HDTenEightyP/NetNews huggingface dataset:
From: Nathan.Woodcock@f400.n622.z3.fidonet.org (Nathan Woodcock)
Newsgroups: k12.chat.teacher
Subject: THANKS
Date: Sun, 17 Jan 93 22:51:00 PDT
Organization: FidoNet node 3:622/400 - MEGA Link TBBS, Boolaroo NSW

PG>I'm looking for contacts for my students (14-18 years old) to send and recei
PG>messages in English. Maybe in your school you know some students or teachers
PG>who would like to start this marvellous experience with us!? It can also be
PG>partly in English (for us) and in French(for you  - teacher of French??).

        Greetings and welcome...if you wish your students to have
        someone to converse with in english then i would be most happy
        to oblige...I am afraid I do not know any French, but i would be
        most pleased to help you and your students.  This message is
        coming from Australia, so if you have any questions just let me
        know!
Ciao!


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uucp: uunet!m2xenix!puddle!3!622!400!Nathan.Woodcock
Internet: Nathan.Woodcock@f400.n622.z3.fidonet.org
From: Carol.Hooper@f105.n381.z1.fidonet.org (Carol Hooper)
Newsgroups: k12.chat.teacher
Subject: re: New BBS in our school
Date: Sun, 24 Jan 93 16:23:15 PDT
Organization: FidoNet node 1:381/105 - Hawks BBS K12Net, El Paso TX

Well, hello!  I, too, am in the new BBS shoes.  It's a nice fit and 
I'm thrilled to be part of this system.  I hope you find success with 
yours as I'm sure your students will enjoy it!


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uucp: uunet!m2xenix!puddle!381!105!Carol.Hooper
Internet: Carol.Hooper@f105.n381.z1.fidonet.org
Newsgroups: k12.chat.teacher
Subject: Re: MISSED MESSAGE ON DIS
From: pmacfar@eis.calstate.edu (Paul MacFarlane)
Date: Sun, 24 Jan 1993 23:53:42 GMT
Organization: Calif State Univ/Electronic Information Services

Sheila.King@f315.n103.z1.fidonet.org (Sheila King) writes:
[much deleted]
> 
> If you think what I'm trying to do is have "control" over the students,
> that is not how *I* view it. I view it as having a classroom where
> learning is going on (this does not necessarily mean I'm standing at the
> front of the room telling the students what they are supposed to learn),
> and student behavior that disrupts this environment and makes it
> difficult for learning to continue is not acceptable to me, or to the
> other students. I have overheard other students talk about my class as
> compared to other teachers on campus, and they say they LIKE it that
> there is some sort of order established and that they can learn. In some
> classrooms there is a sort of controlled choas, with noise, and the
> teacher not maintaining any type of order. The kids don't like this.
> 
[much more deleted]

I wanted to highlight this, since I had been searching for words to say
this myself, but hadn't figured out as articulate a way.  As an elementary
school teacher, I find it absolutely true that the kids can understand
that the bottom line is to create an environment where learning can occur.

I had hoped to write something like this in reponse to the teachers who
were planning on coming up with 'class rules' with their students for the
first time.  In a school, we are all there to learn.  This is the common
ground that teachers and students have in order to work together to
establish procedures.

If learning is the primary goal for everybody, then students and
teachers are not working at odds. Students of any age are aware that such a
goal implies some sort of structure.  As long as the goal is kept in mind,
the reasons for the structure will be clear to everyone. A teacher who puts
forth the effort to maintain this structure is not engaged with a struggle
for control with his/her students.  As in Sheila's case above, the teacher
is working WITH the learning process, and therefore WITH the students by
supporting their learning environment.

In my own class, the structure varies considerably from one hour to the
next, but the students are able to handle it because, to the greatest
extent possible, the structure is suited to the goal.

