tag:blogger.com,1999:blog-39473177065922044502024-03-05T01:15:32.513-08:00Education Center BlogDhiya uddinhttp://www.blogger.com/profile/00155365214801018186noreply@blogger.comBlogger29125tag:blogger.com,1999:blog-3947317706592204450.post-31960424065842651382013-03-28T02:15:00.003-07:002013-03-28T02:15:21.575-07:00The First Step towards Good Computational Skills<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<h3 style="text-align: left;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="color: black;">Maybe you aren't satisfied with your computational skills. If you want to improve them, check the quality of your simple mental computations first.</span><span lang="EN-US" style="color: black;"> </span><span lang="EN-US" style="color: black;">I keep in view simple mental</span><span lang="EN-US" style="color: black;"> </span><span lang="EN-US" style="color: black;">addition and subtraction within the limits of 20, simple mental multiplication and division within the limits of 100. Everyone knows these operations must be carried out correctly and quickly. But how can we measure the correctness and quickness of their execution? For this purpose you can use simple tables which may be named stochastic.</span></span></h3>
</div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="color: black;">You can draw such tables yourself, but do not waste time. Take the tables free at my site Prevention of Failure in School Math. There are two possibilities to get them: a Word file (TablesWord) and a computer program (PrintTables). The program allows to print both blank tables and checklists for them (the same tables but with the answers). The checklists will help you to</span><span lang="EN-US" style="color: black;"> </span><span lang="EN-US" style="color: black;">find your errors. Furthermore you need a stopwatch to measure a running time.</span></span><br />
<a name='more'></a></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;">Each table contains 64 uniform elementary operations on one of the arithmetical rules – addition, subtraction, multiplication or division. I name these tables stochastic because the sequences of addends, subtrahends etc. were chosen by chance. The accidental selection of required numbers simulates spontaneous appearance of corresponding operations in ordinary computations.</span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<h3 style="text-align: left;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="color: black;">As soon as you get the tables, you can begin to examine the quality of your skills. Take one of the tables, switch on your stopwatch, fill in the table, switch off the stopwatch and write down the running time. Then print the corresponding checklist, check your answers and write down number of your errors. Now you can</span><span lang="EN-US" style="color: black;"> </span><span lang="EN-US" style="color: black;">find whether your skills are sufficient to master more complicated computations or not. If you are more than 12 years old, the criteria are next.</span></span></h3>
</div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span lang="EN-US" style="color: black; font-family: Arial, Helvetica, sans-serif;">Your skills are first-rate if there are no errors and the running time is:</span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span lang="EN-US" style="color: black; font-family: Arial, Helvetica, sans-serif;">on addition – not more than 2 minutes 25 seconds;</span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span lang="EN-US" style="color: black; font-family: Arial, Helvetica, sans-serif;">on subtraction – not more than 2 minutes 30 seconds;</span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span lang="EN-US" style="color: black; font-family: Arial, Helvetica, sans-serif;">on multiplication – not more than 2 minutes 20 seconds;</span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span lang="EN-US" style="color: black; font-family: Arial, Helvetica, sans-serif;">on division – not more than 2 minutes 10 seconds.</span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span lang="EN-US" style="color: black; font-family: Arial, Helvetica, sans-serif;">Your skills are good if there are no errors and the running time is:</span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span lang="EN-US" style="color: black; font-family: Arial, Helvetica, sans-serif;">on addition – not more than 3 minutes 55 seconds;</span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span lang="EN-US" style="color: black; font-family: Arial, Helvetica, sans-serif;">on subtraction – not more than 4 minutes 00 seconds;</span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span lang="EN-US" style="color: black; font-family: Arial, Helvetica, sans-serif;">on multiplication – not more than 3 minutes 35 seconds;</span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span lang="EN-US" style="color: black; font-family: Arial, Helvetica, sans-serif;">on division – not more than 2 minutes 50 seconds.</span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span lang="EN-US" style="color: black; font-family: Arial, Helvetica, sans-serif;">Your skills are satisfactory if there is not more than 1 error and the running time is:</span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span lang="EN-US" style="color: black; font-family: Arial, Helvetica, sans-serif;">on addition – not more than 4 minutes 50 seconds;</span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span lang="EN-US" style="color: black; font-family: Arial, Helvetica, sans-serif;">on subtraction – not more than 5 minutes 00 seconds;</span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span lang="EN-US" style="color: black; font-family: Arial, Helvetica, sans-serif;">on multiplication – not more than 4 minutes 20 seconds;</span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span lang="EN-US" style="color: black; font-family: Arial, Helvetica, sans-serif;">on division – not more than 3 minutes 35 seconds.</span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span lang="EN-US" style="color: black; font-family: Arial, Helvetica, sans-serif;">Your skills are unstable (and hardly sufficient to master more complicated computations) if there are not more than 2 errors and the running time is:</span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span lang="EN-US" style="color: black; font-family: Arial, Helvetica, sans-serif;">on addition – not more than 6 minutes 55 seconds;</span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span lang="EN-US" style="color: black; font-family: Arial, Helvetica, sans-serif;">on subtraction – not more than 7 minutes 15 seconds;</span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span lang="EN-US" style="color: black; font-family: Arial, Helvetica, sans-serif;">on multiplication – not more than 5 minutes 55 seconds;</span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span lang="EN-US" style="color: black; font-family: Arial, Helvetica, sans-serif;">on division – not more than 5 minutes 10 seconds.</span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span lang="EN-US" style="color: black; font-family: Arial, Helvetica, sans-serif;">Your skills are bad in all other cases - you have made more than 2 errors OR the running time overcomes the values for the unstable skills.</span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span lang="EN-US" style="color: black; font-family: Arial, Helvetica, sans-serif;">If you show bad results, you have no chances to master more complicated computations. If your results are unstable, you will have considerable difficulties. Maybe you have them already. But do not lose hope. You can easily improve the situation.</span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="color: black;">Take the tables again (there are 20 versions). Fill in the tables, measure the running time, check the answers. Soon you will feel your skills become better.</span><span lang="EN-US" style="color: black;"> </span><span lang="EN-US" style="color: black;">Do not stop the work at the satisfactory level and even at the good level. You can perform better! The first-rate skills - this is your goal. You can win and get a very useful prize - the possibility to master well more complicated computations. </span></span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<h4 style="text-align: left;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="color: black;">For children who are 12 years old or younger I'll</span><span lang="EN-US" style="color: black;"> </span><span lang="EN-US" style="color: black;">list the criteria for the first-rate skills only. More detailed figures you will receive with the tables.</span><span lang="EN-US" style="color: black;"> </span><span lang="EN-US" style="color: black;">Of course the first-rate skills exclude mistakes. So you need only the values of running time.</span></span></h4>
</div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span lang="EN-US" style="color: black; font-family: Arial, Helvetica, sans-serif;">8 years old: addition – 5 minutes; subtraction – 5 minutes 5 seconds; multiplication – 4 minutes 35 seconds; division – 3 minutes 55 seconds.</span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span lang="EN-US" style="color: black; font-family: Arial, Helvetica, sans-serif;">9 years old: addition – 4 minutes 40 seconds; subtraction – 4 minutes 45 seconds; multiplication – 4 minutes 15 seconds; division – 3 minutes 35 seconds.</span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span lang="EN-US" style="color: black; font-family: Arial, Helvetica, sans-serif;">10 years old: addition – 3 minutes 40 seconds; subtraction – 3 minutes 45 seconds; multiplication – 3 minutes 15 seconds; division – 2 minutes 35 seconds.</span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span lang="EN-US" style="color: black; font-family: Arial, Helvetica, sans-serif;">11 years old: addition – 3 minutes 20 seconds; subtraction – 3 minutes 25 seconds; multiplication – 2 minutes 55 seconds; division – 2 minutes 20 seconds.</span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span lang="EN-US" style="color: black; font-family: Arial, Helvetica, sans-serif;">12 years old: addition – 2 minutes 40 seconds; subtraction – 2 minutes 45 seconds; multiplication – 2 minutes 30 seconds; division – 2 minutes 15 seconds.</span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<span lang="EN-US" style="color: black; font-family: Arial, Helvetica, sans-serif;">As soon as you reach the first-rate level, you will see that the operations with the numbers expressed by several figures, decimal and common fractions etc. are not so difficult and terrible as they seemed before. </span><br />
<span lang="EN-US" style="color: black; font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span lang="EN-US" style="color: black; font-family: Arial, Helvetica, sans-serif;"><a href="http://educenterblog.blogspot.com/2013/03/the-first-step-towards-good.html" rel="nofollow">the-first-step-towards-good.</a></span></div>
Dhiya uddinhttp://www.blogger.com/profile/00155365214801018186noreply@blogger.com0tag:blogger.com,1999:blog-3947317706592204450.post-78806834784935842522013-03-28T02:11:00.002-07:002013-03-28T02:11:36.607-07:00Tips On How To Cultivate It In Children<div dir="ltr" style="text-align: left;" trbidi="on">
How many times have you encountered students who “hated” to read—who apparently had to be forced to read by any of various means of coercion or threat? Have you ever noticed instances where one of those very children had once (at an earlier age) eagerly engaged reading material, driven by a native passion to discover and grow? What are some of the key factors that promote or inhibit a love of reading? <br />
<br />
<strong>Work at each student’s ability level and incrementally build it up from there</strong> <br />
<br />
For some, the response to the demand that students know more is to put increasingly sophisticated material earlier and earlier into the school curriculum. They reason that if a student has trouble when algebra is introduced (as an example) in the 7th grade, then the solution is to introduce algebra starting in the 2nd grade—and to let it somehow “seep in through the pores of the skin” as the student moves forward. In reality, higher levels of mathematics are understood to the degree that every one of the steps below them have been thoroughly mastered. <br />
<a name='more'></a><br />
<br />
It may seem rewarding to say that a young student read a sophisticated work of literature, but if the student hated the whole process and didn’t understand any of it (as it was over their head), then there truly is no victory worth celebrating. You have to give children books at a level that they can read with success. This doesn’t mean coddling children into reading only simple books. The point is certainly to move them up into higher levels, but to do so by moving them along at an incremental progression that promotes genuine progress. <br />
<br />
If you were a weight trainer, would you continually insist that a student lift 200 pounds of weight when he couldn’t even lift 100 pounds? Then, when the student continued to fail and suffer and experience heavy strain at the level of 200 pounds, would you respond by giving them special strategy sessions or coping sessions or…? Clearly, it would be much more effective to move the student to a lower level of weight and to vigorously train them upwards from there. <br />
<br />
By forcing students to read books above their level, you lock them into a losing situation and promote distaste for reading. <br />
<br />
<strong>Work with a student’s natural interests</strong> <br />
<br />
I have often resolved student resistance to reading by working with the child’s natural interests. I don’t ask a resistant reader, “What are you interested in reading?” The answer will likely be “nothing.” Instead, through routine conversation and interaction, I find out the child’s interests. I then find books at an appropriate level on those specific topics. I don’t make it an academic exercise. I don’t even necessarily announce that we’re going to read. I simply start sharing some “cool” information about bugs or skateboards or karate or rocket ships (or whatever interests the student) that happens to be in a particular book. <br />
<br />
I don’t portray reading as a dull exercise; reading is the medium for some very interesting communication. Particularly in the beginning, I may have to do more of the reading (while the student follows along). As the student gets more engaged, they begin to read more. All the while, I participate in animated conversation with the student about the content of what we’re reading. My interest is real. The scene looks less like a teacher teaching a student how to read than it looks like two people excitedly talking about a great movie they’ve seen. All the while, the student’s ability and desire to read are improving. <br />
<br />
Shouldn’t the student be reading only the finest literature? One certainly wants a student to read fine literature, but let’s first put the emphasis on creating interest and ability in the area of reading. Then, with an increasing amount of capital of interest and willingness, it becomes much easier to progressively stretch the student into different genres and types of reading material. Think of these two choices: (1) You do battle with a student by trying to force them to read three particular classic books, with heavy resistance, very slow progress, and a crushed interest in reading; (2) By aligning with a student’s interests, you ignite an interest in reading such that they avidly read scores of books (and some of them are classics). <br />
