine
section on education in Israel. A page was dedicated to English. Batya
Laufer, the head of English at Haifa University, claims that the level of
English of students entering the university has dropped. She quoted
figures illustrating how the number of students getting exemptions from
English has fallen.
I think that,due to the influence of TV and the Internet, the level of
"street" English has risen. However, reading and writing skills have not
advanced at all. In fact, students are not exposed to enough "good"
English.
Once again, I make my sincere request for literature to be taken more
seriously. By that, I mean that Literature should be tested on the bagrut
exam. The fact that once literature was removed because of teacher
objection (aided by the Irgun), doesn't mean that the same will happen this
time.
We all know that students take a subject seriously when they are going to
be examined on the material.
I also believe that literature can create a love for and appreciation of
English.
Please don't imply that objections voiced on Etni imply negativity.
Nina
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Date: Mon, 12 Jan 2004 00:39:37 +0200
From: Yisrael and Batya Medad <ybme-@netvision.net.il>
Subject: [etni] Re: [FWD: phonetic or whole language teaching in elementary
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At 06:20 11/01/04 -0700, as-@etni.org wrote:
| | | | whole language teaching and cut down on teaching the alphabet
phonetically.[Note: The same elementary school has reverted to
studying
Hebrew phonetically b/c they saw its importance.] She also teaches a
weak
9th grade (in my school) and sees the results of students who have
never
been taught the letters properly. Is there a consensus what should be
|
|
"Whole language" doesn't give the skills needed to deal with new words,
spelling etc. Students have come to me in high school not knowing the
vowels--their names--forget about long and short!! I don't care what's in
fashion, let's get back to basics and teach phonetics.
Batya
------------------------------
Date: Mon, 12 Jan 2004 00:30:39 +0200
From: Yisrael and Batya Medad <ybme-@netvision.net.il>
Subject: [etni] Re: Happily doing projects
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At 15:07 10/01/04 -0800, Mitzi Geffen wrote:
| | that they know what the majority of English teachers in Israel think or
prefer. As long as we keep the tone
|
There is no "majority." There are so many different types of schools. Too
bad this isn't recognized by the powers.
Batya
------------------------------
From: "Roni" <ron-@012.net.il>
Subject: [etni] a colloquium
Date: Mon, 12 Jan 2004 11:42:24 +0200
Etnians!
I don't know if the following idea suits our list or not, but I thought
it was worth suggesting. I got it from a list for psychologists that my
husband subscribes to.
Every few months they have a colloquium. First, a paper or article on a
specific topic is made available in adobe format. The discussions begin two
weeks later, and take place over a period of two weeks. from time to time
the author of the paper comments on what is being written, giving the list
members an opportunity to recieve direct responses to interesting points
being brought up.
If I use the recent issue of the Etai forum for an example, I was
interested in the article "quality reading in quantity" By Elisheva Barkon.
I'm sure the article would have been somewhat longer if the format allowed
it. I feel many things that were mentioned there could be discussed
regarding classroom applications. For instance, the importance of "the
reader's relevant activated background knowledge" for reading comprehension.
SO true, but let's discuss how we deal with reading comprehension with
pupils with limited background knowledge (i'm sure that not only hearing
impaired pupils have problems here!). or the importance of building a sight
vocabulary for reading in chunks - how does that translate into classroom
methods for teaching reading and vocabulary? I could mention more day to day
issues I foundin this article.
These are just examples, but I believe such discussions, every few
months, could be interesting and enriching.
naomi epstein
------------------------------
From: "N&M Barbiru" <neha-@bezeqint.net>
Subject: [etni] Meitsav 2003 grading
Date: Mon, 12 Jan 2004 09:28:57 +0200
I forgot to mention that I was referring to the 8th grade Sameh-Gimel
Meitsav Test
Dear List,
I know that for most of us this is water under the bridge, but could someone
help me?
We gave our class last year Meitsav as a try out. I downloaded it from the
Ministry's site. Looking at the mark allocation, it is not clear to me.
How many points are given for each of the multiple-choice questions? i.e.
how much does MC worth?
Is the last writing task (7) given 5 or 10 points?
