"Time for Meaning" is both thoughtful and practical. It confronts the realities of today's classrooms: overcrowded curriculums, unfriendly colleagues, choppy schedules, and resistant learners. Bomer suggests ways to transform these obstacles into opportunities to rethink the true purpose, meaning, and design of literacy education. He offers guidelines for: helping students choose topics that are important to them- so important that they'll have the energy to work through the writing process prompting initial responses to literature and moving toward polished pieces of writing using writing as a tool for thinking and inquiringan essential habit of mind for students todevelopunderstanding what makes for poor student research writing and how to improve it planning curriculums that focus on story in fiction and memoir. Since time is so often the crucial issue in teaching, Bomer asks you to examine your attitudes toward time and the way you use it. He writes, "What we do with time is what we do with our lives. When we are 'unable' to spend time on what we most value, it is because we have not found a clarity of purpose. We have lost our maps, lost our rudder, and we drift aimlessly, as if time were not passing, as if this teaching life were not ours to live."
Bomer is specific and persuasive without being prescriptive. "Time for Meaning" is a snapshot of his current thinking, a report on work that has already benefited many teachers. It speaks as powerfully to experienced reading/writing process teachers as it does to newcomers.
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"Time for Meaning" is both thoughtful and practical. It confronts the realities of today's classrooms: overcrowded curriculums, unfriendly colleagues, choppy schedules, and resistant learners. Bomer suggests ways to transform these obstacles into opportunities to rethink the true purpose, meaning, and design of literacy education. He offers guidelines for: helping students choose topics that are important to them- so important that they'll have the energy to work through the writing process prompting initial responses to literature and moving toward polished pieces of writing using writing as a tool for thinking and inquiringan essential habit of mind for students todevelopunderstanding what makes for poor student research writing and how to improve it planning curriculums that focus on story in fiction and memoir. Since time is so often the crucial issue in teaching, Bomer asks you to examine your attitudes toward time and the way you use it. He writes, "What we do with time is what we do with our lives. When we are 'unable' to spend time on what we most value, it is because we have not found a clarity of purpose. We have lost our maps, lost our rudder, and we drift aimlessly, as if time were not passing, as if this teaching life were not ours to live."
Bomer is specific and persuasive without being prescriptive. "Time for Meaning" is a snapshot of his current thinking, a report on work that has already benefited many teachers. It speaks as powerfully to experienced reading/writing process teachers as it does to newcomers.
Imprint | Heinemann |
Country of origin | United Kingdom |
Release date | July 1995 |
Availability | Supplier out of stock. If you add this item to your wish list we will let you know when it becomes available. |
First published | July 1995 |
Authors | Randy Bomer |
Dimensions | 240 x 187 x 13mm (L x W x T) |
Format | Paperback |
Pages | 234 |
ISBN-13 | 978-0-435-08849-1 |
Barcode | 9780435088491 |
Categories | |
LSN | 0-435-08849-1 |