Paul MacFarlane
Danville, California
pmacfar@eis.calstate.edu
Newsgroups: k12.chat.teacher
From: bmiles@rvgs.vak12ed.edu (Billy Miles)
Subject: IB:ToK
Organization: Virginia's Public Education Network (Roanoke)
Date: Thu, 28 Jan 93 16:38:37 GMT

Hello,

My name is Billy Miles and I am currently beginning my second
year as a teacher of Theory of Knowledge. Our new cycle will
begin next week. 

During the first year, there were numerous occasions in which I
would have greatly appreciated the opportunity to correspond
with others involved in this discipline. The nature of the
course lends itself well to spring-boarding ideas to others.
If you are also a teacher of ToK, or of philosophy, logic,
etc., please reply.

Thank you in advance.

Billy G. Miles
Salem High School
400 Spartan Dr.
Salem, Va. 24153
                         
                                 
Newsgroups: k12.chat.teacher
Organization: Penn State University
Date: Fri, 22 Jan 1993 15:25:34 EST
From: WENDI BEATTY <WJB112@psuvm.psu.edu>
Newsgroups: k12.chat.teacher
Subject: Re: Hello All


Since I don't know yet how to quote someone on net news, (this is my first
attempt at a post) I'll try to explain what I'm quoting.

This post concerns using writing as a disciplinary measure.

In an article I recently read, Lisa described having two offending students
write out the steps to a square dance they were learning as an after school
punishment for in - class misbehaving.  That may seem and effective
punishment, but consider this:

In the early grades, writing is often used as a punnishment for everything
from talking in class and throwing spitballs to neglecting homework and
skipping class.  The students are conditioned to view writing as something
unpleasant.

When we actually want the students to write to learn, many of them still
don't like it.  They may even view it as just another punishment.  I think
this kind of punishment can be a mistake.  From a future teacher to all of
you in the early grades, please don't use writing as a punnishment.  It
turns the students off to what should be an exciting and enriching
experience.

Instead you might try simply boring them to death.  When my one elementary
teacher had to discipline aone of us, she just made us sit at the desk
during recess with our hands folded and stare at the blackboard.  No long
lectures, no writing fifty times "I will not talk in class."

It worked!
From: Sheila.King@f315.n103.z1.fidonet.org (Sheila King)
Newsgroups: k12.chat.teacher
Subject: RE: MISSED MESSAGE ON DIS
Date: Fri, 22 Jan 93 19:35:00 PDT
Organization: FidoNet node 1:103/315 - Castle of the Four , Diamond Bar CA

continued to Amarit:

in reference to a student whose behavior I could no longer tolerate, and
whom I took outside the room to have a quick discussion with, you asked:

-> What was he doing?  I would like to see if I might be able to offer
-> an alternative to this whole book system you use...

Well, that would be fine. The boy was just making outloud little
comments. In other words, talking outloud every few minutes, trying to
be funny, class clown, making remarks on things I said or on things
other kids said. And I told him, when I talked to him, that I liked to
have fun in class, too. And I thought he was funny. And I like to be a
bit flexible. But enough was enough, and he would have to stop now and
control himself a little better. (Those were not my exact words, but
something to that effect.)

-> This is the MAJOR problem with today's education...a kid is stopped
-> from learning for another class when he's in YOUR class.  Sure, the
-> kid may not be doing any real learning because more than likely,
-> he/she is going to be doing the work just to get it done not because
-> it means anything to that person.  But, in any case, you are causing
-> a huge student to begin seeing that maybe the different classes
-> aren't linked in any fundamental way.  All subjects are
-> interdiciplinary and we don't start teaching this to kids, EVER.

You are correct that with our system the way it is set up right now, the
different subject areas seem very compartmentalized to students.
However, I don't think that letting a kid work on his spanish assignment
in my math class teaches him that math and spanish have anything in
common. This situation could be corrected, but I think it would take a
re-written curriculumn designed to integrate the different subject
areas. Simply deciding to let kids work on a different subject in my
class doesn't show them at ALL what that other subject has to do with
math. Now, sometimes I do bring up other curricular areas in class. Not
often enough to say that I do it with any regularity. But usually when I
do, it has something to do with math. THAT has a lot more to do with
showing them how the disciplines are interelated.

