Attitude towards Title I classes
Betty Lynch
To all teachers: I am looking for opinions/attitudes of teachers towards
the Title I program. I would appreciate honest answers and/or help
towards elementary classes in Chapter I. Do teachers resent Chapter I
programs; do they see them as a help. What is it that "classroom
teachers" want from Chapter I programs - a place to put problem students,
real help on daily lessons, what? I am sincerely interested in teacher
response. - Betty
Kim Hill
Betty,
I think that the problem with classroom teachers and Chapter1
teachers lies in the fundamental principle of inlusion. A lot of childre
hate being pulled from class as they get labeled slow learners. In
addition, I see these same children resenting the extra help as they
grow older and tend to quit attending the program.
I would aslo like to comment on a few experiences that I have
had with hapter1. The teachers that I have had experience with wer not
at all your average Chapter teacher. All they do is get lesson plans
from teachers and work one on one with the studdent who in return gets
an A+ on that assignment but fails the chapter test miserably.
In conclusion, all I can say that I personall see the best use
of Chapter1 teachers right in the classroom. They can then help other
students at the same time, and this lessens the Chapter students
humiliation. At the same time, the working relationship between
Chapter/classrrom teachers is enhanced also.
Hope this helps.
hill...@iw.net
Becky Pyle
Betty Lynch <bly...@cks.ssd.k12.wa.us> wrote:
>To all teachers: I am looking for opinions/attitudes of teachers towards
>the Title I program.
I think they're fantastic, but it depends on the teacher and we happen
to have an excellent one with many years of training and experience
(in regular, LD and reading classes). I've seen many children helped
by her efforts. The only thing I don't like is the mandate (if I'm
understanding it correctly) to take the only very lowest when there is
a crowding situation. I'll probably take some flak (but I'll simply
ignore it). There are some who just aren't going to benefit from the
instruction time and will hold the others back. I'd rather see the
help go to the borderline low student or the low student who is really
working. The really low ones are often LD or DH who, for various
reasons, haven't been officially identified.
I especially like Reading Recovery! I wish it were available for all
the children who need a little boost. It works.
Becky Pyle