I teach 12-13 year-olds this year (7th grade) and follow the group to 8th next year (lucky little chickadees that they are). I've taught this level since '94 (taught 3rd grade the two years previous). But I've never been a full-out "Language Arts" teacher. Nor am I now. I teach the wondrous subject of Humanities. "What?", you ask. "You must teach all subjects from all points in time and all points of view to adolescents (a la pheremone years)?" Apparently
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That is as good an explanation as any -- initially I didn't even ask any questions, then I realised that "tell me more" might be a little too general. So I made up some questions but not because I want them answered, particularly, just so you might have somewhere to start if you needed it
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Can I be a member of your creative writing club? :) I love the way your mind works and think you'd be a terrific educator if you find you have that affinity with "kids". I'm pretty wiped today, so I'm just going to splah what comes to mind out here and you can ask for clarification if you choose
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think you'd be a terrific educator if you find you have that affinity with "kids".Ha, well, I guess that is the crux. I'm not even sure what that affinity would look like -- sometimes it seems like what people mean by getting along with kids is just whether you can interact with them without being a jerk or getting impatient or bored. I seem to be able to manage that alright -- but I mostly do that by pretending they are adults, and so I wonder really how much I am actually teaching, whether any of it is sinking in. And presumably what you mean by affinity is more than or different than just not being condescending
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I mean really I don't even know what a pedagogical theory looks like. I mean, besides Plato talking about how everyone needs to spend fifteen years studying math before they are ready to be philosophers -- which is not exactly concrete, on-the-ground stuff.
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I mean really I don't even know what a pedagogical theory looks like. I mean, besides Plato talking about how everyone needs to spend fifteen years studying math before they are ready to be philosophers -- which is not exactly concrete, on-the-ground stuff.
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