<br />
<strong>Start by making a reader rather than immediately trying to make a literary critic</strong> <br />
<br />
Here’s an analogy. Suppose a teacher/mentor is trying to get you interested and skilled in carpentry, which is a relatively new area of endeavor for you. The teacher begins by taking you through the process of constructing a simple box. Suppose you work for 10 minutes cutting the sides of the box and then the teacher stops for a discussion on types of saws: hand saw, rip saw, hacksaw, circular saw, table saw, radial arm saw, miter saw, rotary saw, concrete saw, and so on. You start to hammer sides together and a few minutes into that the teacher has you do an analysis of types of hammers and their uses: claw hammer, ball pein, cross pein, club hammer, sledge hammer, mallet, and so on. Suppose your work continues to get frequently interrupted with exercises such as a dissection of types of boxes and their uses, types of sandpaper, famous carpenters, and on down the list. Would this process most likely result in you developing a keen sense of discernment, judgment, creativity, and skill in the art of carpentry or might it more likely tend to blunt your interest in the subject? <br />
<br />
What happens if we heavily push students into literary analysis and critique before they have (a) mastered reading with high fluency; (b) mastered reading with high comprehension; (c) read many works from many different authors in a variety of different styles; and (d) developed their natural passion for reading? Before these points have been achieved, to what degree should students be made to dissect written work: protagonist, antagonist, plot, setting, theme, simile, metaphor, allusion, alliteration, hyperbole, personification, foreshadowing, genre…? How much of this will be acquired naturally by students if they are allowed to develop into skilled and experienced readers? Writing is an art form. Reading involves an experience of this form of art. It involves communication. When a person attends a concert, do they typically analyze each bar of music as it passes along? <br />
<br />
A person with a high level of knowledge, skill and experience in a field will tend to have good judgment and analytical thinking in that field. That’s desirable. However, these desirable abilities aren’t necessarily nurtured by trying to make a literary critic before one has made an excellent reader who enjoys reading. One doesn’t cultivate a love of reading by making reading into a testing process. On the other hand, when we focus on the students by using literature at their level of ability that aligns with their interests—and when we make skilled readers who read by choice—such students (as it turns out) tend to do well on the language arts portions of standardized tests. <br />
<br />
<strong>Encourage and cultivate reading for understanding</strong> <br />
<br />
Think of a time when you were completely absorbed by some material that you were reading. With that material, were you merely skimming and using rote memorization without really grasping it—or was genuine understanding taking place? In some cases, actual reading has been supplanted with shallow substitutes. Reading has at times become getting “vague impressions” or “guessing” or skimming through and trying to isolate a few bullet points. Such activities can often serve to help a student to pass an immediate test—only to lose the information a few weeks (or even a day) later. Undigested information goes in and is subsequently spit out; goes in, gets spit out; goes in, gets spit out…the majority of it ultimately washed away. When students “read” in this fashion throughout their many years of schooling, they can be given a false sense of security. After all, they are passing the tests. They appear to be winning in the system. One day, however, they will have to walk into the “real” world. In the “real” world, genuine understanding is required in order to be highly effective. <br />
<br />
In working with students, promote reading with understanding. Promote reading where a real connection and real communication are taking place. Further, promote taking the understandings gained from written material and applying them to produce desired results. <br />
<br />
<strong>Set an example</strong> <br />
<br />
Setting an example means openly enjoying reading yourself. Reading should not be conveyed to children as a sort of punishment that one must endure; it should be naturally conveyed as an enjoyable and desirable communication medium that opens up a world of knowledge, imagination, and entertainment. <br />
<br />
One adult who sets an outstanding example of cultivating a love of reading (by employing strategies that work, even if they may not always be considered “traditional”) is nationally acclaimed sixth-grade language arts teacher Donalyn Miller. Year after year she has consistently made students into avid readers, with her students typically reading upwards of 40 books in a school year. It seems that her classroom has been transformed into a cozy and inviting library, where students are able to exert some choice in the books they select—and where reading is given top priority (not book reports and worksheets).<br />
<br />
<a href="http://educenterblog.blogspot.com/2013/03/tips-on-how-to-cultivate-it-in-children.html" rel="nofollow">tips-on-how-to-cultivate-it-in-children.</a></div>
Dhiya uddinhttp://www.blogger.com/profile/00155365214801018186noreply@blogger.com0tag:blogger.com,1999:blog-3947317706592204450.post-22295310277315273382013-03-28T02:06:00.001-07:002013-03-28T02:06:02.854-07:00the time required in the face of this student<div dir="ltr" style="text-align: left;" trbidi="on">
How many times have you encountered students who “hated” to read—who apparently had to be forced to read by any of various means of coercion or threat? Have you ever noticed instances where one of those very children had once (at an earlier age) eagerly engaged reading material, driven by a native passion to discover and grow? What are some of the key factors that promote or inhibit a love of reading? <br />
<br />
<strong>Work at each student’s ability level and incrementally build it up from there</strong> <br />
<br />
<a name='more'></a><br /><br />
For some, the response to the demand that students know more is to put increasingly sophisticated material earlier and earlier into the school curriculum. They reason that if a student has trouble when algebra is introduced (as an example) in the 7th grade, then the solution is to introduce algebra starting in the 2nd grade—and to let it somehow “seep in through the pores of the skin” as the student moves forward. In reality, higher levels of mathematics are understood to the degree that every one of the steps below them have been thoroughly mastered. <br />
<br />
It may seem rewarding to say that a young student read a sophisticated work of literature, but if the student hated the whole process and didn’t understand any of it (as it was over their head), then there truly is no victory worth celebrating. You have to give children books at a level that they can read with success. This doesn’t mean coddling children into reading only simple books. The point is certainly to move them up into higher levels, but to do so by moving them along at an incremental progression that promotes genuine progress. <br />
<br />
If you were a weight trainer, would you continually insist that a student lift 200 pounds of weight when he couldn’t even lift 100 pounds? Then, when the student continued to fail and suffer and experience heavy strain at the level of 200 pounds, would you respond by giving them special strategy sessions or coping sessions or…? Clearly, it would be much more effective to move the student to a lower level of weight and to vigorously train them upwards from there. <br />
<br />
By forcing students to read books above their level, you lock them into a losing situation and promote distaste for reading. <br />
<br />
<h3 style="text-align: left;">
<strong>Work with a student’s natural interests</strong><br />I have often resolved student resistance to reading by working with the child’s natural interests. I don’t ask a resistant reader, “What are you interested in reading?” The answer will likely be “nothing.” Instead, through routine conversation and interaction, I find out the child’s interests. I then find books at an appropriate level on those specific topics. I don’t make it an academic exercise. I don’t even necessarily announce that we’re going to read. I simply start sharing some “cool” information about bugs or skateboards or karate or rocket ships (or whatever interests the student) that happens to be in a particular book. </h3>
<br />
I don’t portray reading as a dull exercise; reading is the medium for some very interesting communication. Particularly in the beginning, I may have to do more of the reading (while the student follows along). As the student gets more engaged, they begin to read more. All the while, I participate in animated conversation with the student about the content of what we’re reading. My interest is real. The scene looks less like a teacher teaching a student how to read than it looks like two people excitedly talking about a great movie they’ve seen. All the while, the student’s ability and desire to read are improving. <br />
<br />
Shouldn’t the student be reading only the finest literature? One certainly wants a student to read fine literature, but let’s first put the emphasis on creating interest and ability in the area of reading. Then, with an increasing amount of capital of interest and willingness, it becomes much easier to progressively stretch the student into different genres and types of reading material. Think of these two choices: (1) You do battle with a student by trying to force them to read three particular classic books, with heavy resistance, very slow progress, and a crushed interest in reading; (2) By aligning with a student’s interests, you ignite an interest in reading such that they avidly read scores of books (and some of them are classics). <br />
<br />
<strong>Start by making a reader rather than immediately trying to make a literary critic</strong> <br />
<br />
Here’s an analogy. Suppose a teacher/mentor is trying to get you interested and skilled in carpentry, which is a relatively new area of endeavor for you. The teacher begins by taking you through the process of constructing a simple box. Suppose you work for 10 minutes cutting the sides of the box and then the teacher stops for a discussion on types of saws: hand saw, rip saw, hacksaw, circular saw, table saw, radial arm saw, miter saw, rotary saw, concrete saw, and so on. You start to hammer sides together and a few minutes into that the teacher has you do an analysis of types of hammers and their uses: claw hammer, ball pein, cross pein, club hammer, sledge hammer, mallet, and so on. Suppose your work continues to get frequently interrupted with exercises such as a dissection of types of boxes and their uses, types of sandpaper, famous carpenters, and on down the list. Would this process most likely result in you developing a keen sense of discernment, judgment, creativity, and skill in the art of carpentry or might it more likely tend to blunt your interest in the subject? <br />
<br />
What happens if we heavily push students into literary analysis and critique before they have (a) mastered reading with high fluency; (b) mastered reading with high comprehension; (c) read many works from many different authors in a variety of different styles; and (d) developed their natural passion for reading? Before these points have been achieved, to what degree should students be made to dissect written work: protagonist, antagonist, plot, setting, theme, simile, metaphor, allusion, alliteration, hyperbole, personification, foreshadowing, genre…? How much of this will be acquired naturally by students if they are allowed to develop into skilled and experienced readers? Writing is an art form. Reading involves an experience of this form of art. It involves communication. When a person attends a concert, do they typically analyze each bar of music as it passes along? <br />
<br />
A person with a high level of knowledge, skill and experience in a field will tend to have good judgment and analytical thinking in that field. That’s desirable. However, these desirable abilities aren’t necessarily nurtured by trying to make a literary critic before one has made an excellent reader who enjoys reading. One doesn’t cultivate a love of reading by making reading into a testing process. On the other hand, when we focus on the students by using literature at their level of ability that aligns with their interests—and when we make skilled readers who read by choice—such students (as it turns out) tend to do well on the language arts portions of standardized tests. <br />
<br />
<strong>Encourage and cultivate reading for understanding</strong> <br />
<br />
<h4 style="text-align: left;">
Think of a time when you were completely absorbed by some material that you were reading. With that material, were you merely skimming and using rote memorization without really grasping it—or was genuine understanding taking place? In some cases, actual reading has been supplanted with shallow substitutes. Reading has at times become getting “vague impressions” or “guessing” or skimming through and trying to isolate a few bullet points. Such activities can often serve to help a student to pass an immediate test—only to lose the information a few weeks (or even a day) later. Undigested information goes in and is subsequently spit out; goes in, gets spit out; goes in, gets spit out…the majority of it ultimately washed away. When students “read” in this fashion throughout their many years of schooling, they can be given a false sense of security. After all, they are passing the tests. They appear to be winning in the system. One day, however, they will have to walk into the “real” world. In the “real” world, genuine understanding is required in order to be highly effective. </h4>
<br />
In working with students, promote reading with understanding. Promote reading where a real connection and real communication are taking place. Further, promote taking the understandings gained from written material and applying them to produce desired results. <br />
<br />
<strong>Set an example</strong> <br />
<br />
Setting an example means openly enjoying reading yourself. Reading should not be conveyed to children as a sort of punishment that one must endure; it should be naturally conveyed as an enjoyable and desirable communication medium that opens up a world of knowledge, imagination, and entertainment. <br />
<br />
One adult who sets an outstanding example of cultivating a love of reading (by employing strategies that work, even if they may not always be considered “traditional”) is nationally acclaimed sixth-grade language arts teacher Donalyn Miller. Year after year she has consistently made students into avid readers, with her students typically reading upwards of 40 books in a school year. It seems that her classroom has been transformed into a cozy and inviting library, where students are able to exert some choice in the books they select—and where reading is given top priority (not book reports and worksheets).<br />
