Korean Job Discussion Forums

[icnelly]

Here's an article I read about cats, and it got me thinking about my students...

It's time for a new approach. The method I use works even when you aren't home, so kitty is getting trained 24/7. The key is to make the counter unappealing. There's a simple way to do this. Get a plastic carpet runner (like the ones used in new homes) that has the bumpy spines on one side. Cut the runner into smaller pieces to fit the counter surface. Then place the runner spine-side-up on the counter whenever you aren't working in the kitchen. When the cat jumps up on the counter she'll feel the uncomfortable texture and decide for herself that this isn't such a fun place. There's also a product you can buy that's made specifically for training cats to stay off objects. It's called the X-Mat, and it's based on the same principle as the carpet runner.

Planned discovery and experiential learning: aided by the teacher in setup, but not guided through it: personalized learning/discovery/etc.

How has anyone set something like this up? Can you manage it in your typical lesson planning, or is it something truly discovered and then recreated?

One way: I'll set up the team names as the character names/questions from later in the audio CD (GEPIK elementary). It's not discovery, but they figure out the relevance and meaning of their team name.

[cbclark4]

Women and cats will do as they please, and men and dogs should relax and get used to the idea.
{R.A.H.}

[ddeubel]

One way to do this effectively and force yourself to do it (and see the results!) is to turn your lesson plan on its head.

What you do last is first. For example instead of leaving small pairs production or any production at the end of the lesson, after modeling/practice -- start right away with it. See what the students can do.....Then move to modeling/practice/explanation/controlled practice.

DD

[icnelly]