-> I can list hundreds of examples where english and MATH come
-> together...just ask...

Well, go ahead. But I do often give examples of english in my math
class. Particularly since I teach geometry, which is a very verbal
branch of mathematics. But does letting my students read MacBeth in my
class teach them how english is useful in the study of math?

continued, next message
                                                                                                                               

--  
uucp: uunet!m2xenix!puddle!103!315!Sheila.King
Internet: Sheila.King@f315.n103.z1.fidonet.org
From: Jeff.Harrits@f921.n720.z6.fidonet.org (Jeff Harrits)
Newsgroups: k12.chat.teacher
Subject: Happy new year
Date: Mon, 25 Jan 93 11:48:00 PDT
Organization: FidoNet node 6:720/921 - World Data Exchange, Taipei Taiwan

Greetings and Happy "Chinese" New Year - the year of the Rooster.

I've noticed your name on several messages and just thought I'd strike up a quick hello.

I sent a message to Canadian Academy last week but no response yet. I haven't heard from them since about Thanksgiving.  Perhaps someone pulled their plug.

I'm trying to come up with a "supplemental" abacus idea on the cycle 3 MathMagic problem for grades 5/6.  Something about the pattern of the beads and the numbers they represent.  Although I'm not sure most folks would have an abacus on hand to experiment with.

My wife and I had a grand time in the States at Christmas.  The snowy weather was great.  Even shoveling my in-laws corner lot was a treat. But then we could escape back to here.  No snow but cold temperatures. Considering we do not have central heat, the temperature in our apartment has averaged right around 60 F.  Where are my long-johns!

Always glad to get a message from you.  The fifth grade unit I'm teaching includes telecommunications.  If you have any interested students, have them write to me or to TAS Kids in the El.Chat conf. Hope all is well.  I'll leave you with a riddle to celebrate the new year with, the answer is a kind of fruit.  In fact I had it with my lunch.
> In the winter, the dragon curls itself up and lies down;
> In summer the leaves spread open.
> The dragon's whiskers grow upwards.
> But the pearls arrange themselves downwards.

Riddle #7 from the book, Chinese Riddles 1, Overseas Chinese Library, by Linking Publishing. Co. LTD

Tsai Chien,  Jeff

===
 * Freddie 1.2 * The first full-featured QWK reader for the Mac.



--  
uucp: uunet!m2xenix!puddle!6!720!921!Jeff.Harrits
Internet: Jeff.Harrits@f921.n720.z6.fidonet.org
From: Jeff.Harrits@f921.n720.z6.fidonet.org (Jeff Harrits)
Newsgroups: k12.chat.teacher
Subject: Apple iigs's
Date: Mon, 25 Jan 93 11:21:00 PDT
Organization: FidoNet node 6:720/921 - World Data Exchange, Taipei Taiwan

I was delighted to see your posting concerning the IIGS. Although I'm sure I do not have the programming expertise that you have, I have a feeling we have the same enthusiasm for the IIGS.

I teacher the use of computers to elementary students, gr. 2-5 at Taipei American School, Taipei, Taiwan.  The lab I'm in has 26 Apple IIGS computers. Hand me downs this year from the HS, but I couldn't be happier.  I primarily teach the students about word processing (Appleworks 3.0), graphic creations (Dazzle Draw), page layout (Print Shop / Publish It! 4) programming (Logo Plus), and the use of a data base (Appleworks 3.0 plus Where in the USA). Besides teaching the "how to use" aspects, I encourage stu




dents and teachers to find ways to utilize their skills.  Along the way, we touch upon telecommunications, use of a scanner/video imput, HyperStudio with laser disc acess, and some Lego-Logo Robotics. All in all the lab is often hopping.  I'd be glad to continue correspondence on any of these.  Plus perhaps tap your knowledge on building upon the use of the IIGS in a network situation. Next year, our elementary school is scheduled for major "equipment" up-grade. I want to begin to explore the possiblities 




of combining MACs and the IIGS.  InCider/A+ often has good articles on bridging the gap, aside from it, getting direct information can be tough. Any help or directions on where to turn are certainly appreciated.