<br />
<a href="http://educenterblog.blogspot.com/2013/03/the-time-required-in-face-of-this.html" rel="nofollow">the-time-required-in-face-of-this.</a></div>
Dhiya uddinhttp://www.blogger.com/profile/00155365214801018186noreply@blogger.com0tag:blogger.com,1999:blog-3947317706592204450.post-16843786978951715552013-03-20T03:43:00.002-07:002013-03-28T02:09:11.190-07:00United States: first step to avoid closures of public services in March<div dir="ltr" style="text-align: left;" trbidi="on">
<br />
<div class="force_dir" style="font-family: Arial; font-size: 12px; white-space: pre-wrap;">
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCMtc5Vmz2kjzmjqAV9wEY7yjwInmT3Gky4oSdN0dYTwjQd4-ss3LdnNdiBXmenqpiDmbJpXj5xDSLVLn7TBMyjzjwJ2eITn8t_0dgPuAvQQbm9ZNwMvlOMY8AEyXfcjCvofr0ZE455cx7/s1600/a.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCMtc5Vmz2kjzmjqAV9wEY7yjwInmT3Gky4oSdN0dYTwjQd4-ss3LdnNdiBXmenqpiDmbJpXj5xDSLVLn7TBMyjzjwJ2eITn8t_0dgPuAvQQbm9ZNwMvlOMY8AEyXfcjCvofr0ZE455cx7/s320/a.jpg" width="320" /></a></div>
<div class="force_dir">
<span lang="en">The House of representatives voted Wednesday on federal funding until the end of September, first step towards a possible settlement of the crisis that could cause the partial closure of public services end of March.</span></div>
<br />
<br />
<div class="force_dir">
<span lang="en">The vote coincides with the opening of an enhanced dialogue between president Barack Obama and the Republican opposition, in the explicit aim of breaking the deadlock on the budget and the debt.</span></div>
<br />
<div class="force_dir">
<span lang="en">Today, the federal State has the right to work until March 27, according to a funding bill passed in September. </span><span lang="en">Without a vote of Congress before this deadline, non-essential public services would be forced to close, with hundreds of thousands of officials placed on leave without pay.</span></div>
<br />
<div class="force_dir">
<span lang="en">This scenario has already occurred in late 1995 for 21 days in a memorable battle between democratic president Bill Clinton and the Republican House.</span></div>
<br />
<div class="force_dir">
<span lang="en">The House - Republican majority - voted Wednesday 267 votes against 151 to fund the State until the end of the fiscal year 2013, on 30 September, on the basis of the level of current spending.</span></div>
<br />
<a name='more'></a><br /><br />
<div class="force_dir">
<span lang="en">Next week the Senate, controlled by Democrats, should vote his own text. </span><span lang="en">The two versions will then have to be "reconciled" until president Barack Obama can enact the law.</span></div>
<br />
<div class="force_dir">
<span lang="en">Tuesday, the American Executive criticized the text of the room but refrained from formulating a veto threat in the immediate future.</span></div>
<br />
<div class="force_dir">
<span lang="en">This temporary budget would not cancel the automatic cuts came into effect Friday. </span><span lang="en">Each Government agency will see its new appropriations cut from 5 to 8%.</span></div>
<br />
<div class="force_dir">
<span lang="en">Several US media highlighted by elsewhere Wednesday that warnings from the White House about the consequences of this automatic rigour were exaggerated in some areas.</span></div>
<br />
<div class="force_dir">
<span lang="en">For example, spokesperson of the Executive, Jay Carney, warned that cleaning of the Capitol staff could no longer ensure its 'month purposes' due to the abolition of overtime. </span><span lang="en">But, as indicated by the services from the Capitol to the Washington Post, these personal will be affected by how insignificant, some $ per week.</span></div>
<br />
<div class="force_dir">
<span lang="en">President Obama dine Wednesday night with Republican senators with whom he believes that constructive dialogue is possible. </span><span lang="en">While commending, Lindsey Graham, one of the guests, noted that it was "sad that it makes the titles".</span></div>
<br />
<div class="force_dir">
<span lang="en">"The fact that a dinner between the President and a handful of Republican senators arouses much interest described well the situation where we are as a country", he said Wednesday to reporters.</span></div>
<br />
<div class="force_dir">
<span lang="en">Barack Obama will move to the Capitol the week next to lunch with Republican senators, on 14 March, for the first time since 2010. </span><span lang="en">He will also meet the Democrat Group at an unspecified date.</span></div>
<br />
<div class="force_dir">
<span lang="en">The president was criticized by his opponents to spend more time in travel or in the media to interact with them.</span></div>
<br />
<div class="force_dir">
<span lang="en">Deficit reduction and the question of automatic cuts, effective Friday, will be on the menu of these meetings, but immigration and firearms should also be addressed.</span></div>
</div>
</div>
Anonymoushttp://www.blogger.com/profile/12355092022663730387noreply@blogger.com0tag:blogger.com,1999:blog-3947317706592204450.post-62181762635156934532013-03-16T14:35:00.001-07:002013-03-16T14:35:49.899-07:00The Ludwigsburg University of Education<div dir="ltr" style="text-align: left;" trbidi="on">
<br />
The resident since 1966 in Ludwigsburg, pedagogical college is the largest of the six universities in Baden-Württemberg with more than 5,000 students and over 430 employees. As an independent university institutes, colleges focus on education-scientific issues in research and teaching. The land Baden-Württemberg has recognized this advantage and built the colleges, while the other provinces have integrated teacher training in common universities.<br />
The Pädagogische Hochschule Ludwigsburg is a modern centre of excellence for education in four closely linked areas: education, extracurricular child and youth education, adult and continuing education in the cultural and social spheres.<br />
<br />
<a name='more'></a><br />
The greater part of the study includes the teacher training courses for primary school, the secondary (work real, Hauptschule and Realschule), special education teachers, as well as the vocational education (M SC.). Increasingly she PH Ludwigsburg in cooperation with the University of Stuttgart is also involved the secondary school teacher. Offered one supported scientifically sound, but at the same time practical teacher training through specific research activities.<br />
In addition, the University offers also Bachelor's and master's degrees. The special feature of the Bachelor's degree programmes is the link between education and scientific education and didactics approaches to non-formal education fields. For certain professional and research students can specialize in a wide range of masters courses. The training master's courses, which qualify for management positions in the education sector are especially part-time.<br />
<br />
Research<br />
<br />
Education-scientific research is a key task for the Pädagogische Hochschule Ludwigsburg. The research profile is characterized by topics in empirical teaching learning research, school development research, as well as the teaching also with great practical relevance. The EU research centre of the pedagogical universities in Baden-Württemberg in Ludwigsburg provides a range of services for all six universities.<br />
The supervision of doctoral students and doctoral candidates by experienced professors received additional support through numerous offers of research promotion centre on-site. At the same time, you can use the joint graduate Academy of all six colleges. After obtaining a doctorate to Dr. phil or Dr. vaccined the possibility of the habilitation. Students also have the opportunity early searching to learn and become familiar with various research methods.<br />
<br />
Training<br />
<br />
For prospective students and other interested parties of all professions and industries that deal with educational, didactic and psychological issues (E.g., specialists and executives from business, education and social services), the Academy for scientific education Association on the campus of the University provides various offers. These include training and qualification programs (Kontaktstudien and seminars), consulting (coaching, supervision, continuing education advice) and education - job projects (consulting and/or training measures for company-specific qualifications).<br />
<br />
International<br />
<br />
The international relations of the Pädagogische Hochschule Ludwigsburg is particularly diverse. The Foreign Office maintains close contacts with over 70 partner universities and offers the possibility of a stay abroad a large number of students. Over 190 foreign students study each year at the PH Ludwigsburg, Germany. Regular scientific symposia and compact courses (such as summer-school) are carried out in the context of long-standing deeper partnerships with international universities. In addition, the University has a successful program for the acquisition of international editorial titled "Bringing the world to Ludwigsburg". So, several colleagues of international partner universities in Ludwigsburg, teach every semester.<br />
<br />
Campus life & city<br />
<br />
The Pädagogische Hochschule Ludwigsburg is also a rich campus life. Cultural highlights are tightly integrated into the calendar of events of the College. There's also a study gallery with changing exhibitions and literature Café, which offers readings, concerts, poetry slams. The nearby Favoritepark invites you to linger.<br />
The baroque city of Ludwigsburg with its 90,000 residents offers magnificent castles also lively shopping streets, cinemas and a colourful bar scene. Who also use the offer of the Middle capital<br />
<br />
<br />
</div>
Anonymoushttp://www.blogger.com/profile/12355092022663730387noreply@blogger.com0tag:blogger.com,1999:blog-3947317706592204450.post-29722804846721926042013-03-15T09:04:00.000-07:002013-03-15T09:06:48.580-07:00Why early childhood education is important<div dir="ltr" style="text-align: left;" trbidi="on">
<br />
<div class="force_dir" style="font-family: Arial; font-size: 12px; white-space: pre-wrap;">
<span lang="en">Education researchers have a new phase of life in its sights: the time from the birth to the schooling of children. </span><span lang="en">Also economists increasingly interested in the kids in the play money age. </span><span lang="en">And the policy has tightened. </span><span lang="en">Even the CDU looks no attack in pre-school education, more on the family.</span></div>
<br style="font-family: Arial; font-size: 12px; white-space: pre-wrap;" />
<div class="force_dir" style="font-family: Arial; font-size: 12px; white-space: pre-wrap;">
<span lang="en">But too few actions follow the knowledge about the importance. </span><span lang="en">It is questionable whether in the year 2013, as it provides for the child support Act, a crèche is ready for every third child. </span><span lang="en">It is far from a coherent support framework for the zero to six.</span></div>
<br style="font-family: Arial; font-size: 12px; white-space: pre-wrap;" />
<br style="font-family: Arial; font-size: 12px; white-space: pre-wrap;" />
<div class="force_dir" style="font-family: Arial; font-size: 12px; white-space: pre-wrap;">
<span lang="en">Which is why early childhood education deserves so much attention? </span><span lang="en">And why is done in this country to little for them?</span><br />
<a name='more'></a></div>
<br style="font-family: Arial; font-size: 12px; white-space: pre-wrap;" />
<div class="force_dir" style="font-family: Arial; font-size: 12px; white-space: pre-wrap;">
<span lang="en">» All educational processes primary school, of youth, of life, so it writes the educationist Jörg Ramseger of the FU Berlin in a thesis paper for the German children and Youth Foundation, rooted in early childhood education processes.» </span><span lang="en">The less-favoured three-year-is already in the kindergarten in arrears, even with six in elementary school. </span><span lang="en">The problem starts in the first week of life, and grows in the first month, in the first year. </span><span lang="en">Not, because the child is poor, but because his parents do not resort to him. </span><span lang="en">They talk and sing with him, they rhyme and don't laugh with him. </span><span lang="en">They often don't know how to make close to the child, because they have experienced no close even as a child.</span></div>
<br style="font-family: Arial; font-size: 12px; white-space: pre-wrap;" />
<div class="force_dir" style="font-family: Arial; font-size: 12px; white-space: pre-wrap;">
<span lang="en">From birth, the distance between the children is growing</span></div>
<br style="font-family: Arial; font-size: 12px; white-space: pre-wrap;" />
<div class="force_dir" style="font-family: Arial; font-size: 12px; white-space: pre-wrap;">
<span lang="en">Disadvantaged children sit or lie instead early in front of the TV. </span><span lang="en">Only: The TV not embraced, not mired in talk and BACKTALK. </span><span lang="en">Children, not spoken with whom, not learn to speak properly. </span><span lang="en">Children, whose Fragen are not answered, stop to ask questions. </span><span lang="en">Is not recited whom, who will learn read much worse.</span></div>
<br style="font-family: Arial; font-size: 12px; white-space: pre-wrap;" />
<div class="force_dir" style="font-family: Arial; font-size: 12px; white-space: pre-wrap;">
<span lang="en">Little kids are a lot smarter than we did twenty or thirty years ago still possible. </span><span lang="en">The American Baby researcher Alison Gopnik has with her books spirit in diapers, appeared in 1999, and little philosophers (2009), contributed much to shed light on the babyhood skills. </span><span lang="en">Children are researcher, observer, listener, generic and thinkers. </span><span lang="en">Long before they can speak properly, let alone write, or tie the shoes, assets a grammatically correct to distinguish from a grammatically incorrect sentence.</span></div>
<br style="font-family: Arial; font-size: 12px; white-space: pre-wrap;" />
<div class="force_dir" style="font-family: Arial; font-size: 12px; white-space: pre-wrap;">
<span lang="en">Not to support the children at this stage, it is fatal. </span><span lang="en">«In conversation with this newspaper, the Berlin education researcher Jürgen Baumert noted briefly and succinctly: "a key problem remains the lack of command of the German language.» </span><span lang="en">The linguistic education of the child begins on the first day and has to do with interaction and fun, have babies as entertainers in their environment. </span><span lang="en">So spray them father or mother in the evening bath like wet and laugh break over their baffled civilian faces. </span><span lang="en">Reciprocal interaction rarely learns the disadvantaged child because his opponent is passive and uninterested. </span><span lang="en">Worse, it comes when parents respond to the wet spraying with anger, incomprehension and shock.</span></div>
<div>
<span lang="en"><br /></span></div>
</div>
Anonymoushttp://www.blogger.com/profile/12355092022663730387noreply@blogger.com0tag:blogger.com,1999:blog-3947317706592204450.post-3528211545495727312013-03-12T12:15:00.001-07:002013-03-13T12:08:45.872-07:00Tips you must Know !!! How You Can Educate Your Child From Home<div dir="ltr" style="text-align: left;" trbidi="on">
