Steve, et al. --
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.
The topic involved
current "brain research" highlighting appropriate
responses to student classroom behavior.
I'll dig this out and
send it on to you.
The anticipations:
1--The educational
cooperative that hires para-educators assigned their
grant writer to develop finances for the project.
2--When reality finally
broke in, I remembered I was 79 years old and in no
position to administer the project, and it was
dropped. The interesting thing is that my
creditability was never questioned, and I was hired
back for the next two years and I anticipate another year's work.
3--A follow-up paper was
written this last year entitled, "Wounded Birds," that
provide extra-academic* methods for identifying
classroom behavior.
4--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 thirsty for
what they teach. The subject illustrates
extra-academic* teaching methods.
Inner Peace,
Bill Salmon
* Extra-academic
is meant to convey methods not ordinarily identified
with the profession of teaching.