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	<title>Comments on: Keepin it Real</title>
	<link>http://teacherindevelopment.blogsome.com/2007/05/09/keepin-it-real/</link>
	<description>The life and times of an English teacher in Mexico City</description>
	<pubDate>Fri, 30 Oct 2009 03:57:13 +0000</pubDate>
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		<title>by: Aaron Nelson</title>
		<link>http://teacherindevelopment.blogsome.com/2007/05/09/keepin-it-real/#comment-565</link>
		<pubDate>Sat, 19 May 2007 12:50:45 +0100</pubDate>
		<guid>http://teacherindevelopment.blogsome.com/2007/05/09/keepin-it-real/#comment-565</guid>
					<description>Marco,
Thanks for your comments, and sorry for not getting back to you sooner. 

I would really love to know how you do 50 man. How do you keep everyone interested in what you're teaching? 

And I sort of echo Cleve here....I wonder if you still enjoy teaching the 50?  

You've asked a great question though: &quot;What would be useful here would be practical and tried suggestions for how to keep the personal touch and attention in large classes while maintaining clear standards and expectations.&quot;

So, that's what I would like to find out. Are there ways to make big classes more personal? Maybe we can find out together.</description>
		<content:encoded><![CDATA[	<p>Marco,<br />
Thanks for your comments, and sorry for not getting back to you sooner. </p>
	<p>I would really love to know how you do 50 man. How do you keep everyone interested in what you&#8217;re teaching? </p>
	<p>And I sort of echo Cleve here&#8230;.I wonder if you still enjoy teaching the 50?  </p>
	<p>You&#8217;ve asked a great question though: &#8220;What would be useful here would be practical and tried suggestions for how to keep the personal touch and attention in large classes while maintaining clear standards and expectations.&#8221;</p>
	<p>So, that&#8217;s what I would like to find out. Are there ways to make big classes more personal? Maybe we can find out together.
</p>
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		<title>by: Cleve</title>
		<link>http://teacherindevelopment.blogsome.com/2007/05/09/keepin-it-real/#comment-564</link>
		<pubDate>Sat, 19 May 2007 08:13:28 +0100</pubDate>
		<guid>http://teacherindevelopment.blogsome.com/2007/05/09/keepin-it-real/#comment-564</guid>
					<description>Man Marco Polo the tone of that comment screams frustration and burnout... understandable since you're a committed teacher with classes of 50. I feel for ya. </description>
		<content:encoded><![CDATA[	<p>Man Marco Polo the tone of that comment screams frustration and burnout&#8230; understandable since you&#8217;re a committed teacher with classes of 50. I feel for ya.
</p>
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		<title>by: Miss Profe</title>
		<link>http://teacherindevelopment.blogsome.com/2007/05/09/keepin-it-real/#comment-553</link>
		<pubDate>Thu, 10 May 2007 17:14:29 +0100</pubDate>
		<guid>http://teacherindevelopment.blogsome.com/2007/05/09/keepin-it-real/#comment-553</guid>
					<description>Well, I know what I experience when exposed to the same thing day in and day out: boredom. </description>
		<content:encoded><![CDATA[	<p>Well, I know what I experience when exposed to the same thing day in and day out: boredom.
</p>
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		<title>by: Marco Polo</title>
		<link>http://teacherindevelopment.blogsome.com/2007/05/09/keepin-it-real/#comment-551</link>
		<pubDate>Wed, 09 May 2007 22:56:39 +0100</pubDate>
		<guid>http://teacherindevelopment.blogsome.com/2007/05/09/keepin-it-real/#comment-551</guid>
					<description>Ra-ra-ra! Go, personalized experience! Slogans can get anyone's pulse racing, but the fact is, if you're teaching 5, it's easy to do the personalized stuff; if you're teaching 50 (in one class), you have to change your methodology.

What would be useful here would be practical and tried suggestions for how to keep the personal touch and attention in large classes while maintaining clear standards and expectations.

&lt;i&gt;You can't beat the hand-drawn shot&lt;/i&gt;. Yes, you can, if your goal is long-term success and profits. If that ISN'T your goal, keep the hand-drawn shots, but expect to lose a lot of customers who aren't prepared to wait. And really, did any customers notice the switch to automated machines?</description>
		<content:encoded><![CDATA[	<p>Ra-ra-ra! Go, personalized experience! Slogans can get anyone&#8217;s pulse racing, but the fact is, if you&#8217;re teaching 5, it&#8217;s easy to do the personalized stuff; if you&#8217;re teaching 50 (in one class), you have to change your methodology.</p>
	<p>What would be useful here would be practical and tried suggestions for how to keep the personal touch and attention in large classes while maintaining clear standards and expectations.</p>
	<p><i>You can&#8217;t beat the hand-drawn shot</i>. Yes, you can, if your goal is long-term success and profits. If that ISN&#8217;T your goal, keep the hand-drawn shots, but expect to lose a lot of customers who aren&#8217;t prepared to wait. And really, did any customers notice the switch to automated machines?
</p>
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		<title>by: Aaron Nelson</title>
		<link>http://teacherindevelopment.blogsome.com/2007/05/09/keepin-it-real/#comment-549</link>
		<pubDate>Wed, 09 May 2007 16:35:33 +0100</pubDate>
		<guid>http://teacherindevelopment.blogsome.com/2007/05/09/keepin-it-real/#comment-549</guid>
					<description>James,
Thanks for the comments....you've got that right man: you can't beat the hand drawn shot. 
Consistency and automation: interesting spin. I wonder if teachers should strive for that in the classroom...consistency I mean. I know schools and administrators tend to love it...but I wonder if consistency, after a few doses, becomes something akin to monotony??? At least when you are talking about teaching anyway. Automation saves time, but I wonder if there are things that should not have time saved on...like learning experiences. What do you think?</description>
		<content:encoded><![CDATA[	<p>James,<br />
Thanks for the comments&#8230;.you&#8217;ve got that right man: you can&#8217;t beat the hand drawn shot.<br />
Consistency and automation: interesting spin. I wonder if teachers should strive for that in the classroom&#8230;consistency I mean. I know schools and administrators tend to love it&#8230;but I wonder if consistency, after a few doses, becomes something akin to monotony??? At least when you are talking about teaching anyway. Automation saves time, but I wonder if there are things that should not have time saved on&#8230;like learning experiences. What do you think?
</p>
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		<title>by: James Matthew</title>
		<link>http://teacherindevelopment.blogsome.com/2007/05/09/keepin-it-real/#comment-548</link>
		<pubDate>Wed, 09 May 2007 12:00:34 +0100</pubDate>
		<guid>http://teacherindevelopment.blogsome.com/2007/05/09/keepin-it-real/#comment-548</guid>
					<description>slick one man....a big nod of agreement from me on the starbucks analogy.
it is hard to maintain the specialty, botique flair of the place when you have a lineup out the door. I've read that starbucks saved about half a minute by changing to automated machines....which reduced wait time and got espresso into customer hands -
but quality&amp;gt;? speaking as a former cafe worker, you can't beat the hand drawn shot....
but consistency happens with automation...??
 </description>
		<content:encoded><![CDATA[	<p>slick one man&#8230;.a big nod of agreement from me on the starbucks analogy.<br />
it is hard to maintain the specialty, botique flair of the place when you have a lineup out the door. I&#8217;ve read that starbucks saved about half a minute by changing to automated machines&#8230;.which reduced wait time and got espresso into customer hands -<br />
but quality&gt;? speaking as a former cafe worker, you can&#8217;t beat the hand drawn shot&#8230;.<br />
but consistency happens with automation&#8230;??
</p>
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