<br />
Are you interested in homeschooling your children? There is numerous ways you can do that inexpensively. It is simpler as it sounds either. Today, I will be going through some homeschooling tips on the way you can educate your child from home, so pay attention to what I must say. By the finish of this editorial, I hope you will have a better understanding of this topic, so without further ado, let me start!<br />
<br />
But first, let me describe why you ought to homeschool your child. Research has shown that children who grew up from such an schooling method turn out to be better adults. They have an inclination to be more street clever & they have an inclination to give back to their community. Even some famous people were homeschooled. Have you heard of Albert Einstein, Alexander Graham Bell & Benjamin Franklin? They are a number of them.<br />
<br />
<a name='more'></a><br />
<br />
Why Homeschool Your Child?<br />
<br />
Look For Homeschool Curriculums<br />
<br />
Now, let me start by giving you some homeschooling tips. The best way to start is to look for homeschool curriculums. In the event you go to sites on the net, you ought to be able to finding a variety of them. You will need to look for those that come from reputable sources. Anyway, these curriculums do not usually cost a lot in the event you compare that to government school fees.<br />
<br />
Find Out How Your Child Learns Best<br />
<br />
Different children have different styles of learning. Finding your kid's primary style of learning will certainly benefit him or her as you start the curriculum from the comfort of your own residence. Some children learn better through seeing things, others learn better audibly. Some learn better when they have some hands-on activities, others learn better when you merge or all of these methods. Observe how your child learns, & tweak your curriculum to suit his or her learning style. Think me, your child will appreciate you for doing this, because a child learns better when they or they is having fun!<br />
<br />
Be Patient With Your Child<br />
<br />
Obviously, not every child is a fast learner, even in the event you have found his or her preferred style of learning. Do wait & see along along with your child. In the event you notice that your child still is not learning the ideas well, you may need to bring him or her to see the doctor to check if your child has any learning disabilities. However, for most cases, you ought to not need to.<br />
<br />
I hope you have benefited from my homeschooling tips. I hope that through this experience you will generate a close relationship along along with your child as well.<br />
<br />
<br />
<br />
<a href="http://educenterblog.blogspot.com/2013/03/how-you-can-educate-your-child-from-home.html" rel="nofollow">how-you-can-educate-your-child-from-home.</a></div>
Dhiya uddinhttp://www.blogger.com/profile/00155365214801018186noreply@blogger.com0tag:blogger.com,1999:blog-3947317706592204450.post-29447792601933373122011-12-24T03:45:00.000-08:002013-03-28T01:50:40.322-07:00Top 3 Texas Charter School Myths<div dir="ltr" style="text-align: left;" trbidi="on">
<b><i>Only bad kids go to charter schools</i></b><br />
<br />
There is no rule that says only bad kids can go to charter schools, but some poorly run charter schools have given all charter schools a bad name. Often, when students have trouble in their zoned school, it results in behavior and attendance problems, and they carry these behaviors to any school that they attend. It is up to the charter school to prevent and correct such behaviors. Charter schools that do not do that quickly gain a reputation of being a school for "bad kids".<br />
Not all students go to charter schools as a last resort. Many charter schools boast of excellent curriculum, superb teachers, and proven academic results, thus attracting their community's best and brightest students. It is best not to judge all schools by a few schools, therefore research and investigation is key.<br />
<a name='more'></a><br />
<br />
<b><i>Charter school students don't have to take TAKS</i></b><br />
<br />
Charter schools are publicly funded schools and as such are required to abide by all laws and policies of the state. Texas Education Agency requires that state tests, or Texas Assessment of Knowledge of Skills, be administered to students in certain grade levels. These students must pass these tests for grade promotion and graduation.<br />
<br />
<b><i>A charter school diploma is not the same as a regular diploma</i></b><br />
<br />
Students in charter schools have to fulfill the same state graduation requirements as other public high school students in the state of Texas. A diploma awarded by a charter school offers all the same rights and priviledges as other public school diplomas.<br />
<br />
<a href="http://educenterblog.blogspot.com/2011/12/top-3-texas-charter-school-myths.html" rel="nofollow">top-3-texas-charter-school-myths.</a></div>
Dhiya uddinhttp://www.blogger.com/profile/00155365214801018186noreply@blogger.com0tag:blogger.com,1999:blog-3947317706592204450.post-61192590994208503352011-12-24T03:37:00.000-08:002013-03-28T01:52:05.740-07:00Homeschool and Creative Writing<div dir="ltr" style="text-align: left;" trbidi="on">
Homeschooling a child can be a long and tedious road. Many parents have no idea of the amount of work that must be placed into a childs curriculum. In fact developing a curriculum takes time, thought and a plan. <br />
To develop a curriculum for your child you should know about what grade level the child is capable of completing. Does the child have any special needs or concerns that need to be addressed in the curriculum? Will the child need to complete any additional credits or need to complete Advanced Placement classes? Will foreign language be necessary? Are there credit recovery classes that have to be addressed? What learning styles does the child use? All questions that will have to be answered.<br />
<a name='more'></a><br />
Because of the internet parents now have several choices for curriculums. I recommend that parents consider a well developed curriculum for their child instead of developing one on their own. This can be accomplished through the multiple online schools that are currently on the internet. This allows the parent to assume the role of a coach instead of a teacher. Taking the burden off the parent for developing lesson plans, activities and testing and allowing them to focus on the childs education. The parent only needs to follow the plan from the school. This option gives the child a solid structure to learn in and gives the parent a well defined plan. <br />
<br />
The second issue that parents usually encounter is what to do with my child. You have to realize that this is school and that there needs to be a certain amount of structure in order to succeed. The child needs to have a well defined work space where books, pencils, pens, paper and the computer can be located. This will be school. Do not get into the habit of letting your child set on the sofa with the television going attempting to do school work. Next, define a timeline. When will school start and end? When will lunch be? Snack time and recess time? Write it down and post it on the wall in the school area. Let you child know that this is the normal schedule that will be followed each day. Your child also needs to know that the schedule may change if there are activities or field trips. You as a parent must remember that this is your school and that you can manipulate the learning environment to increase your childs educational experience. An example of this would be when I take my child to the tidal pools to explore the oceanic environment and water quality. This puts science into action allowing my child to live what she is learning in science. When we return home we alter the schedule for the day and then make sure we address the areas we missed tomorrow. <br />
<br />
Homeschool can be a long a tedious road but it is one filled with beautiful colors, sounds and textures. Just do not forget to look around. <br />
<br />
<br />
<a href="http://educenterblog.blogspot.com/2011/12/homeschool-and-creative-writing_24.html" rel="nofollow">homeschool-and-creative-writing_24.</a></div>
Dhiya uddinhttp://www.blogger.com/profile/00155365214801018186noreply@blogger.com0tag:blogger.com,1999:blog-3947317706592204450.post-13230429755404591042011-12-24T03:24:00.001-08:002013-03-28T01:53:25.325-07:00How to plan homeschool<div dir="ltr" style="text-align: left;" trbidi="on">
Homeschooling a child can be a long and tedious road. Many parents have no idea of the amount of work that must be placed into a childs curriculum. In fact developing a curriculum takes time, thought and a plan. <br />
To develop a curriculum for your child you should know about what grade level the child is capable of completing. Does the child have any special needs or concerns that need to be addressed in the curriculum? Will the child need to complete any additional credits or need to complete Advanced Placement classes? Will foreign language be necessary? Are there credit recovery classes that have to be addressed? What learning styles does the child use? All questions that will have to be answered.<br />
<a name='more'></a><br />
Because of the internet parents now have several choices for curriculums. I recommend that parents consider a well developed curriculum for their child instead of developing one on their own. This can be accomplished through the multiple online schools that are currently on the internet. This allows the parent to assume the role of a coach instead of a teacher. Taking the burden off the parent for developing lesson plans, activities and testing and allowing them to focus on the childs education. The parent only needs to follow the plan from the school. This option gives the child a solid structure to learn in and gives the parent a well defined plan. <br />
<br />
The second issue that parents usually encounter is what to do with my child. You have to realize that this is school and that there needs to be a certain amount of structure in order to succeed. The child needs to have a well defined work space where books, pencils, pens, paper and the computer can be located. This will be school. Do not get into the habit of letting your child set on the sofa with the television going attempting to do school work. Next, define a timeline. When will school start and end? When will lunch be? Snack time and recess time? Write it down and post it on the wall in the school area. Let you child know that this is the normal schedule that will be followed each day. Your child also needs to know that the schedule may change if there are activities or field trips. You as a parent must remember that this is your school and that you can manipulate the learning environment to increase your childs educational experience. An example of this would be when I take my child to the tidal pools to explore the oceanic environment and water quality. This puts science into action allowing my child to live what she is learning in science. When we return home we alter the schedule for the day and then make sure we address the areas we missed tomorrow. <br />
<br />
Homeschool can be a long a tedious road but it is one filled with beautiful colors, sounds and textures. Just do not forget to look around. <br />
<br />
<a href="http://educenterblog.blogspot.com/2011/12/how-to-plan-homeschool.html" rel="nofollow">how-to-plan-homeschool.</a></div>
Dhiya uddinhttp://www.blogger.com/profile/00155365214801018186noreply@blogger.com0tag:blogger.com,1999:blog-3947317706592204450.post-70122583848346232192011-12-24T03:21:00.001-08:002013-03-28T01:55:19.881-07:00What exactly is gap year???<div dir="ltr" style="text-align: left;" trbidi="on">
It seems like the option of "taking a gap year" is increasing in popularity among homeschoolers. A gap year is a time period (typically between 6 months and a year in total) in which the high school graduate takes a job or maybe does some volunteer work to gain experience before beginning their college career.<br />
<br />
Gap Year guidelines vary WIDELY between colleges. Many colleges say if you take one, you could be deemed a transfer. Other colleges (including Ivy League colleges) will admit you, offer you good scholarships, ENCOURAGE you to take a gap year, and STILL allow you to have your scholarships and freshman status when you return! Regretably, any specific information I offer on this subject is going to be incomplete. Your best bet is to contact three or four colleges that your child would MOST like to<br />
go to, and question them specifically regarding their gap year information. Bear in mind too that their procedures may change from year to year. Also, be careful to get assurance that the policy they quote you is "grandfathered" and won't change if your student leaves for a year!<br />
<a name='more'></a><br />
<br />
Even if your student is considering a year off, you will want to prepare your application and fill out the FAFSA (Free Application for Federal Student Aid) while in their senior year! If they don't apply as a senior, then they really MAY be deemed a transfer student and miss out on several freshman scholarships. Therefore have them fill out an application while they are still in high school.<br />
<br />
General advice: submit the applications the same as any other student, along with transcript, reading lists, and course descriptions. In one of the application essays, they should concentrate on their gap year plans, what specifically they will do and what they expect to accomplish. Keep in mind the essay is COMPLETELY written by the student. On the other hand, you as the parent could help your student brainstorm specifics to include in that essay. While your student completes the application and essay, you can get in touch with the colleges to research their policy. Make sure that you pay a visit to each college, and have your student talk one on one with someone in the admission department. That's as good as an "interview" and can go a long way to proving they truly are taking a gap year and not just goofing off.<br />
<br />
Without a doubt, submit the FAFSA. Colleges will base their financial aid selections on the FAFSA, and (with luck) that financial aid decision will carry over once your student returns. You don't want your child to come back with a college admission but not be able to afford the college!<br />
<br />
Gap year is NOT affected by "dual enrollment" college courses. Those are college level classes taken at community college or online that are taken while the student is officially a high school student. When they have dual enrollment credits, you put the information from the community college course onto the high school transcript, to confirm that it is "dual enrollment" and NOT just a college class. Only college classes taken AFTER high school graduation will mess up your gap year. Your student can take anything BEFORE graduation but NOTHING after graduation (no classes during the gap year. </div>
Dhiya uddinhttp://www.blogger.com/profile/00155365214801018186noreply@blogger.com0tag:blogger.com,1999:blog-3947317706592204450.post-7271896920750833982011-12-24T03:18:00.001-08:002013-03-28T01:57:06.650-07:00Benefits of Enrolling Your Child In A Teen Coaching Program<div dir="ltr" style="text-align: left;" trbidi="on">