Looking forward to corresponding.  Tsai Chien,   Jeff


===
 * Freddie 1.2 * The first full-featured QWK reader for the Mac.



--  
uucp: uunet!m2xenix!puddle!6!720!921!Jeff.Harrits
Internet: Jeff.Harrits@f921.n720.z6.fidonet.org
From: Elizabeth.Probert@f20.n772.z3.fidonet.org (Elizabeth Probert)
Newsgroups: k12.chat.teacher
Subject: Exchange
Date: Thu, 21 Jan 93 22:13:56 PDT
Organization: FidoNet node 3:772/20 - IBM NZ Ltd Gate, Auckland

Patrick, I am butting in here but I am planning to have some of the 14 yrs olds in one of my English classes do some research on the daily lives of other 14 year olds around the world. They will be using as many sources of information as possible including this if possible. They will probably work out some sort of survey questions to ask about various aspects of life in different places - would you or another teacher in your school be interested? We are on holiday at the moment so I don't see us starting t
his until mid or late February 
If anyone else reads this and would like to add anything I'd be grateful
Thanks - Liz Probert. Auckland .


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uucp: uunet!m2xenix!puddle!3!772!20!Elizabeth.Probert
Internet: Elizabeth.Probert@f20.n772.z3.fidonet.org
From: Carol.Hooper@f105.n381.z1.fidonet.org (Carol Hooper)
Newsgroups: k12.chat.teacher
Subject: In response
Date: Thu, 21 Jan 93 11:56:54 PDT
Organization: FidoNet node 1:381/105 - Hawks BBS K12Net, El Paso TX

I'm sure Shiela will respond but I feel I must in turn.  First, I 
appreciate the time you took to enter your philosophy.  Everyone 
takes a different approach to life and that's great. However, in 
proclaiming your open-mindedness, it seems, in fact, that you are 
quite closed-minded to the situations and needs of your fellow 
educators.  If what you described works for you, I think that's super. 
And, if Sheila is meeting success with her disciplinary guide, that, 
too, is super.  I believe I'm somewhere in the middle.  I have great 
times with my students and develop a meaningful student-teacher 
relationship with them throughout the year.  I am not heartless as I'm 
sure Sheila is not. As for innovation, I believe you'll find that you 
don't own the rights on that one.........by virtue of being on this 
system, I can  say that these people here are innovative.  I am in no 
way attacking your beliefs, only explaining how the tone of the letter 
came off to me.  
Please also remember that many of us are enforcing school  rules.  
For instance, my school has a policy against tardies.  They  ARE 
disruptive and, though occasional tardies result from legitimate 
happenings, many do not (ie: witness the groups  in the hall between 
classes.)  This is not to say that I will follow blindly the dictates 
of the system....but there is more than how this affects my class.  
What about the tardy student who is disturbing all the other classes 
in the hall on his lazy walk to your class.  Have you thought beyond 
your own doors on your policy? 
One last remark, the idea  that only a new teacher could be "fresh" 
and "innovative" is a stereotype of the worst kind.  I would suggest 
refraining from that type of comment.
Finally, one last thought....teachers are role models. No more said.


--  
uucp: uunet!m2xenix!puddle!381!105!Carol.Hooper
Internet: Carol.Hooper@f105.n381.z1.fidonet.org
From: Kevin.Thompson@p2.f600.n774.z3.fidonet.org (Kevin Thompson)
Newsgroups: k12.chat.teacher
Subject: Re: Communication
Date: Thu, 28 Jan 93 20:40:04 PDT
Organization: FidoNet node 3:774/600.2 - Beast MKII, Rotorua

Hello Elizabeth,
 
 > Kevin, I am jumping in here. You kindly sent me a message
 > last year
 > saying you had access and that your library was hoping
 > to get access to K12. I am being 'hooked' up today or
 
Yes. I haven't spoken to our librarian yet this year, so I don't know at what stage his plans are.  He was also interested in linking to other educational BBS's around NZ, e.g. Massey University, Correspondence School, ...
 
