Ha, but you’re doing a big barrel!Beautiful 3-in-1 question:
a) Why are they not learning the process of writing properly?
Because the focus, especially in first-hand writing, is on the wrong focus and because teachers unfortunately often have a frighteningly little idea of handwriting.In the new forms of teaching – frontal teaching is frowned upon, individual learning is required – the children are encouraged to work out a large part of the material themselves. They come to school with a wide variety of conditions. Some first-graders can read almost fluently, most can write their name in capital letters, some can’t even hold a pen neatly or use scissors. And that’s where the drama starts.
There are then ant tables, templates, trail sheets, on which the writing direction of the letters is indicated by means of arrows, which are to be rewritten first large, then getting smaller and smaller.in any case. We show this on the board and now we’re going to the bacon: practice, practice, practice.
Great is the pride when the first writing sheets, possibly still provided with smiley, stampory or stickers come back.Looks good! fantastic! Continue to do so, we still have a lot of other letters to learn, and as quickly as possible.
But what if the letter looks good on paper but is written in the wrong direction of movement?You don’t see that. To recognize this, one would have to observe the process, i.e. watch the child write. Which would of course also be the perfect opportunity to observe posture and pen posture and, if necessary, corrective action. Unfortunately, very few teachers do, and they have neither the time nor the opportunity to work with each child individually. Most judge only the result, which is objective after all. And most parents are satisfied, if the teachers are, then everything has to be fine…
As long as it is still about individual letters or words, it’s still quite good.Then the first texts are to be written. And if at the latest here care is not taken whether the child is on the road with correct posture, pen posture and writing movement, then it is almost too late. Kind may have long since become accustomed to incorrect movements, but has always been praised for the result. Now, when the requirement of text production, spelling and speed is added, it has to hold on quite a lot to get along – or it just invents its own spellings. With mislearned strategies, it becomes difficult to write effortlessly, fluently and even correctly. There is always something left by the way: the clarity of form (=readability) of the individual letters, the distances, the adherence to the line or just the spelling. And voil茅: another highly praised suckle, of which no one can explain how it came about. In case of doubt, the child has not made enough effort or will soon be in need of therapy.
b) Why don’t they learn the correct spelling?
This comes from the read-through-letter (rich)/writing by listening faction, where the value of spelling was clearly subordinate.Should be future-oriented, efficient, motivating and creative.
“Write as you speak!” was the dogma, usually for two long years, in which many children were allowed to missthescribe with impunity and to their heart’s content, and parents were expressly forbidden to intervene in any way corrective.And then all of a time the corrections came and quite a few children fell out of all clouds, when what was still completely ok in the last school year was suddenly teeming with corrections.
At my great, trained in 2008, I was allowed to pull the funeral in full hard.At the training he knew all upper and lowercase letters, could write all capital letters and some small ones with correct pen posture and in the correct writing direction. After half a year with a sound table, “Write-like you-speak” without lines, a teacher who found the system totally cool because of the ease of work and a mother who was completely horrified but obeyed the teacher’s commandment not to intervene, he finally produced … bad things a la
“D盲 Hunt to the Kint in the Bain.Di Muta schri. D盲 Fata dare the Hunt aschisen.”
Teacher’s comment: Great done.super!
To this day, he has to consider whether it is called “dog” or “hunt”, “child” or “kint”… As a linguistically gifted child (part IQ of 148), he remembered and saved the once accepted spelling.How stupid are you that this should suddenly be a mistake?!
Enthusiasm for the highly praised free writing faded as quickly as the displeasure of parenthood erupted, then the “spelling workshop” of Sommer-Stumpenhorst was introduced.For insane money, the children were bombarded with unspeakable teaching material. Now they should learn the correct spelling by means of writing cards and also get a bit of grammar:
Climb the following adjectives: good, wild, dead.
Out of 25 children in his class, six children had already been diagnosed with “graphomotor disorder”, four “reading-spelling weakness” and a whopping eight (!) Children received private tutoring lessons in the “learning centre” conveniently located next to the school.Only the two LRS children, whose parents had decided to identify a special educational need, received inner-school support. And they didn’t come back after the summer holidays…
c) Was it a bad idea to have children write as they please?
In both areas (writing process and spelling skills): definitely yes. When I see some manuscripts and text productions of young adults and teenagers, it runs cold up my back and down again.If even letters from the school are teeming with spelling mistakes and students with a neat, connected handwriting are asked by their teachers (!), but like everyone else, they are asked to write in print because you can read it better, then it is quite possible to read it. fundamentally what went wrong.
Thank God most schools have returned to writing courses that respect spelling from the start without overstaterating it.Perhaps they have actually come to the funnel that it makes more sense to learn to write correctly from the beginning than to have to get rid of false habits later on.