All Parents strive hard to provide their children best educations, athletic coaching, tutoring and other facilities to help them become a happy, successful and responsible adult. However, many parents complain that despite fulfilling all their child’s needs they don’t see the desired results in their teens. In fact, it is an irony that many parents complain that their child has low self esteem, lack confidence and motivation to live life to their fullest potential. <br />
<br />
Studies indicate that one of the main reasons for children not being able to live up to their potentials is because of lack of sufficient motivation from parent, who are not able to connect emotionally with their children due to busy professional life. Fortunately, parents today need not have to worry about their children have low self esteem problems. The Teen Coaching CA program is especially designed to inculcate essential life values in teens, improve their self esteem, build confidence and become a successful person. <br />
<a name='more'></a><br />
<br />
A Teen Coaching Palo Alto can provide your teen the right guidance and can make a huge difference in the way they live their life. If you are one those of working parents and are not able to spend enough time with your child to teach them good values, enrolling your child could help you in more than one ways.<br />
<br />
<b>A teen coaching program addresses the following teenagers’ issues:</b><br />
<br />
<br />
<b> 1. Realize the life purpose:</b><br />
Every person is born with a particular purpose in life. However, not many people understand this and live a meaningless life. The teen coaching experts help the teenagers to understand this and encourage them to understand their purpose and set goal for themselves and then make efforts to achieve their goals. <br />
<b>2. Values:</b><br />
Values are important for all humans; it is the guiding force for all our actions. It sets our lives in the right direction and affects our decisions in life. It is important that all parents teach and imbibe good values in their children. Unfortunately not many parents are able to do it and the role is aptly taken by Teen Coaching San Francisco programs. These program help children understand what is important for them and what kind of life they would want to live. Unless teenagers are made aware of values, it is unlikely that they will behave and act as a moral, civilized citizen. <br />
<b> 3. Habits:</b><br />
Everybody has some or the other personal habits. The experts at Coaching For Teens Menlo Park help teen recognize their bad habits and encourage and help them realize the potential dangers of their habits and motivate them to give up such habits. Additionally, the coaching experts guide them to develop new habits. <br />
<br />
<b>4. Responsibility and accountability:</b><br />
Teen coaching CA experts help children to accept responsibility for all their actions. Exposure to such teachings at an early age helps children understand that their choices have a significant effect on the experience they get. <br />
Teen coaching CA experts help children to accept responsibility for all their actions. Exposure to such teachings at an early age helps children understand that their choices have a significant effect on the experience they get.</div>
Dhiya uddinhttp://www.blogger.com/profile/00155365214801018186noreply@blogger.com0tag:blogger.com,1999:blog-3947317706592204450.post-17819711527207610702011-12-24T03:16:00.000-08:002013-03-28T01:58:57.709-07:00To Rhyme or Not to Rhyme?<div dir="ltr" style="text-align: left;" trbidi="on">
The answer is definitely to rhyme! What is a plate for tuna? Name a small, stinging insect. Hint–The answer involves two rhyming words. Give up? A fish dish and A wee bee. Kids today need to focus more on having fun with rhymes to improve their reading and spelling skills.<br />
<br />
Rhyming helps children learn about word families such as let, met, pet, wet, and get. Rhyming lends itself to better phonemic awareness; the ability to break words into smaller parts and recognize smaller parts in words. Being able to break words into smaller parts and recognize smaller parts in words is an important skill that is crucial for reading and spelling. This awareness leads to better reading and writing success.<br />
<br />
Rhyme also teaches children who are learning to read about the patterns and structures in both spoken and written words. Songs and rhymes expose children to the rhythm of language which helps them read with some animation in their voice instead of just a monotone voice.<br />
<br />
How many times have you seen children sitting happily listening to someone reading in a monotone voice? NEVER! However, when they listen to someone who reads with inflection and animation, they sit glued to the reader. Rhyme and rhythm are very important skills that help a reader learn to use inflection an animation when reading aloud. Rhyme also prepares children to make predictions while learning words and gives them crucial decoding skills. Research is showing that learning how to manipulate words through rhyming and <a href="http://www.vocabulary.co.il/word-play/higgy-piggy-word-game/">rhyming word games</a> is an important, if not crucial, reading skill. Students who struggle with reading often have a difficult time breaking words down into their individual sounds, and even in hearing each of these sounds, i.e. phonemic awareness skills.<br />
<br />
One easy way to incorporate rhyming words into your everyday life is via online rhyming games. <a href="http://www.vocabulary.co.il/word-play/hig-pig-word-game/">Hink Pink online</a> word games are excellent. Rhyme is important to reading and spelling because it can help children appreciate that words that share common sounds often share common letter sequences. So if you can spell cat, you can also spell bat, rat and mat. This also applies to reading, if you can read “call,” you can read, ball, tall and mall.<br />
<a href="http://www.spellingcity.com/parent-spelling-resources.html">Online spelling</a> sites are useful for practicing weekly word lists. You can add rhyming words to your spelling list at sites that allow you to program your own words. Carry it one step further by printing off handwriting sheets for practicing those same rhyming words. This will involve using at least three senses–seeing, hearing, and touching (writing), which will help your child cement those words in their brain. Read lots of nursery rhymes with your child. Have older children recite nursery rhymes and make up rhymes of their own. See who can make up the silliest rhyming nonsense words. Rhyme in the car with objects you see along your path–car-jar, sign-line, red-said, truck-yuck…<br />
<br />
<a href="http://educenterblog.blogspot.com/2011/12/to-rhyme-or-not-to-rhyme-that-is.html" rel="nofollow">to-rhyme-or-not-to-rhyme-that-is.</a></div>
Dhiya uddinhttp://www.blogger.com/profile/00155365214801018186noreply@blogger.com0tag:blogger.com,1999:blog-3947317706592204450.post-14503690011532341752011-12-23T13:17:00.000-08:002011-12-23T13:17:34.236-08:00Critical Thinking: Neither Thinking Nor Critical<div dir="ltr" style="text-align: left;" trbidi="on">Critical Thinking is a glorious thing. That’s what our public schools are telling kids and parents.<br />
Critical Thinking is said to be synonymous with fairness, impartiality, science, logic, maturity, rationality, and enlightenment. If you read some of the literature on Critical Thinking, you will have the sense that you are being welcomed into a new religion.<br />
In truth, that is a fairly accurate description of this highly popular and much promoted pedagogy.<br />
<strong>Now, let’s start looking at Critical Thinking as if we, in fact, are critical thinkers.<a name='more'></a></strong><br />
The first thing that would need to be stated is that Critical Thinking, after all is said and done, in merely endorsing the age-old values of being open-minded and willing to consider all the evidence. <br />
But nobody disputes those virtues. So what are all the high-level educators going on about? When supposedly smart, enlightened people carry on as if they are tipsy on something, you should be on guard.<br />
Critical Thinking basically says to be suspicious of everything (except the fad known as Critical Thinking). It is perhaps best understood as a new and watered-down version of an earlier fad called Deconstruction, which was a fancy word for debunking. Basically, Deconstruction told college students to dismantle everything except Deconstruction.<br />
Yes, that’s what we’ve got here, another oh-so-clever and highly selective way to encourage students to tell Mom and Dad to take a hike.<br />
After you strip away all the high-minded rhetoric, Critical Thinking is typically used to tell students that they need not trust conventional wisdom, tradition, religion, parents, and all that irrelevant, old-fashioned stuff.<br />
<strong>Critical Thinking also turns out to be contemptuous of facts and knowledge. The formulation in public schools goes like this: children must learn how to think, not what to think. WHAT is, of course, academic content and scholarly knowledge.</strong><br />
<em>Ahhh</em>, now you may sense where this thing leads. “What” is out, excluded, delegitimized. Students exist in a perpetual state of “how.” They evaluate information, they juggle information, they do everything with information but know it.<br />
Critical Thinking is clear on this matter. Most facts are obsolete, they’re in a state of flux, or they are readily available on the Internet. So students should not bother knowing facts. <br />
For the Education Establishment, knowledge is the perennial enemy. To fight it, our top educators come up with one sophistry after another. Critical Thinking is the latest and perhaps slickest. Who will dare criticize Critical Thinking??<br />
Problem is, basic facts such as “Paris is the capital of France” are neither obsolete nor in the process of change. They are old reliables and need to be acquired. Facts are things you have in your head so you can discuss the evening news, European politics, or history. Critical Thinking says hell no. <br />
<strong>Critical Thinking is another of those alleged breakthroughs that sweep through our schools every few years. Textbooks must be thrown out, teachers must forget what they know, classrooms must be rearranged. Everything must serve the all-devouring needs of Critical Thinking. First step: don’t bother teaching anything.</strong><br />
Critical Thinking, which claims to increase a child’s intellectual sophistication, can actually be used to keep the child in a state of perpetual ignorance and shallowness.<br />
Let’s take the simplest examples. You want to learn to play the piano, to fly a plane, or to be a bartender. In every case, you have to start acquiring the facts and skills that go with these jobs. You can’t sit around talking about the job in some abstract realm.<br />
<strong>It’s only when you know a lot of basic information that you can engage in genuine critical thinking. </strong><br />
Take something as complex as a war or as simple as a poem. It’s only when you know lots of specifics about several wars or a group of poems that you can start making smart comments. You can compare and contrast. You can play armchair general or be a literary critic. At this point you are actually engaged in real critical thinking. But so-called Critical Thinking forecloses this possibility because students are told not to learn basic facts.<br />
Do you think I exaggerate? Consider what a school teacher wrote of his experiences in California’s public schools:<br />
<strong><em>“I was directed in no uncertain terms to immediately cease all instruction in phonics, spelling and grammar, as these would -- you guessed it -- destroy all hope of reading with critical thinking skills.” </em></strong><br />
That’s what I meant by the all-devouring needs of Critical Thinking. Note that anything the child actually knows will get in the way of the true goal, Critical Thinking.<br />
Here’s some puffery from a site devoted to the techniques of Critical Thinking: “Socrates established the fact that one cannot depend upon those in ‘authority’ to have sound knowledge and insight. He demonstrated that persons may have power and high position and yet be deeply confused and irrational. He established the importance of asking deep questions that probe profoundly into thinking before we accept ideas as worthy of belief.”<br />
These poor sophists don’t see that their pretext for Critical Thinking should first be applied to themselves. Are they not persons with power and high position who may well be deeply confused and irrational?<br />
------------------------<br />
<br />
</div>Dhiya uddinhttp://www.blogger.com/profile/00155365214801018186noreply@blogger.com0tag:blogger.com,1999:blog-3947317706592204450.post-59052530352572552652011-12-23T13:15:00.003-08:002013-03-28T01:59:53.722-07:00Teaching Literary Analysis<div dir="ltr" style="text-align: left;" trbidi="on">
This article is premised on the following guiding idea: <em>Every sentence in every novel does something.</em> In my opinion, this is one of the most important foundational ideas for helping students understand literary elements and their use in literary text. With every sentence, the author – through language – is <em>doing</em> something. The natural question that follows is: What is the author (or language) doing? For purposes of teaching literary analysis, there are five possible answers:<br />
<ul>
<li>Developing the <span style="text-decoration: underline;">plot</span>.</li>
<li>Develop a <span style="text-decoration: underline;">conflict</span>.</li>
<li>Developing a <span style="text-decoration: underline;">theme</span>.</li>
<li>Developing the <span style="text-decoration: underline;">setting</span>.</li>
<li>Developing a <span style="text-decoration: underline;">character</span>.<a name='more'></a></li>
</ul>
<div class="ListParagraphCxSpMiddle">
A sixth possible answer, or category of answers, may be: </div>
<ul>
<li>Generating a <span style="text-decoration: underline;">response</span>.</li>
</ul>
The next question becomes, “How is the author doing this?” Once students begin to answer this question, they are engaged in literary analysis. The obvious first answer is: with language.<br />
<br />
Going further, students can start learning about specific literary devices or tools authors use to make language more effective as it achieves one of the six answers above:<br />
<ul>
<li>The author may be using figurative language in the passage to help develop a conflict.</li>
<li>The author may be using irony to develop the plot.</li>
<li>The author may be using allusion to develop a theme.</li>
<li>The author may be using hyperbole to generate a response.</li>
</ul>
Take any random sentence from a novel students might be reading in middle school.<br />
For example: <em>Using the sun and the fact that it rose in the east and set in the west, he decided that the far side was the northern side of the ridge.</em> (<em>Hatchet</em>, Gary Paulsen)<br />
If we ask “What is the author doing?” in the sentence, we quickly come to realize there are several possibilities:<br />
<ol>
<li><em>Developing the setting of the story</em></li>
<li><em>Developing the main character, Brian.</em></li>
<li><em>Developing the plot.</em></li>
</ol>
If we then have students look carefully at the words in the sentence and generate a list of key words, we might get:<br />
<em>sun, rose, east, west far side, northern side, ridge</em><br />
