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<DIV><FONT size=2 face=Arial>Colleagues--</FONT></DIV>
<DIV style="FONT: 10pt arial"><FONT size=2 face=Arial><FONT size=2
face=Arial> Three years ago, I developed a curriculum for
Special Education/Behavior Disorder High School students. It is an
elaborate plan involving a closed classroom, featuring training of classroom
teachers, an isolated camping experience for all involved, a model for a
weekly staffing, and an outreach program for parents. This plan assumed that I
would administer the program with the goal of teaching the staff the Institute's
academic methods and philosophy. </FONT></DIV>
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<DIV><FONT size=2 face=Arial> The topic involved
current "brain research" highlighting appropriate responses to student
classroom behavior. </FONT></DIV>
<DIV><FONT size=2
face=Arial> </FONT></DIV>
<DIV><FONT size=2 face=Arial> The
anticipations: </FONT></DIV>
<DIV><FONT size=2 face=Arial>1--The educational cooperative that hires
para-educators assigned their grant writer to develop finances for the
project. </FONT></DIV>
<DIV><FONT size=2 face=Arial>2--A follow-up paper was written this last year
entitled, "Wounded Birds," that provide extra-academic* methods for
identifying classroom behavior.</FONT></DIV>
<DIV><FONT size=2 face=Arial>3--A paper is under development as a
follow-up to this work entitled, "Is There a Better Way?" Interestingly, the
idea was passed along by my academic mentor as teaching teachers to prepare
to make students <EM>thirsty for what they teach. </EM>The subject
illustrates extra-academic* teaching methods. </FONT></DIV>
<DIV><FONT size=2 face=Arial> Inner Peace,
</FONT></DIV>
<DIV><FONT size=2 face=Arial> Bill Salmon</FONT></DIV>
<DIV><FONT size=2 face=Arial>* <EM>Extra-academic</EM> is meant to convey
methods not ordinarily identified with the profession of
teaching.</FONT></DIV></FONT></DIV></DIV></BLOCKQUOTE></DIV><BR><BR clear=all>
<DIV><FONT size=2 face=Arial></FONT><BR></DIV>-- <BR>
<DIV class=gmail_signature>Steve Harrington</DIV></DIV><A></A>
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