I would appreciate any help.
Nehama
Insert a catchy tag line or saying here
Nehama&Meiram Barbiru
neha-@bezeqint.net
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------------------------------
Date: Mon, 12 Jan 2004 08:09:03 +0200
From: Yisrael and Batya Medad <ybme-@netvision.net.il>
Subject: [etni] Re: junk-mail
Content-type: text/plain; x-avg-checked=avg-ok-28346F59; charset=us-ascii;
format=flowed
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Your email should have filters. Each time you get one of those letters,
Set up filter to delete for both the sender and the subject. Also, forward
a copy to the "abuse" desk of your internet server. Netvision has one, and
I'm certain that zahav.net does, too. They'll want the full header and
tell you how to produce it depending on your email program. If you're
using eudora, tap the blah! and the header expands.
Batya
------------------------------
Date: Mon, 12 Jan 2004 13:45:35 +0200
From: Gail Mann <gai-@netvision.net.il>
Subject: [etni] listening comprehension
A letter was sent out by the testing department with the details of
the listening comprehension for the winter bagrut.
In case you haven't seen it, these are the details:
1 and 3 points: 15:05, reshet gimmel
4 and 5 points: 16:05, reshet gimmel
------------------------------
Date: Mon, 12 Jan 2004 16:01:44 +0200
From: Debora Bess Siegel <debo-@inter.net.il>
Subject: [etni] arabic-hebrew dictionary
I have been working privately with a student who plans to take the four
point exam this week who uses and English - English - Arabic dictionary.
I believe the publisher is Kennerman or something similar. It says the
tear 2000 on teh cover but the copyright is 1980. I have been astounded
by how poor it is, much worse than the one that Hebrew speakers use
[which I also find lacking]. Is this really the only dictionary
available for Bagrut??
Debora
------------------------------
From: "Shoshana Silver" <shosi-@hotmail.com>
Subject: [etni] urgent question
Date: Mon, 12 Jan 2004 15:01:09 +0000
I'm sorry if this question has been asked before but I need an answer
urgently (bagrut on Thurs.). We have a 4 point MABAR student at school who
will be doing the (old) 4 pt. bagrut this winter. Will the magen she gets
in Jan. be the same one she gets in May should she decide to do the (new) 4
pt. bagrut this summer? If she can't get a new magen for the summer bagrut,
she may decide not to do the winter bagrut. Can someone help me on this one
ASAP?
TIA,
Shoshana
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Date: Mon, 12 Jan 2004 07:34:00 -0800 (PST)
From: Rivka Lewenstein <rle-@yahoo.com>
Subject: [etni] 2 Projects?
Hi,
Not long ago, someone on this list mentioned having to do two projects if
students take modules A, B and C in 11th, and then go on to take D and E in
12th. Does anyone know if this is true or not? Why can't my students do a
project in 11th according to the four-point requirements, and use it for
both the 3 and 4-point oral exam?
All the best,
Rivka
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From: "Diane Van-spier" <mays-@hotmail.com>
Subject: [etni] Re: happily doing projects
Date: Mon, 12 Jan 2004 18:06:10 +0200
Mitzi,
I agree with you! I love doing projects at school and am always on the
lookout for good ideas. I teach 7th and 8th grades and find that the kids
get very enthusiastic when they get a chance to express themselves more
freely. It also encourages them to meet together after school and work on
English. I use First Choice in 8th grade and my kids did some amazing
projects on 'Real or Imaginary Schools.' Whenever I finish a project I
usually display the students work so that the other teachers and pupils can
see it. Getting the children interested in projects helps with all aspects
of English.
We are due to finish our Chocolate Projects at the end of this month and
intend to have a Chocolate Festival which will include a display of
projects,games, workpages and a quiz about the history of chocolate. We
willalso be sampling some of the chocolates that the kids have invented! We
will eat some edible chocolates as well!