Since <em>setting</em> is about location and time (environment and context), a quick look at the key words in the sentence suggests <em>setting</em> as the main element being developed by the author. Futhermore, since more than one literary element can be seen in nearly any sentence, students are encouraged to defend their choices. The very act of debating their choice provides a learning experience in itself. If a student makes a strong case for <em>character development</em>, for example, the teacher can recognize and reward the student’s success while still taking time to show why <em>setting</em> is likely the stronger choice.<br />
For example, a student might say: “I see how the words point to setting, but I also think it’s showing us how Brian is learning to read the signs around him. This is character development.”<br />
As the teacher, I would not correct this student’s observation because such observations are generally well received in essays. There isn’t always a single right or wrong answer when it comes to analyzing literature. There are, instead, stronger and weaker arguments.<br />
This brings us back to our originating idea: <em>Every sentence in every novel does something.</em><br />
Sometimes literary analysis intimidates students because they are asked to enter the text to find examples of specific elements. For instance, a teacher will say, “Find an example of conflict in the chapter.”<br />
Instead, by teaching students that <em>every sentence in every novel does something</em>, we encourage them to label every piece of the novel by asking: “What is this sentence doing?” Often enough, <em>conflict</em> will be the suggested answer. The process of defending why a particular element is being developed <em>is</em> literary analysis.<br />
Take another sentence:<br />
<em>He shook his head again – wincing, another thing not to think about.</em><br />
Key words: <em>shook, head, wincing, not think</em><br />
The words suggest an internal <em>struggle</em> or <em>conflict</em>.<br />
Let’s try another one:<br />
<em>Slightly to the left and below the altimeter he saw a small rectangular panel with a lighted dial and two knobs. (Hatchet, Gary Paulsen)</em><br />
Key words: <em>left, below, altimeter, small rectangular panel, lighted dial, knobs</em><br />
The words suggest location or environment, which both make up <em>setting</em>.<br />
Finally, one more: <em>He ran from the shelter to the pines and started breaking off the low, dead, small limbs. (Hatchet, Gary Paulsen)</em><br />
Key words: <em>ran, shelter, pines, breaking, dead, small limbs</em><br />
Here we have a number of “location” words, but the stronger idea is in the action of the character, which is running and breaking off branches. Does this suggest a conflict? Is there a struggle we can point to? There is a sense of urgency in the running and breaking limbs. The reason he is running and breaking limbs is to feed the fire and keep it going. A kind of struggle against time is detected. We also see character development in how Brian realizes what he must do and starts doing it. There is nothing here to indicate theme. When a number of elements seem tossed together (or when no specific element rises obviously to the top of the list) we can safely call it part of the story’s <em>plot</em> development. The only other choice we have is “generate a response.” This answer can be added to any of our original five answers. The author may be attempting to raise reader intensity by having the main character rush to keep the fire going. Still, the overall aim is to develop the story’s plot or conflict. In the end, while writing about the novel, a student might say:<br />
<em>Paulsen sends the protagonist racing frantically into the brush to gather limbs because his fire is about to go out. In doing so, Paulsen pulls the reader into the intensity of Brian’s struggle to survival. If the fire goes out, Brian may not be able to get another one going. As the conflict develops, readers are drawn, wide-eyed, into the story. </em><br />
This is literary analysis and composition combined. Empowering students to see all literature as intentional helps minimize the abstract haze often associated with literary analysis.<br />
* * *</div>
Dhiya uddinhttp://www.blogger.com/profile/00155365214801018186noreply@blogger.com0tag:blogger.com,1999:blog-3947317706592204450.post-29149108253187862012011-12-23T13:13:00.001-08:002011-12-23T13:13:44.924-08:00HOW TO TEACH (AND NOT TO TEACH) PHYSICS, CHEMISTRY, BIOLOGY, MATH, READING, ETC., ETC.<div dir="ltr" style="text-align: left;" trbidi="on">Many top-level educators seem obsessed these days with creating flow charts or schematics for how schools should be organized, and children should be taught. These plans tend to be generic, like a city’s water pipes. (Flow charts, of course, always work on paper.)<br />
These plans don’t talk about the specific knowledge that children will learn. In a real classroom, however, children are always studying a subject (one hopes), such as French, Biology or Algebra.<br />
<strong>I suspect that the challenge is not to draw up a blueprint for learning in the abstract, but an ideal blueprint for teaching something in particular.</strong><br />
The problem, in too many classrooms, is that the facts to be taught--the knowledge--are badly, inefficiently, perhaps even chaotically organized. Students don’t have a chance. This disorganization is the problem I want to address.<br />
Suppose you have to visit 100 cities in the shortest amount of time. Obviously, there are going to be millions of slow routes. But only one route that is fastest and most efficient.<br />
Education presents the same challenge. What is the optimal way to teach 100 facts? Or 1000 facts?? Which way takes the least time, feels the easiest, and achieves the most lasting results?<br />
The big question is: how can all these pieces be made to fit together into a pretty picture?<br />
Education should be planned to achieve excellence. The goal is to create a smooth, apparently simple flow, in any given subject. Students should look back and say, “It was fun. It was easy.” Here are some suggestions for how to do this:<br />
<strong>1) ALWAYS START AT THE VERY BEGINNING, AT ZERO, WITH THE SIMPLEST, EASIEST BITS AND PIECES.</strong><br />
Conversely, there must be nothing complex or advanced. Those are precisely the topics you are working toward many months in the future.<br />
If there are 10 very easy bits, start with the MOST INTERESTING.<br />
The goal is to build a strong foundation; and then to build on that foundation. Think of the pyramids.<br />
<strong>2) PROCEED STEP BY SIMPLE STEP.</strong><br />
Teachers should pretend that they are teaching difficult material to slow students. Then teachers won’t hold back from making everything crystal clear and explaining it still another time.<br />
Joan Dunn, a teacher, in her excellent 1953 book, “Retreat From Learning,” observed: “Children suffer academically because learning is neglected, and the time that should have been devoted to school work in reading, writing, thinking, and speaking is given over to chatter. Nobody knows this better than the children. They want to be taught step by step, so that they can see their progress. The duller they are, the more important and immediate is this need."<br />
This is education’s great truth: ”They want to be taught step by step, so that they can see their progress. The duller they are, the more important and immediate is this need.”<br />
<strong>3) MASTERY AT EACH STEP.</strong><br />
Students should feel comfortable and in control. They know what’s going on to the degree that they could teach it themselves.<br />
There should be no spiraling about from topic to topic, no moving forward to B until the class has mastered A. Better to wallow in one spot for a while, if that is what it takes to assure mastery.<br />
<strong>4) TEACH EVERYONE TOGETHER</strong>.<br />
If every student is learning the same information, they can talk about it outside the classroom. They can compare notes and theories. They can be invited to discuss and debate specific points. <br />
Conversely, so-called learning styles are sometimes used to divide the class into little groups, thereby wasting lots of time. So-called prior knowledge can be used to justify odd detours, thereby wasting lots of time.<br />
<strong>5) AIM HIGH, HIGHER, HIGHET.</strong><br />
In “The Art of Teaching,” Gilbert Highet said: “No one knows, no one can even guess how much knowledge a child will want and, if it is presented in the right way, will digest."<br />
This is education’s other great truth.<br />
<div style="text-align: center;">-------------------------------------</div><strong>ON THE OTHER HAND, HOW NOT TO DO IT: </strong><br />
“The Sound of Music” sings:<br />
<em>“Let's start at the very beginning,</em><br />
<em>A very good place to start.</em><br />
<em>When you read you begin with A-B-C,</em><br />
<em>When you sing you begin with do-re-mi.” </em><br />
Why does it seem that a Broadway musical knows more than our Education Establishment? Welcome to Bad Ed on Parade, where one supposedly clever strategy after another turns out to be a dud. Herewith, Ways Not To Teach:<br />
1) To teach reading, you would logically start with the smallest bits and pieces, the letters. But Sight Words insist students memorize ENTIRE WORDS.<br />
2) New Math and Reform Math, instead of starting with simple arithmetic and mastering it, insist on mixing in high-school and college material. Nobody masters anything.<br />
3) Constructivism, instead of giving children material in the easiest-to-master way, insists that children wander around on their own for weeks and months trying to invent new knowledge.<br />
4) Multiculturalism insists that children in second and third grade must learn about faraway countries and cultures; but they don’t need to know the simplest, most elemental things about their own city, country, and culture.<br />
5) Relevance dictates that children ignore all the traditional content, and focus instead on the often petty details of the child’s immediate environment. (All by themselves, Multiculturalism and Relevance can be used to destroy all traditional content.)<br />
6) Self-Esteem demands that children not be made to feel badly about themselves, yet another pretext for challenging less, and teaching little. <br />
7) And mastery? Many elite educators are scornful of it. They believe there is little worth teaching and almost nothing worth remembering or mastering. And that’s a perfect formula for creating the bad results we see all around us.<br />
<strong>QED</strong>: Get rid of all these goofy ideas. Present your facts in the most satisfying way. Now you’re flying.<br />
Let’s close with one of my favorite Siegfried Engelmann quotes: ”The school failure is not the failure of kids, and often not the failure of teachers. It's the failure of a sick system that places more value on the whims of adults than on the obvious needs of children.”<br />
“Whims” may be too kind a word. I’m seeing incompetence, at least. </div>Dhiya uddinhttp://www.blogger.com/profile/00155365214801018186noreply@blogger.com0tag:blogger.com,1999:blog-3947317706592204450.post-71712438126352532922011-12-23T13:07:00.001-08:002013-03-28T02:01:43.758-07:00Can Concentration Really Improve Memory?<div dir="ltr" style="text-align: left;" trbidi="on">
Expert answers the big question, can concentration improve memory? The basic memory mechanics exposes the power of concentration to improve memory. You can combine yoga with the basic memory mechanics to concentrate and focus to enhance encoding information in the brain. We're a group of navigation engineers that take pride in navigating readers to the Correct Knowledge to obliterate harsh learning curves. We know from experience that knowledge is not power, but the correct use of knowledge is power. This article is about making the correct choices to improve memory and prevent from traveling down long lost dreary roads, stumbling into rattle snake pits and the lion's dens.<br />
<br />
<a name='more'></a><br /><br />
Can concentration improve memory? Yes, concentrating can increase the amount of information encoded in the brain. Concentration enhances the basic memory mechanics by creating a healthy, vibrant and energetic brain. Most of my readers want to add additional skills to enhanced brain encoding methods and functionalities of the brain.Combining basic memory mechanics and concentrating creates the perfect chemistry. You are deeply encoding information in the brain, which makes recalling important and relevant information faster.<br />
First I highly recommend practicing the basic memory mechanics, which are enough: (1) water-10 glasses per day (2) sleep-6-8 hours per day (3) consumption of memory foods, vegetables and fruits (4) consumption of memory vitamin-supplements with memory foods, because vitamins cannot assimilate and digest alone.<br />
<br />
Secondly practice proven methods that work for you.<br />
<br />
Thirdly you can practice additional skills to increase encoding in the brain. Yes, concentration can improve memory when your brain is healthy and fit. You should always practice the basic memory mechanics and brain encoding methods; then add concentration skills. Believe me it requires excellent concentration and focus to practice in sequence and to create healthy learning habits.<br />
<br />
Yoga is the "Master" of meditating, focusing and concentrating, which can: (1) increase concentration to improve memory, as well as (2) enhance encoding information in the brain. There are many types of Yoga's, which are known to connect the mind; body and soul. Maybe you are still wondering, "How can concentration improve memory?" Any healthy brain can add additional skill concentration skills that can enhance encoding information in the brain.<br />
<br />
Most of my readers want to know, "How concentration improves memory?" I intend to answer this question with accuracy, definition and precision. Encoding information in the brain is a simple process that grows and builds from practicing a proven process that healthily position and prepares the brain to encode as well as enhance amount of information the brain encodes.<br />
<br />
<strong>Basic Memory Mechanics</strong><br />
<br />
The "Basic Memory Mechanics" is simple a way of caring for the brain, which can make the brain care for you. This process of caring creates a healthy vibrant and energetic brain. Through experience, wisdom, knowledge and understanding you can rely on the basic memory mechanics to keep you on track, which is: (1) sleeping 6-8 hour per day, (2) consuming 10 glasses of water daily, (3) consuming memory foods daily, and (4) consuming memory vitamins with your memory foods. The basic memory mechanics is practiced process that creates a healthy, ready and prepared brain. The brain is boosted, energized, stimulated, and ready to practice the brain encoding methods that work for you.<br />
<br />
<strong>Brain Encoding Methods</strong><br />
<br />
A healthy brain is the key to encoding information in the brain as well as enhancing amount of information encoded in the brain. You're healthy, energetic and stimulated brain can encode important and relevant information much better. Most of my readers are experts at practicing the basic memory mechanics and proven encoding methods. Beginners should practice 3 proven encoding methods per month, 3 times per week for 2 hours and for 6-12 months, which is highly recommended. I many of my readers are known to practice 5-7 encoding methods, however I realize that some have been practicing encoding methods from as early as Pre-K and Kindergarten, which mean that encoding may be deeply rooted learning habits. Therefore practicing numerous encoding methods may vary depending on the amount of encoding experience you may have.<br />
