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I couldn't agree with this philosophy more. I work in
a k-12 school. For K-5 I see the kids every week. I
reinforce the classroom (when I know what is going on
in the classroom); teach library skills; and foster a
relationship with the students.

For 6-12: I don't see some kids at all; when I am
consulted to give a primer for resources, I get one 10
to 15 minute time with  the students for instruction;
often I have three minutes to prepare for the students
(not their fault); teachers see me as a scheduler; and
for most of the students I am the dictator that yell
at them for talking when they come from a study hall.

Interesting: we have  a library curriculum that can't
be met in any easy way because of this... BUT it is no
different than the schools technology curriculum; the
business teacher doesn't get any face time with the
9-12 students where he can teach these skills.


Date:    Wed, 28 Sep 2005 09:21:05 -0500
From:    dougj <dougj@DOUG-JOHNSON.COM>
Subject: Re: Flex/Fixed scheduling

Melissa and others,

A column of mine on this topic, many responses to it,
and a great paper
written by Christine Hurley can be linked to from:


All the very best,


Doug Johnson
Director of Media and Technology
Mankato Area Public Schools
Box 8713, 1351 S Riverfront Dr.
Mankato MN 56001-8714
Phone: 507-387-7698 x 473
The Blue Skunk Blog:
Somebody has to do something, and it's just incredibly
pathetic that is 
to be us. Jerry Garcia

What good is it
to be a wealth of information
if no one has a memory bank
George DeChant, SLMS
Indian Lake Cental School
Indian Lake, NY

Yahoo! Mail - PC Magazine Editors' Choice 2005

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