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From: "Gary Zone" <gary_-@hotmail.com>
Subject: [etni] Re: junk-mail
Date: Mon, 12 Jan 2004 16:20:10 +0000
| | Your email should have filters. Each time you get one of those letters,
Set up filter to delete for both the sender and the subject. Also, forward
a copy to the "abuse" desk of your internet server. Netvision has one, and
I'm certain that zahav.net does, too. They'll want the full header and
tell you how to produce it depending on your email program. If you're
using eudora, tap the blah! and the header expands.
|
And under **NO** circumstance should you reply to an address within the
e-mail to unsubscribe. That just verifies your address to the buggers!
Gary/Gershon
Calgary, Canada
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------------------------------
From: "Gary Zone" <gary_-@hotmail.com>
Subject: [etni] Project material?
Date: Mon, 12 Jan 2004 16:31:27 +0000
From time to time I send my friends a 'Thought for the Day'. Perhaps a
project/essay analyzing such a thought and expounding on it philosophically
and perhaps poetically might prove worthwhile. Probably the most profound
'thought' I have yet sent out is to found below. Also notice the wide use of
metaphor and onomatopoeia (sp?). What would your students have to write on
the profundity of this 'thought' I wonder?
Gary/Gershon
Calgary, Canada
Who put the bomp
In the bomp bah bomp bah bomp?
Who put the ram
In the rama lama ding dong?
Who put the bop
In the bop shoo bop shoo bop?
Who put the dip
In the dip da dip da dip?
Who was that man?
I'd like to shake his hand
He made my baby
Fall in love with me (yeah!!)
... Barry Mann
http://www.mann-weil.com/biographies_barry.html
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------------------------------
Date: Mon, 12 Jan 2004 09:02:49 -0800 (PST)
From: Rivka Lewenstein <rle-@yahoo.com>
Subject: [etni] Educating and Stimulating Our Students
Hi Patricia,
You wrote:
<SNIP>Isn't this then, the purpose of projects? We teach in order to
create a
love of and knowledge of the English language in our students, which is what
writing a project does. It seems to me that most students enjoy doing a
project and then showing it off in class (or even a school exhibition).
Furthermore, I believe that reseach all over the world has shown that
project work both stimulates and educates students. Then who are we as
teachers to complain that it is too much for us to handle? Surely, we must
adapt our thinking to that of our students in order to become better
teachers? <SNIP>
Yes, we as teachers must do our utmost to stimulate and educate our
students. Yes, I believe that projects can do all that and more. But now I'd
like to ask you a question, and please forgive me, everyone, if this is
considered sacrilegious. The question is: How far does our obligation to
stimulate and educate our students go? To what cost? For example, if you
were told about a program that could really help your students learn more,
but would require you to be at school for three extra hours a day, at no
extra pay, would you agree? Would you be willing to go out every evening to
hishtalmuyot in order to increase your knowledge as a teacher, and thus do a
better job at teaching your students?
Obviously, everyone has their limit, although of course it's different by
each person. I, for example, have a colleague who will stay up till one in
the morning checking tests, and then get up again at five to finish the
marking, while I just don't have the physical strength for that. On the
other hand, I put in many more hours of preparation (projects being only one
among many things I prepare for my students) than some others do. I try not
to judge anyone (unless it's clear that his or her class is suffering as a
result of the lack of time and effort being put into teaching), because
every person has his or her time constraints, physical limits etc. etc.
Now if we get back to projects, I think it is safe to say that implementing
projects under ideal conditions shouldn't be beyond most teachers'
capabilities, because yes, even if you prepare your own project, how much
longer than writing a test or preparing a few worksheets should it take? But
does everyone work under ideal conditions? Do all the teachers on this list
have an Internet connection at school, enough computers (or any computers,
for that matter), students who can deal with computers, enough time to
implement a project as well as teach everything else that needs to be taught
for the Bagrut, etc. etc. You say that teachers should adapt and do
everything they can to stimulate and educate their students. Does that
include spending literally dozens of hours downloading articles for the
students to use, since there is no Internet connection in the school? I did
it, but I don't expect most other teachers to do it - it's just not
realistic. Even going through old textbook
s,
newspapers and magazines will take a long time. Not to mention class time -
if as Batya has repeatedly mentioned - a teacher has only three hours a week
to get his or her class ready for the Bagrut, how is one supposed to manage
everything?