<br />
<strong>Additional Skills</strong><br />
<br />
Practicing the following in sequence can benefit you immensely:<br />
(1) basic memory mechanics<br />
(2) proven encoding methods that work for you<br />
(3) Adding additional skills to enhance brain encoding methods, which can increase amount of information brain encodes. Your brain muscle should be positioned, ready and prepared to practice additional skills to enhance encoding information in the brain.<br />
<br />
Can concentration improve memory? You have a blue print that you can utilize to healthily add skills to enhance brain encoding through proper focus and concentration.<br />
<br />
<a href="http://educenterblog.blogspot.com/2011/12/can-concentration-really-improve-memory.html" rel="nofollow">can-concentration-really-improve-memory.</a></div>
Dhiya uddinhttp://www.blogger.com/profile/00155365214801018186noreply@blogger.com0tag:blogger.com,1999:blog-3947317706592204450.post-39736913640410762712011-12-23T13:06:00.000-08:002013-03-28T02:07:51.270-07:00Classroom Arrangement<div dir="ltr" style="text-align: left;" trbidi="on">
<b>Introduction </b><br />
<br />
The set up of a classroom is very important to how a classroom is being managed. The teacher needs to make sure his/her classroom is arranged for the students to be productive. The teacher also needs to make sure their classroom has a positive environment for the students as they enter the classroom. Another key fact a teacher needs to consider is that their classroom needs to be ready for learning everyday. This is because in order to manage a classroom with proper discipline, a product and active classroom set-up is important. The students need to be placed in an arrangement that will keep them focused on the lesson and not deter them from learning. In this paper, we will discuss and provide ways for a lower elementary classroom to be set up. <br />
<br />
<a name='more'></a><br /><br />
<b>Classroom Arrangement </b><br />
<br />
Our map shows the classroom is arranged in centers. The students will sit in groups of six in four different groups. The reasoning behind the groups is that the students will be able to learn how to work with others. The students will also be able to motivate each other to do their work. The desks are arranged in the middle of the classroom so it will allow the teacher to walk around the room freely. Plus the teacher will be able to control the students in a more compact area. The setting of the desk will also help students to stay on task. <br />
<b><br /></b>
<b>Reading Corner </b><br />
<br />
In the corner of the classroom is a “cozy” reading nook which will contain the classroom library. This area will provide a “home” feeling and help the students to feel relax when they are in this area. The reading nook will also be a place for students to go to when they have completed their work and want to read a book in a cozy are. If a child is able to feel at home in the reading nook this can cut down on behavior problems for the teacher. In the reading nook, this area is a quite place. The reading nook is not located in the same area as everything else in the classroom. By having the reading nook in the corner of the classroom, it will help to promote reading in the classroom. <br />
<br />
<b>Centers </b><br />
<br />
The listening center and computer station will be placed on the outside of the classroom. The centers will be facing the walls because the students will be rotating to the varies centers within the classroom. Plus, while students are at their centers they will need to be able to concentrate on their work. Also, located on the outside of the classroom are the storage areas for Science, Math, Art and Writing materials. This storage area allows the students to have a centrally located area to receive and place materials for Science, Math, Art and Writing. Plus, this area will help the teacher to keep his/her classroom organized. <br />
<br />
The student’s desk will also serve as centers. During center time students will be able to move around the whole room to gain information. At each group their will be a different theme for students to learn about. By having the centers on both the inside and the outside of the classroom will enable the teacher to focus the students’ attention to their center activity instead of just rotating around the room. This will keep the flow of the classroom and will not give the students time to mess around maintaining classroom structure and discipline. <br />
<br />
<b>Teacher’s Desk Location </b><br />
<br />
The teacher’s desk is located in the back of the classroom. The reason of this arrangement is that this will help the teacher to promote a student – centered classroom. By having the desk located in the back of the classroom the teacher will have full sight of his/her entire classroom at all times. Plus, the teacher will only use the desk for paper work. The rest of the time the teacher will be in the same area as the students. <br />
<b><br /></b>
<b>Print Rich Environment </b><br />
<br />
Not only is the arrangement of the desk important to the classroom but the motivation the classroom has to offer the students. To have a print-rich-environment, the teacher needs to have posters and signs that help to promote literature in the classroom. By having posters and signs on the classroom walls and bulletin boards will help the students gain a great deal of experiences with the different types of literature. Plus the students can do a read around the room, while sitting in the reading nook. By providing a print-rich environment, the students will be placed in a positive learning atmosphere that promotes learning thus preventing classroom misconduct. <br />
<br />
<b>Conclusion </b><br />
<br />
In conclusion, the arrangement of the classroom is a very key part of how well the students will learn and interact with their classmates and their teacher. If a classroom is disorganized and clustered, then it will be kind of hard for a child to work and learn new skills. Plus, the teacher needs to take time to make sure his/her room is set up for learning because no matter how well your lesson plans are completed and ready to be presented. If the students do not feel comfortable in the room then the lesson plan will be presented in a way the teacher wanted it to.<br />
<br />
<a href="http://educenterblog.blogspot.com/2011/12/classroom-arrangement.html%20Done" rel="nofollow">classroom-arrangement</a></div>
Dhiya uddinhttp://www.blogger.com/profile/00155365214801018186noreply@blogger.com0tag:blogger.com,1999:blog-3947317706592204450.post-46938710763822535842011-12-23T13:01:00.000-08:002013-03-28T02:12:28.924-07:00Einstein’s Educational Philosophy<div dir="ltr" style="text-align: left;" trbidi="on">
In December of 1999, <em>Time Magazine</em> named Albert Einstein “Person of the Century” arguing that his discoveries revolutionized humans’ understanding of the universe.<br />
Although lauded for his scientific mind, Einstein was also a philosopher. Borrowing from his experiences living in Nazi Germany, or during the time he spent straining to understand scientific principles, he expressed his ideas about the challenges of daily life.<br />
As Einstein was a professor of physics, quite a few of his most known sayings relate to education. Take a look at ten pieces of Einstein’s educational philosophy below—some are sure to inspire:<br />
<a name='more'></a><br />
<strong>1. </strong><strong>“If you can’t explain it simply, you don’t understand it well enough.”</strong><br />
Some subjects are difficult for students. Specialists obviously know their subject very well, but it is important to see that subject from a student’s perspective, and to not necessarily assume prior knowledge or skills. As a teacher, you should try to place yourself in the frame of mind of a novice learner, and only by doing this will you be able to fully comprehend your own studies.<br />
<strong>2. </strong><strong>“Everything should be as simple as it is, but not simpler.”</strong><br />
Although explaining material simply is often the best way to communicate to larger audiences, you shouldn’t water subjects down or remove important complexities.<br />
<strong>3. </strong><strong>“Information is not knowledge.”</strong><br />
As instructors and teachers we need to ensure that students are not just learning facts, but rather the meaning, trends, or application behind these facts. In lectures, quizzes, and assignments, we need to make sure that students are asked to understand and explain the importance of the material being taught.<br />
<strong>4. </strong><strong>“Intellectual growth should commence at birth and cease only at death.”</strong><br />
We need to encourage students in learning, and emphasize that when they are done with a course or with a program their learning should not stop. It’s likely they will be more fulfilled and successful in life if they maintain a continued sense of curiosity and wonder about everything around them.<br />
<strong>5. </strong><strong>“Do not worry about your difficulties in mathematics. I can assure you that mine are still greater.”</strong><br />
There is a myth that Einstein failed math when he was in school. He didn’t—he actually did well. But the point he is making here is that what he did in life did not come easily; he had to work very hard to do well. As teachers, we need to convey that even the truly great have to work to become great.<br />
<br />
<strong>6. “I have no special talent. I am only passionately curious.”</strong><br />
Here, Einstein is again saying that his great scientific achievements required continuous effort and did not come to him “naturally.” He simply had a passionate desire to learn new things.<br />
<strong>7. </strong><strong>“Education is what remains after one has forgotten what one has learned in school.”</strong><br />
Here, Einstein isn’t saying students should forget everything they learn in school. On the contrary, we can interpret this to mean that if you develop the habit of study and curiosity, long after you have forgotten facts you retain an attitude that allows receptivity to new ideas.<br />
<strong>8. </strong><strong>“It is the supreme art of the teacher to awaken joy in creative expression and knowledge.”</strong><br />
As teachers we should find joy in our subjects, convey that joy to students, and expect it to be reflected in students’ work. This isn’t an easy thing to do, but it does make the subject memorable to those we teach.<br />
<strong>9. </strong><strong>“When I examine myself and my methods of thought, I come to the conclusion that the gift of fantasy has meant more to me than any talent for abstract, positive thinking."</strong><br />
Einstein emphasizes that ideas and solutions come not only from logical, systematic thought, but also through imagination and out-of-the box thinking. If we can encourage this in our students, they will profit both in our courses and in life.<br />
<strong>10.</strong><strong> “Concern for man and his fate must always form the chief interest of all technical endeavors. Never forget that in the midst of your diagrams and equations.”</strong><br />
We all want students to succeed in their courses and use their education to achieve. But Einstein reminds us here that education should not be purely utilitarian. As teachers, we need to stress that whatever our students end up doing, it is important that they continuously strive to contribute to society at large.<br />
<br />
<a href="http://educenterblog.blogspot.com/2011/12/einsteins-educational-philosophy.html" rel="nofollow">einsteins-educational-philosophy.</a></div>
Dhiya uddinhttp://www.blogger.com/profile/00155365214801018186noreply@blogger.com0tag:blogger.com,1999:blog-3947317706592204450.post-32120035668032072852011-12-23T12:57:00.001-08:002011-12-23T12:57:11.038-08:00Love Of Reading: Tips On How To Cultivate It In Children<div dir="ltr" style="text-align: left;" trbidi="on">How many times have you encountered students who “hated” to read—who apparently had to be forced to read by any of various means of coercion or threat? Have you ever noticed instances where one of those very children had once (at an earlier age) eagerly engaged reading material, driven by a native passion to discover and grow? What are some of the key factors that promote or inhibit a love of reading? <br />
<br />
<strong>Work at each student’s ability level and incrementally build it up from there</strong> <br />
<br />
For some, the response to the demand that students know more is to put increasingly sophisticated material earlier and earlier into the school curriculum. They reason that if a student has trouble when algebra is introduced (as an example) in the 7th grade, then the solution is to introduce algebra starting in the 2nd grade—and to let it somehow “seep in through the pores of the skin” as the student moves forward. In reality, higher levels of mathematics are understood to the degree that every one of the steps below them have been thoroughly mastered. <br />
<a name='more'></a><br />
<br />
It may seem rewarding to say that a young student read a sophisticated work of literature, but if the student hated the whole process and didn’t understand any of it (as it was over their head), then there truly is no victory worth celebrating. You have to give children books at a level that they can read with success. This doesn’t mean coddling children into reading only simple books. The point is certainly to move them up into higher levels, but to do so by moving them along at an incremental progression that promotes genuine progress. <br />
<br />
If you were a weight trainer, would you continually insist that a student lift 200 pounds of weight when he couldn’t even lift 100 pounds? Then, when the student continued to fail and suffer and experience heavy strain at the level of 200 pounds, would you respond by giving them special strategy sessions or coping sessions or…? Clearly, it would be much more effective to move the student to a lower level of weight and to vigorously train them upwards from there. <br />
<br />
By forcing students to read books above their level, you lock them into a losing situation and promote distaste for reading. <br />
<br />
<strong>Work with a student’s natural interests</strong> <br />
<br />
I have often resolved student resistance to reading by working with the child’s natural interests. I don’t ask a resistant reader, “What are you interested in reading?” The answer will likely be “nothing.” Instead, through routine conversation and interaction, I find out the child’s interests. I then find books at an appropriate level on those specific topics. I don’t make it an academic exercise. I don’t even necessarily announce that we’re going to read. I simply start sharing some “cool” information about bugs or skateboards or karate or rocket ships (or whatever interests the student) that happens to be in a particular book. <br />
<br />