 > tomorrow and am hoping to get Form 4 students to start by
 > getting them
 > to do a survey about other 4th formers. I would love them
 > to find
 > differences and similarities in the lives of 4th formers
 > around the
 > world but don't know how to do this as we can't use High
 > School Chat.
 
Why can't you use the High School Chat?  We aren't linked to it yet, but intend to within the next week or so.  I must say that I have some reservations about the link to K12_SR_CHAT, but am hoping that with sensible guidelines and behaviour, it will be worthwhile.
 
We are getting a number of K12 areas, but certainly not all at this stage.  There is K12_SOC_STUD (which are are currently NOT getting) which may be a good area for your students to use.  It is a general area open to teachers and students, although I guess communication of a "chatty" nature would probably be better in K12_SR_CHAT.
 
 > Perhaps the Global Village Project area might be suitable.
 > Do you have
 > any advice for me?
 
I have glanced at the Global Village Project, but as I am not involved in Social Studies or Geography here at school, I haven't given them much thought.  They seem to be fairly specific in the areas that they discuss (although I may have got the wrong impression here!)
 
 > any advice for me? There are so few NZ secondary schools
 > using this - I
 > just wish more could join in. I'm sure that if more school
 > libraries
It is a pity that so few NZ schools have joined, but numbers seem to be increasing all the time.  It's good to see the activity coming from the Dunedin area!  I'm working on some schools here in Rotorua. One secondary school (Western Heights High School) will be joining within a week or so, and I would like to get some primary schools involved as well.
 
 > benefit - and so would their research assignments(!). Hoping
 > to hear
 > from you, Liz Probert, Pakuranga College.
 
Do you have access to NZ_SCHOOLS?  This may be a more appropriate place to continue this discussion (??) rather than have these message circling the globe.  Or perhaps others out there are interested in reading what is happening in New Zealand??  (All comments welcome!)
Hope this is of some help.  Keep in touch.
 
Regards,
Kevin



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uucp: uunet!m2xenix!puddle!3!774!600.2!Kevin.Thompson
Internet: Kevin.Thompson@p2.f600.n774.z3.fidonet.org
From: Steve.Larson@p0.f10.n3402.z1.fidonet.org (Steve Larson)
Newsgroups: k12.chat.teacher
Subject: Australia
Date: Sun, 24 Jan 93 15:09:33 PDT
Organization: FidoNet node 1:3402/10.0 - Westwood High Schoo, Ft McMurray AB

In a message <19 Jan 93  21:09:47> to <Robert Brault> about <K12map (final)>,
Frank Wijmenga wrote:

 FW> After this small first introduction I will ask (to all readers) if
 FW> there is someone in Perth (Australia) reading this area. It seems that
 FW> in Perth a far relative of me must be living, who is also teaching
 FW> geography. If someone from Perth could respond than i can continue my
 FW> quest. 

Hi, Frank!

Welcome aboard.
You may not hear too much from our Australian colleagues for the next few
weeks since they are enjoying their "summer" break!  I think they will
return in late February, though!

Regards,
Steve

... No matter where you go...there you are!

