As the kids were about to charge out the door yesterday. I asked them to think of one thing they’ve really shown in growth in this term.
Most of the kids mentioned spelling and handwriting.
I couldn’t help but be disappointed at their answers.
Out of all the learning experiences the children had this term, spelling and handwriting seemed odd choices.
We’d read amazing books, conducted science experiments, wandered the streets of Singapore and the kids writing had improved due to a big focus on planning and structure.
The conversation had me wondering what tacit messages was I sending in class?
Was my feedback about their writing too focused on surface features?
Does the amount of time the kids spend on spelling and writing at home and during school communicate messages of importance?
Were the children giving me the answers they thought I wanted to hear?
Leave a Reply