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The Last Word

The Last Word One day when we were out on the playground, one of my fifth grade LH students asked me the time. I looked at my watch which had stopped as I'd forgotten to wind it. "Gee, Jerry," I said, "My watch has stopped." "Probably the battery," he replied sympathetically. "Oh, no," I said. 'This watch doesn't take a battery. To make it go you just wind this little knob." And I showed him how it worked. "Wow!" he exclaimed, very impressed. "A watch that doesn't need a battery! What will they think of next!" M. Jane Gebers Encino, CA Chris was very, very literal. As we worked at the chalkboard, he complained that his lines were never as straight as mine. Seek- ing to console him, I said, "Oh , well, I've had longer to practice. When you've been doing this for fifty years, yours will be bet- ter, too." His amazed reply: "You mean I'm going to stand here fifty years doing the same thing?" (Mrs.) Betty Ploger Dallas, Texas I observed a math lesson in a resource room recently where the teacher was trying to get across the concept of greater than/less than. The first grader had difficulty, but as more examples were presented at the chalkboard, she appeared to be catching on. The teacher put one final example up: 12d)9 . Confidently, the student answered that 12 was greater than 9. Then the teacher asked her why she thought that answer was correct. After a minute of unsuccessfully attempting to put her reason into words, she pointed at the 12 and exclaimed in an ex- asperated manner, "Because that one's older!" Nancy L. Peltola Wooster, Ohio ACADEMIC THERAPY/20:4 http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Academic Therapy SAGE

The Last Word

Academic Therapy , Volume 20 (4): 1 – Mar 1, 1985
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Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
0001-396X
DOI
10.1177/105345128502000417
Publisher site
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Abstract

One day when we were out on the playground, one of my fifth grade LH students asked me the time. I looked at my watch which had stopped as I'd forgotten to wind it. "Gee, Jerry," I said, "My watch has stopped." "Probably the battery," he replied sympathetically. "Oh, no," I said. 'This watch doesn't take a battery. To make it go you just wind this little knob." And I showed him how it worked. "Wow!" he exclaimed, very impressed. "A watch that doesn't need a battery! What will they think of next!" M. Jane Gebers Encino, CA Chris was very, very literal. As we worked at the chalkboard, he complained that his lines were never as straight as mine. Seek- ing to console him, I said, "Oh , well, I've had longer to practice. When you've been doing this for fifty years, yours will be bet- ter, too." His amazed reply: "You mean I'm going to stand here fifty years doing the same thing?" (Mrs.) Betty Ploger Dallas, Texas I observed a math lesson in a resource room recently where the teacher was trying to get across the concept of greater than/less than. The first grader had difficulty, but as more examples were presented at the chalkboard, she appeared to be catching on. The teacher put one final example up: 12d)9 . Confidently, the student answered that 12 was greater than 9. Then the teacher asked her why she thought that answer was correct. After a minute of unsuccessfully attempting to put her reason into words, she pointed at the 12 and exclaimed in an ex- asperated manner, "Because that one's older!" Nancy L. Peltola Wooster, Ohio ACADEMIC THERAPY/20:4

Journal

Academic Therapy – SAGE

Published: Mar 1, 1985

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