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Internet: Steve.Larson@p0.f10.n3402.z1.fidonet.org
From: Susan.Baird@f2.n255.z1.fidonet.org (Susan Baird)
Newsgroups: k12.chat.teacher
Subject: HELLO
Date: Mon, 25 Jan 93 20:05:57 PDT
Organization: FidoNet node 1:255/2 - NEWBED, Fredericton NB

I noticed you were browsing. I've just started using Newbed. I've been 
trying to make contacts with a class in Melbourne but they have only started 
back to school the 25th.Did you have school today?   Regards sue

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uucp: uunet!m2xenix!puddle!255!2!Susan.Baird
Internet: Susan.Baird@f2.n255.z1.fidonet.org
From: Ruth.Lamoureux@p0.f10.n350.z1.fidonet.org (Ruth Lamoureux)
Newsgroups: k12.chat.teacher
Subject: Africa/rainforest
Date: 23 Jan 93 16:12:51 GMT
Organization: FidoNet node 1:350/10.0 - Ground Zero, Bremerton WA


     I am not only a substitute teacher in Washington State, but I also spend my summer working as director for Cub Scout Day Camp. This summer our theme is Scouting Safari and we are stressing the African Jungle and the Rainforest. I was wondering if there were any social studies teachers out there with any neat information on craft ideas, games, food that we could use with the various stations. I am also looking for den names(african tribes) so resource ideas would be helpful. I will also be looking for 



noontime activities(1/2 hour quiet program) for the boys. These kids are ages 7-10 and all boys. We have lots of fun with them and have some ideas already, but more always come in handy. Thanks in advance. 

                  ----------------------------------------

TNT XL/v9.0



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uucp: uunet!m2xenix!puddle!350!10.0!Ruth.Lamoureux
Internet: Ruth.Lamoureux@p0.f10.n350.z1.fidonet.org
From: Carol.Hooper@f105.n381.z1.fidonet.org (Carol Hooper)
Newsgroups: k12.chat.teacher
Subject: Re: In response
Date: Mon, 25 Jan 93 15:03:04 PDT
Organization: FidoNet node 1:381/105 - Hawks BBS K12Net, El Paso TX

Well, I suppose this will be futile but what the heck......
Role model?  Well, if you are a "kid", your words were that, then 
there is no adult role model who lives within the realm of current 
society.  These students must become productive adults working within 
the world today.  They are "adults in training" and the adult world 
has rules.  Once again, your thoughts are subjective and you are not 
really listening to my response as well. However, I refuse to get into 
a match of who's right here?  I think we both are.  


--  
uucp: uunet!m2xenix!puddle!381!105!Carol.Hooper
Internet: Carol.Hooper@f105.n381.z1.fidonet.org
From: Joel.Orleck@p5.f41.n116.z1.fidonet.org (Joel Orleck)
Newsgroups: k12.chat.teacher
Subject: Apple iigs's
Date: 28 Jan 93 04:04:13 GMT
Organization: FidoNet node 1:116/41.5 - Metro-Net, Nashville TN


  JH>  Plus perhaps tap your knowledge on building upon the use of
  JH> the IIGS in a network situation. Next year, our elementary school is
  JH> scheduled for major "equipment" up-grade. I want to begin to explore
  JH> the possiblities of combining MACs and the IIGS.  InCider/A+ often has
  JH> good articles on bridging the gap, aside from it, getting direct
  JH> information can be tough. 

HI,

  I saw your post and wanted to let you know that combining Macs and IIgs's
on a network is more than a possibility!!  We've been doing it for about 4 years
at Meigs.  I am no technical expert but I can get you all the info you need
from our resident computer guru.  Please feel free to contact me anytime...I'll
be happy to assist in any way I can.  

   BTW, my 7th grade science students are in the process of doing a Hyperstudio
stack about the Nashville Zoo (we also use the laser disk).  They absolutely
love it!!!  I've got kids coming early, staying late, and even giving up their
lunch period to work on their projects.  This is the first time I have ever
assigned this type of project and I just cannot believe how motivated these
kids are to work! The IIgs is one fantastic machine ...you're very lucky to
have 26 of them in your lab.


Regards,


Joel Orleck



--  
uucp: uunet!m2xenix!puddle!116!41.5!Joel.Orleck
Internet: Joel.Orleck@p5.f41.n116.z1.fidonet.org