More on textbooks

I thought I'd update with another post about textbooks and teaching. I have been looking over the program for 1st grade Art where I am teaching (here teachers have to develop the "programación" for the whole year in advance-- not step-by-step lesson plans, but an overview of each unit and what the objectives, methodology, and evaluation criteria are.) According to the program, there is a whole lot more to it in theory that is not actually being put into practice. They start from the textbook, which actually has a framework for a whole lot of engaging, significant learning experiences. The cutting out and assembling paper models, coloring, etc, are mostly supposed to be complementary activities, or "extra." So if the program were actually put into effect, even though it is textbook-based, I think it would be a whole other ball game, so to speak. I don't really want to go into why the program is not being implemented as envisioned-- there are some good reasons, but it's still unfortunate that it has to be like this. But I did think I should rectify on here a bit-- I don't think the textbook itself is really the problem.

I haven't seen the Music plan in detail, but I suspect that it is a similar situation.

And, after talking to the classroom teacher some more, I have a better understanding of why that class is run the way it is (meaning, the science/math/reading parts.) I still am not convinced by the way the reading is set up (everyone reading the same material and doing the same activities, despite some significant differences in ability), but I don't really know what the solution to that is, either.

And I am not writing much on this blog about the student teaching, for reasons of discretion/confidentiality, but I did want to say something positive about my observations so far. I am really impressed with the way the classroom teacher handles conflicts/ relational or emotional issues that come up in the classroom. She is very willing to spend class time on working through things, and I think the students feel heard and respected. She clearly belives-- and I agree-- that for first graders especially, learning how to get along with others and manage their own feelings is just as important as the more academic stuff.