Comments on: Working with Sled Dogs http://borderland.northernattitude.org/2006/12/10/working-with-sled-dogs/ (bôr'dər-lănd') n. Located on or near a frontier. An indeterminate area or condition. Fri, 05 Dec 2008 11:36:10 +0000 http://wordpress.org/?v=2.6.5 By: Liz http://borderland.northernattitude.org/2006/12/10/working-with-sled-dogs/#comment-13510 Liz Thu, 14 Dec 2006 05:55:41 +0000 http://borderland.northernattitude.org/2006/12/10/working-with-sled-dogs/#comment-13510 *sigh* I miss subbing in your (last year's) class. This year's crop of 4th graders is a bit...less conscientious if I remeber from working with them last year. My 2nd graders (on base, their fathers have all just returned from Iraq) require a lot of regulation from me. They need _lots_ of rules and procedures and steps to go through, and I get tired of the broken-record thing, too. "Who are you in charge of?" and "Eyes forward, body to yourself" are two I need to just get printed on a big, lighted sign. That said, even sled dog classes of kids can be managed--and isn't it great when it works? I hope to get some more work out of them in the next 7 days. Have a merry Christmas! -Liz *sigh* I miss subbing in your (last year’s) class. This year’s crop of 4th graders is a bit…less conscientious if I remeber from working with them last year. My 2nd graders (on base, their fathers have all just returned from Iraq) require a lot of regulation from me. They need _lots_ of rules and procedures and steps to go through, and I get tired of the broken-record thing, too. “Who are you in charge of?” and “Eyes forward, body to yourself” are two I need to just get printed on a big, lighted sign. That said, even sled dog classes of kids can be managed–and isn’t it great when it works? I hope to get some more work out of them in the next 7 days.

Have a merry Christmas!
-Liz

]]> By: Tom Sheehan http://borderland.northernattitude.org/2006/12/10/working-with-sled-dogs/#comment-12945 Tom Sheehan Mon, 11 Dec 2006 03:37:52 +0000 http://borderland.northernattitude.org/2006/12/10/working-with-sled-dogs/#comment-12945 Good on you Doug for writing and publishing this post. I can empathise with you as I have a class of spirited 10 and 11 year olds here in NZ. When I analyse my group it comes down to several key individuals who for various reasons have their own way of relating (or not relating) to others. I have two key rules in my class. We respect others and we always do our best. These are explained on the wall, discussed at length and so forth. I never punish the whole class or keep them in. I just target the ones who need it and they can be held accountable for their actions (or finish work or whatever). I believe in a vigorous daily fitness programme - about 20-30mins if possible - and encourage healthy eating. We are a water only school and that has helped. We also embrace the virtues project which is a very positive way of living and teaching. www.virtuesproject.com I know you will know this but I have shared it anyway as a way of acknowledging your blog. One of the whole ironies is that as web2.0 teachers we can see so many cool things we could do with our kids - but often the rubbish gets in the way and we are achieving less because of it. I encourage you to teach and be the best you can. I've followed your blog since July this year and love your sharing and thoughts and ideas. Thanks Tom Good on you Doug for writing and publishing this post. I can empathise with you as I have a class of spirited 10 and 11 year olds here in NZ. When I analyse my group it comes down to several key individuals who for various reasons have their own way of relating (or not relating) to others.

I have two key rules in my class. We respect others and we always do our best. These are explained on the wall, discussed at length and so forth. I never punish the whole class or keep them in. I just target the ones who need it and they can be held accountable for their actions (or finish work or whatever). I believe in a vigorous daily fitness programme - about 20-30mins if possible - and encourage healthy eating. We are a water only school and that has helped. We also embrace the virtues project which is a very positive way of living and teaching. http://www.virtuesproject.com

I know you will know this but I have shared it anyway as a way of acknowledging your blog.

One of the whole ironies is that as web2.0 teachers we can see so many cool things we could do with our kids - but often the rubbish gets in the way and we are achieving less because of it.

I encourage you to teach and be the best you can. I’ve followed your blog since July this year and love your sharing and thoughts and ideas.

