[etni] Fwd: re: In response

From: ETNI list <etni.list@xxxxxxxxx>
To: Etni <etni@xxxxxxxxxxxxx>
Date: Mon, 29 Apr 2013 06:54:59 +0300
---------- Forwarded message ----------
From: sbshai <sbshai@xxxxxxxxxxx>
Subject: Re: In response

Now I'd like to go beyond the point Esther has expressed below and say that
it's distressing when colleagues throw barbs at those who disagree with them
about any educational issue, methodology, program, etc.

This unfortunate phenomenon is not new, and it brings to mind some of the
decidedly less than respectful comments -- either directly stated or
implied --that were made when the HOTS program was first instituted (and
even before, by the first groups of teachers who took the course that was
supposed to introduce them to the program).

I recall several suggestiions then that we should refrain from casting
aspersions on either side of the divide ; instead, pro-HOTS teachers could
simply report their success and/or explain why they felt the program
enhanced their teaching of literature, while the anti-HOTS contingent could
politely phrase their objections.  (No need to get "hot under the collar"
since we generally don't benefit from it!)

This way, colleagues could carry on a professional dialogue
(and continue it off the forum as well -- since belaboring a point doesn't
usually convince skeptics!), and ETNI would remain the important resource it
is meant to be for an exchange of  ideas and professional growth.

IMHO, those whose positive experience teaching literature made them start
out as HOTS skeptics, and possibly end up with valid reasons not to embrace
the program, have certainly not become less dedicated or excellent teachers
of literature than they started out -- and they should not be forced to make
apologies for finding a way to make peace with the program.
Moreover, those who still have the courage to speak up might very well
encourage others to inspire improvement , which is a service to the teaching
community (especially to our students).

Likewise, those who find the program to be working well for them might want
to share SPECIFICS about their success as this may benefit their colleagues,
even those with considerable experience.  After all, good ideas are always
welcome!

With hope that we can really share our ideas, in the true sense of the word
...

Batya


Esther wrote:
> I'd like to 'defend' Ariella Kopels' post from last week in which she
> shared with us her pupils' displeasure over the HOTS literature
> program. Sandra Keren wrote, "I believe that if these students feel
> this way it is because they did not do the work properly."
>
> I disagree. I know for a fact that Ariella is an outstanding teacher.
> However she like the EFL staff at my school has only 4 measly weekly
> hours from yud to yud bet to deal with the literature program AND
> everything else we need to teach. So in essence we must rush, rush,
> rush to get the paperwork done and cannot savor the joy of literature
> nor deviate from the components of each unit. I have often had to stop
> an interesting group discussion because we simply do not have time!!
>
> Once again, I beg the MOE to DEMAND that not only 5 pointers but 4
> pointers as well receive 5 weekly hours. Without enough time we simply
> cannot do justice to the HOTS  program. I am not pro-HOTS but have
> 'made peace' with teaching literature this way. The crux of my current
> discontent is lack of adequate time. It pains me that I feel the MOE
> is not doing enough to ensure that we have enough hours to teach
> literature rather than teach for a test!
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[etni] Fwd: re: In response

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