|Name: _________________________||Period: ___________________|
This test consists of 5 short answer questions, 10 short essay questions, and 1 (of 3) essay topics.
Short Answer Questions
1. What teacher did Ashton-Warner describe as being on the "high mountain" at the beginning of "Workbook"?
2. What activity was NOT included under the 2:10-3 p.m. time slot under "Daily Rhythm"?
3. What was Helen Keller's first word?
4. What color ears did Ashton-Warner say she sometimes saw in children's illustrations?
5. What were the two main instincts around which the key vocabulary was built?
Short Essay Questions
1. How did modern life in New Zealand make it difficult for people to use their inner resources?
2. What did Ashton-Warner mean when she referred to a workbook as a "middleman"?
3. How can a teacher tell when a book is valuable to her students, according to Ashton-Warner?
4. What is wrong with the cadence in many published first readers?
5. What did Ashton-Warner mean when she wrote that "we don't waste enough in school?"
6. How did the students perform when they did expressive dancing versus when they learned specific moves?
7. How did the Maori early readers provide a bridge to eventual reading of European material?
8. What was the connection Ashton-Warner drew between the infant room and war and peace?
9. Why were "key words" so essential to learning to read?
10. By what process was spelling taught in Ashton-Warner's classroom?
Write an essay for ONE of the following topics:
Essay Topic 1
Ashton-Warner criticized the use of workbooks in schools, although she said she understood why some teachers relied on them. Do workbooks provide any benefits to the students? Are they absolutely necessary for determining how well a child is learning? Would it be possible to devise other ways of measuring a child's development? Are workbooks used because the curriculum is standardized for all children? Would they be helpful if curricula were tailored to individual students?
Essay Topic 2
Many of Ashton-Warner's children used violent imagery in their writings, some of it reflecting their daily family life, some of it made up. In most schools today, that sort of imagery would be a cause for concern. Is it wise to allow students to express themselves in their writing if it is violent? Should teachers and school officials question the content of a student's writing? Why did Ashton-Warner allow her students to write in this way? Were their any advantages to doing so? Could students with emotional problems or bad home environments benefit from having an outlet for their feelings at school? Or do schools have a responsibility to rein in children's violent feelings for the sake of the entire class?
Essay Topic 3
Although Ashton-Warner was willing to sometimes rein in her classroom, overall she accepted the fact that there would be noisy chaos among the children. How does a teacher harness this sort of energy when asking the students to perform specific tasks? How does he ensure that it does not become disruptive? Based on Ashton-Warner's experiences, is this noise ever destructive? Would it be possible to allow this level of noise in most modern-day classrooms or would the differences among the children preclude allowing it?
This section contains 1,074 words
(approx. 4 pages at 300 words per page)