Thanks
Tom

]]> By: Mark Ahlness http://borderland.northernattitude.org/2006/12/10/working-with-sled-dogs/#comment-12943 Mark Ahlness Mon, 11 Dec 2006 02:48:01 +0000 http://borderland.northernattitude.org/2006/12/10/working-with-sled-dogs/#comment-12943 Doug, thanks for taking the time to explain the angst. I deal with this every day as well. You are so on the money here. When the team gets all synchronous, and the musher can relax for a moment and take in the incredible scenery screaming by - and the beauty of the team.... well, that's why we are here, right? It doesn't happen often. It doesn't need to, it's that sweet. Thanks again. Doug, thanks for taking the time to explain the angst. I deal with this every day as well. You are so on the money here.

When the team gets all synchronous, and the musher can relax for a moment and take in the incredible scenery screaming by - and the beauty of the team…. well, that’s why we are here, right?

It doesn’t happen often. It doesn’t need to, it’s that sweet. Thanks again.

]]> By: Doug http://borderland.northernattitude.org/2006/12/10/working-with-sled-dogs/#comment-12929 Doug Sun, 10 Dec 2006 20:10:43 +0000 http://borderland.northernattitude.org/2006/12/10/working-with-sled-dogs/#comment-12929 Marco, you and I seem to both be in a Herndon period now. I'm also reading him, and I'm impressed the way he looks at things as they are, and weigh the merits and demerits of his various choices. The self-organizing principle he talked about would never happen with little kids, as egocentric as they are. I agree with you, they do need to know that someone is in charge. Some years they're more willing to go along. A class that's too placid, as I've had other years, presents other problems - just as vexing, but not quite so urgent. As to where I want to go with kids, that is something to think about. And as my colleague said, I have to take them from where they are. Marco, you and I seem to both be in a Herndon period now. I’m also reading him, and I’m impressed the way he looks at things as they are, and weigh the merits and demerits of his various choices. The self-organizing principle he talked about would never happen with little kids, as egocentric as they are. I agree with you, they do need to know that someone is in charge. Some years they’re more willing to go along. A class that’s too placid, as I’ve had other years, presents other problems - just as vexing, but not quite so urgent. As to where I want to go with kids, that is something to think about. And as my colleague said, I have to take them from where they are.

]]> By: Marco Polo http://borderland.northernattitude.org/2006/12/10/working-with-sled-dogs/#comment-12926 Marco Polo Sun, 10 Dec 2006 15:29:28 +0000 http://borderland.northernattitude.org/2006/12/10/working-with-sled-dogs/#comment-12926 If there's a lesson for you in this, it might be learning how to play the policeman, when necessary. This was a lesson I resisted for years, until I had kids of my own. They don't need someone to "belt them in the mouth" (who does?) or deny them freedom (my kids, I mean); but they DO need to make continually sure that they have my attention, that I care, that I'm aware of them and what they like and don't like and need etc. There's lots of different ways of doing that. At home. At school, sometimes the only way is to play the heavy: shout, get mad, give them a stern talking to. But then again, I don't work with kids as young as the ones you have. PS What do you think of <a href="http://autonolearner.blogspot.com/2006/11/freedom-versus-autonomy.html" rel="nofollow">my interpretation of Herndon as aiming for self-regulation</a>? And is that where you want to go? And obviously for Herndon, self-regulation doesn't mean "leave them alone and they'll come home", it means a very dynamic dialogic and participatory interaction. If there’s a lesson for you in this, it might be learning how to play the policeman, when necessary. This was a lesson I resisted for years, until I had kids of my own. They don’t need someone to “belt them in the mouth” (who does?) or deny them freedom (my kids, I mean); but they DO need to make continually sure that they have my attention, that I care, that I’m aware of them and what they like and don’t like and need etc. There’s lots of different ways of doing that. At home. At school, sometimes the only way is to play the heavy: shout, get mad, give them a stern talking to. But then again, I don’t work with kids as young as the ones you have.

PS What do you think of my interpretation of Herndon as aiming for self-regulation? And is that where you want to go? And obviously for Herndon, self-regulation doesn’t mean “leave them alone and they’ll come home”, it means a very dynamic dialogic and participatory interaction.

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