Years ago, I found myself in a heated debate with a close colleague for whom I had great respect when we were collaborating on an accreditation application for the Reading Specialist credential to submit to the California Commission on Teacher Credentialing.
You define responses as objective and subjective. I would define the same as dry and wet and would add that sometimes the responses could be combined to offer more information. After much thought I say " Your shade of lipstick complements youe skin color, I like it very much."
This comment is entirely tangential to the theme of the article, but I thought it would be fun to mention that my father, Stephen Covello jr., created a system for teaching children the fundamentals of spelling that involved engagement with a combination of real and non-existent words way back in 1974. He felt that the English language lacked sufficient examples of words to establish certain generalizations, so he simply invented more. It was called SPALS: Systematic Phonic Audio Learning System. It was never accepted for publication, but he sure sunk a lot of time into it. I have digitized the entire contents of the program and its background research.
Steve was more successful in publishing his music compositions for early learning piano students. His books are still around!
Very cool, Steve! I love hearing about innovative teachers who take the bull by the horns and make what they need. I admire your dad for his commitment. Spelling is a hard nut to crack for a lot of kids. Thanks for sharing!
You define responses as objective and subjective. I would define the same as dry and wet and would add that sometimes the responses could be combined to offer more information. After much thought I say " Your shade of lipstick complements youe skin color, I like it very much."
I will well consider your posting.
Exactly, Malcolm. We need both. Life’s too short to stay dry all the time. We need wet.
This comment is entirely tangential to the theme of the article, but I thought it would be fun to mention that my father, Stephen Covello jr., created a system for teaching children the fundamentals of spelling that involved engagement with a combination of real and non-existent words way back in 1974. He felt that the English language lacked sufficient examples of words to establish certain generalizations, so he simply invented more. It was called SPALS: Systematic Phonic Audio Learning System. It was never accepted for publication, but he sure sunk a lot of time into it. I have digitized the entire contents of the program and its background research.
Steve was more successful in publishing his music compositions for early learning piano students. His books are still around!
Very cool, Steve! I love hearing about innovative teachers who take the bull by the horns and make what they need. I admire your dad for his commitment. Spelling is a hard nut to crack for a lot of kids. Thanks for sharing!