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Hi,

I have been looking over the Rod and Staff teacher manual and need some help understanding the order of teaching it. It is not clear to me if you are supposed to do the teaching in the "Class" section first and then read the student book together, or vice versa. A lot of times it is the same information and seems like it would be redundant to do both. The "Class" section doesn't feel open-and-go to me because sometimes it seems like you are supposed to teach from the "Class" section first, and other times it refers to examples in the student book without explaining things in the class section first, like you should have already read that student book material first. I am used to one instructional flow and not trying to pull it from two different places simultaneously, if that makes sense. How are you handling this? I'm looking at R&S 3, specifically. I rechecked the instructions in the front of the teacher manual several times and could not see where any order was given.

Thanks,
Kathy

I don't know if this is the correct way, but here is what I do. I glance over the teacher part and see if there is anything there that I need to share. I think there may have been a couple times over the last few years that I saw an example or something like that in the teacher's notes that I wanted to share. Usually I just look it over and make sure I understand the point of the lesson. This usually takes me just a minute or so. For the actual lesson, we do the oral review from the teacher section first. Then we go through the student book pages together. We do the oral review from the student book together and usually some of the written part orally is well. Then I have my dc do a small section of the written work. It's short and sweet.

99% of the time we follow this order...
Do 5 oral review questions from TG.
Read lesson together.
Orally do most of the lesson together, or use a markerboard.
Reserve 1 section for dc to write, usually diagramming or a writing focus.

This has worked great! I agree, the Class Practice is more for a class setting, and often a bit redundant as you are going to read it and practice it all in the lesson anyway. HTH!

In Christ,
Julie

pjdobro wrote:I don't know if this is the correct way, but here is what I do. I glance over the teacher part and see if there is anything there that I need to share. I think there may have been a couple times over the last few years that I saw an example or something like that in the teacher's notes that I wanted to share. Usually I just look it over and make sure I understand the point of the lesson. This usually takes me just a minute or so. For the actual lesson, we do the oral review from the teacher section first. Then we go through the student book pages together. We do the oral review from the student book together and usually some of the written part orally is well. Then I have my dc do a small section of the written work. It's short and sweet.

This is exactly what I do, and it is short and sweet most days.

my3sons wrote:99% of the time we follow this order...
Do 5 oral review questions from TG.
Read lesson together.
Orally do most of the lesson together, or use a markerboard.
Reserve 1 section for dc to write, usually diagramming or a writing focus.

This has worked great! I agree, the Class Practice is more for a class setting, and often a bit redundant as you are going to read it and practice it all in the lesson anyway. HTH!

In Christ,
Julie

This is EXACTLY what we do at our house. I began using R & S English even before I heard about HOD and how most of the ladies use it here. It has worked well doing it as Julie stated above.

So thankful someone asked this question. I have been doing EVERYTHING! It has grown so tedious and time-consuming. Our lessons are taking F-O-R-E-V-E-R. I will be looking forward to shortening up a bit by dropping the class practice section.

Thanks, everyone! Your replies have reassured me that I can probably eliminate the class section and just scan it for extra info. if I have the time or inclination. It sounds like you have been able to successfully teach the concepts without using that section. I appreciate your help!

Kathy