As Nina said in her last letter, I really don't think that most of us are
being negative here. On the contrary, I'm currently the only person on the
staff of both schools that I work in that is doing a project, and I'm doing
my best to encourage and help others do the same. Nevertheless, it does
annoy me that these issues STILL have not been properly addressed. I think
that these issues are the reason so many teachers are still opposed to the
idea of projects - not their supposed negativity or closed-mindedness or
inability to change.
All the best,
Rivka
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Date: Mon, 12 Jan 2004 18:36:50 +0200
From: tamar <mumw-@netvision.net.il>
Subject: [etni] Sarah Zimin
Would Sarah Zimin, of Bet Berle college, please contact Tamar Iancu of Beer
Sheva by email or phone
08 6494621. Thanks to anyone who can pass this on.
------------------------------
From: "Vera and Yacov Lachmanovich" <lachma-@hotmail.com>
Subject: [etni] projects
Date: Mon, 12 Jan 2004 20:37:55 +0200
I happen to be one of those teachers who love doing projects and have been
doing projects for the past 6 or 7 years. BUT: In my opinion the best time
todo projects is in 7th-10th grade classes where 1) the students are far
moreenthusiastic and willing to invest time and energy into projects and 2)
they have less pressure in other subjects. I happen to be a 12th grade
homeroom teacher and I must tell you that my kids have been under tremendous
pressure for the past two years. I think that they would have found it very
difficult to cope with a project in English as well. Don't forget that they
have to hand in papers and research work in other subjects as for ezxample
sociology, biology, and other ...logies ! In two weeks I'm going to begin a
project with my 3 pointers (11th gr) and I must tell you that I'm quite
worried about it for two reasons: they are very weak, they are extremely
lazyand I have quite a lot of discipline problems in the class. (Did I say 2
reasons..?) I hope it'll work but if not then my conclusion will be that you
can't do a project in every class. There are classes where you can and I'm
afraid that there are classes where you can't. Hopefully Im wrong! Vera
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Date: Mon, 12 Jan 2004 21:41:03 +0200
From: Galia Kaspi-Sprung <gka-@netvision.net.il>
Subject: [etni] Re: Educating and Stimulating Our Students
I believe that Rivka has expressed my feelings about projects.
<SNIP> I think that these issues (Internet connection at school, enough
computers (or any computers, for that matter), students who can deal with
computers, enough time to implement a project as well as teach everything
else that needs to be taught for the Bagrut, etc. etc) are the reason so
many teachers are still opposed to the idea of projects - not their supposed
negativity or closed-mindedness or inability to change<SNIP>
I wrote once that I have done projects in the past - according to the
conditions in my school and the capabalities of my students and the time
constraints and work load I had/have.
I still believe that the biggest problem in implementing the projects as
(previously) directed is that we are spending time in high school teaching
our students skills that they should have learned in their native tongue:
summarizing, paraphrasing, research questions, research methods, etc. As
important as these skills are, this is not our job and it is very time
comsuming. I think we too often forget that we are dealing with EFL students
using native tongue resources. We spend a lot of time stressing the
negative: no copy/paste.
I believe we were asked to deal with too many changes too quickly and we
(schools, teachers, students) were/are overwhelmed. This includes the extra
work load connected with the projects. Personally (I will speak only for
myself...) I am doing projects with three classes this year. Well, I've only
started with two of them because the third has 40 students and we haven't
figured out the logistics for using the computer lab yet. I've been using
the computer in my classes for at least 8 years - if not more so please
don't accuse me of being afraid of change.
I'm beginning to think that it's easier to do the projects in jr. high
because they are more receptive to these new methods and they're not yet
worried about BAGRUT and more time can be devoted to teaching the "enabling"
skills. So in a few years when these jr. high kids who are doing projects
get to high school, they will be more prepared to deal with the advanced
ENGLISH skills and not have to worry about the enabling skills.
One last comment - I'm not sure that grandious projects educate and
stimulate our students more than shorter, less comprehensive but just as
interesting "mini-projects" or task based projects (or whatever name you
want to give them) do.
RESEARCH projects can be left for the Hebrew subjects. At least for now.
Galia
------------------------------
End of etni Digest V2 #13
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