I don’t portray reading as a dull exercise; reading is the medium for some very interesting communication. Particularly in the beginning, I may have to do more of the reading (while the student follows along). As the student gets more engaged, they begin to read more. All the while, I participate in animated conversation with the student about the content of what we’re reading. My interest is real. The scene looks less like a teacher teaching a student how to read than it looks like two people excitedly talking about a great movie they’ve seen. All the while, the student’s ability and desire to read are improving. <br />
<br />
Shouldn’t the student be reading only the finest literature? One certainly wants a student to read fine literature, but let’s first put the emphasis on creating interest and ability in the area of reading. Then, with an increasing amount of capital of interest and willingness, it becomes much easier to progressively stretch the student into different genres and types of reading material. Think of these two choices: (1) You do battle with a student by trying to force them to read three particular classic books, with heavy resistance, very slow progress, and a crushed interest in reading; (2) By aligning with a student’s interests, you ignite an interest in reading such that they avidly read scores of books (and some of them are classics). <br />
<br />
<strong>Start by making a reader rather than immediately trying to make a literary critic</strong> <br />
<br />
Here’s an analogy. Suppose a teacher/mentor is trying to get you interested and skilled in carpentry, which is a relatively new area of endeavor for you. The teacher begins by taking you through the process of constructing a simple box. Suppose you work for 10 minutes cutting the sides of the box and then the teacher stops for a discussion on types of saws: hand saw, rip saw, hacksaw, circular saw, table saw, radial arm saw, miter saw, rotary saw, concrete saw, and so on. You start to hammer sides together and a few minutes into that the teacher has you do an analysis of types of hammers and their uses: claw hammer, ball pein, cross pein, club hammer, sledge hammer, mallet, and so on. Suppose your work continues to get frequently interrupted with exercises such as a dissection of types of boxes and their uses, types of sandpaper, famous carpenters, and on down the list. Would this process most likely result in you developing a keen sense of discernment, judgment, creativity, and skill in the art of carpentry or might it more likely tend to blunt your interest in the subject? <br />
<br />
What happens if we heavily push students into literary analysis and critique before they have (a) mastered reading with high fluency; (b) mastered reading with high comprehension; (c) read many works from many different authors in a variety of different styles; and (d) developed their natural passion for reading? Before these points have been achieved, to what degree should students be made to dissect written work: protagonist, antagonist, plot, setting, theme, simile, metaphor, allusion, alliteration, hyperbole, personification, foreshadowing, genre…? How much of this will be acquired naturally by students if they are allowed to develop into skilled and experienced readers? Writing is an art form. Reading involves an experience of this form of art. It involves communication. When a person attends a concert, do they typically analyze each bar of music as it passes along? <br />
<br />
A person with a high level of knowledge, skill and experience in a field will tend to have good judgment and analytical thinking in that field. That’s desirable. However, these desirable abilities aren’t necessarily nurtured by trying to make a literary critic before one has made an excellent reader who enjoys reading. One doesn’t cultivate a love of reading by making reading into a testing process. On the other hand, when we focus on the students by using literature at their level of ability that aligns with their interests—and when we make skilled readers who read by choice—such students (as it turns out) tend to do well on the language arts portions of standardized tests. <br />
<br />
<strong>Encourage and cultivate reading for understanding</strong> <br />
<br />
Think of a time when you were completely absorbed by some material that you were reading. With that material, were you merely skimming and using rote memorization without really grasping it—or was genuine understanding taking place? In some cases, actual reading has been supplanted with shallow substitutes. Reading has at times become getting “vague impressions” or “guessing” or skimming through and trying to isolate a few bullet points. Such activities can often serve to help a student to pass an immediate test—only to lose the information a few weeks (or even a day) later. Undigested information goes in and is subsequently spit out; goes in, gets spit out; goes in, gets spit out…the majority of it ultimately washed away. When students “read” in this fashion throughout their many years of schooling, they can be given a false sense of security. After all, they are passing the tests. They appear to be winning in the system. One day, however, they will have to walk into the “real” world. In the “real” world, genuine understanding is required in order to be highly effective. <br />
<br />
In working with students, promote reading with understanding. Promote reading where a real connection and real communication are taking place. Further, promote taking the understandings gained from written material and applying them to produce desired results. <br />
<br />
<strong>Set an example</strong> <br />
<br />
Setting an example means openly enjoying reading yourself. Reading should not be conveyed to children as a sort of punishment that one must endure; it should be naturally conveyed as an enjoyable and desirable communication medium that opens up a world of knowledge, imagination, and entertainment. <br />
<br />
One adult who sets an outstanding example of cultivating a love of reading (by employing strategies that work, even if they may not always be considered “traditional”) is nationally acclaimed sixth-grade language arts teacher Donalyn Miller. Year after year she has consistently made students into avid readers, with her students typically reading upwards of 40 books in a school year. It seems that her classroom has been transformed into a cozy and inviting library, where students are able to exert some choice in the books they select—and where reading is given top priority (not book reports and worksheets). [To find out more about Donalyn Miller and her strategies, go to BookWhisperer.com]</div>Dhiya uddinhttp://www.blogger.com/profile/00155365214801018186noreply@blogger.com0tag:blogger.com,1999:blog-3947317706592204450.post-3648764547798528632011-12-23T12:52:00.001-08:002011-12-23T12:52:55.283-08:00Dr. Claudio Cerullo discusses Bullying & Children With Disabilities<div dir="ltr" style="text-align: left;" trbidi="on">Students with ADD and Other Learning Disabilities are More Likely to be Bullied.<br />
<br />
Children with emotional disorders and learning disabilities have a greater chance of being harassed, taunted & teased by bullies. Teaching subtle social skills can help.<br />
<br />
Students are harassed and bullied every day in schools throughout the country, neighborhoods and playgrounds, but bullying is even more common in students with disabilities such as attention deficit disorder (ADD), autism or Asberger's Syndrome, or other learning issues, behavioral or emotional disabilities.<br />
<br />
Dr. Claudio V. Cerullo is considered to be an expert on bullying and bullying prevention programs; he defines bullying as "repeated exposure over time to negative acts on the part of one or more other students. It is a negative action when someone intentionally inflicts, or attempts to inflict, injury or discomfort upon another social, physically, or emotionally."<br />
<br />
Bullying can be physically aggressive (kicking, hitting or punching), verbally harassing (name calling or threatening), or psychologically hostile (spreading rumors or taking actions that socially isolate a child).Cyber bullying is a relatively new form of bullying that involves using the Internet and cell phone messaging to repeatedly intimidate, threaten or insult another child.<br />
<br />
Many researchers also believe that bullying involves an imbalance of power either physical or psychological. For example, a larger, stronger student will often bully a child he perceives as weak. Similarly, children who seem to lack confidence, social intelligence or "emotional muscle" are often bullied by kids who are more confident and aggressive.<br />
<br />
About Dr. Claudio Cerullo<br />
Dr. Claudio V. Cerullo earned his Bachelor's of Arts Degree in Social Science Education where he was elected President of the Student Government and Education Association. Dr. Cerullo earned his Master's Degree in Professional Elementary and Secondary Education with his concentration in Educational Administration, earned his Doctorate of Philosophy in Educational Administration and has attended educational leadership training in Diversity/Multi-Cultural Education through Harvard University's Graduate School of Education.<br />
<br />
<h2>About the Author</h2><table><tbody>
<tr><td><img alt="" src="http://www.gravatar.com/avatar/61a2bbb2d25c4c8202c0fa92489310e9?d=http://www.edarticle.com/images/avatar.png&s=90" style="padding: 5px 5px 5px 0pt;" /></td> <td><b>Dr. Claudio V. Cerullo</b><br />
<a href="http://www.teachantibullying.com/">www.teachantibullying.com</a></td></tr>
</tbody></table></div>Dhiya uddinhttp://www.blogger.com/profile/00155365214801018186noreply@blogger.com0tag:blogger.com,1999:blog-3947317706592204450.post-50868089914977512412011-12-23T12:51:00.001-08:002011-12-23T12:51:12.188-08:00Technology in the Classroom<div dir="ltr" style="text-align: left;" trbidi="on"><div class="Style-5" style="line-height: 200%; text-align: justify;"><strong><span style="color: black; font-size: 12pt; line-height: 200%;">Introduction</span></strong></div><div class="Style-5" style="line-height: 200%; text-align: justify; text-indent: 0.5in;"><span style="color: black; font-size: 12pt; line-height: 200%;">The ISTE Classroom Observation Tool (ICOT) is an observation tool developed by the International Society for Technology in Education (ISTE). The ISTE is a membership association for educators and education leaders. The association’s purpose is to engage in advancing excellence in learning and teaching through technology. The association is also responsible for developing the National Educational Technology Standards (NETS) for students, teachers, and administrators. The classroom observation tool was designed to evaluate the amount of technology being used in the classroom as well as its effective use based on the NETS. </span></div><div class="Style-5" style="line-height: 200%; text-align: justify;"><span style="color: black; font-size: 12pt; line-height: 200%;"><span> </span>Educators can download the ICOT application by registering free online. Once the educator is has registered and downloaded the application, classroom observations of both teachers and students can be conducted using a lap top computer off line, upload the data to a secure online account, where the data can be aggregated to generate reports. </span></div><div class="Style-5" style="line-height: 200%; text-align: justify;"><strong><span style="color: black; font-size: 12pt; line-height: 200%;">Why use ICOT as an Observation Tool?<a name='more'></a></span></strong></div><div class="Style-5" style="line-height: 200%; text-align: justify; text-indent: 0.5in;"><span style="color: black; font-size: 12pt; line-height: 200%;">There are several good reasons for using an observation tool such as ICOT to evaluate the effective use of technology in the classroom. For one, Moskowitz & Martabano (2009) argue that today’s district and building level administrators are busier than ever. In addition, administrators are being asked about the use of technology or evaluated themselves based on the amount of time and quality of technology being used in their classrooms. In fact, one of the NETS for administrators, according to the ISTE website is to create, promote, and sustain a dynamic, digital-age learning culture at their school or district. Another reason to use an observation tool such as ICOT, according to the authors, is because larger amounts of school and district budgets are being earmarked for technology in the classrooms. The authors report that technology spending in education will reach $56 billion by 2012. Being able to document and retain the effective use of technology in the classroom using observation tools such as ICOT will give administrators much more confidence in requesting funds from the district or grants. A final reason for using such technology to evaluate the use of technology in the classroom is for administrators to better prepare and plan professional development for teachers in the use of technology. Collier, Weinburgh, & Rivera (2004) imply that the majority of teachers do not feel comfortable using computers in the classroom for instruction. The authors go on to say that educators must focus more attention on how to effectively use technology in the classroom. </span></div><div class="Style-5" style="line-height: 200%; text-align: justify;"><strong><span style="color: black; font-size: 12pt; line-height: 200%;">About the Instrument</span></strong></div><div class="Style-5" style="line-height: 200%; text-align: justify;"><strong><span style="color: black; font-size: 12pt; line-height: 200%;"><span> </span></span></strong><span style="color: black; font-size: 12pt; line-height: 200%;">The components of the ICOT instrument consist of setting, groups, activities, technology, NETS, and charts. There are a series of questions, calendars, timelines, or charts for each of the components. For example, the setting consists of a series of questions about the subject, grade, time of day, and number of students. The group component asks questions concerning what type of grouping (i.e. individual, pairs, small groups, whole class) as well as engagement in the activity. The activity component touches on what the students and teacher are doing during the lesson (i.e. researching, writing, test taking, simulations, etc…). The technology component is the meat of the observation tool. In this section, the observer reports on what type of technology is being used, who is using it and how they are using the technology. The NETS component reports on what teacher or student standards are being taught or used during the lesson. Finally, the chart section reports on how long technology was being used, who was using it, and for what purpose (i.e. used for learning or used for something else). The charts are arranged for the observer to report who is using the technology and for what purpose in increments of 3 minutes for the duration of the lesson. </span></div><div class="Style-5" style="line-height: 200%; text-align: justify;"><strong><span style="color: black; font-size: 12pt; line-height: 200%;">Observation</span></strong></div><div class="Style-5" style="line-height: 200%; text-align: justify;"><span style="color: black; font-size: 12pt; line-height: 200%;"><span> </span>For the practical purposes of this article the writer used the ICOT instrument to observer a fifth grade teacher at the writer’s school. The teacher is a fifth year teacher who has taught traditional classes as well as boys’ single gender classes. The school is located in central South Carolina and has approximately 640 students. There are five fifth grade classes containing approximately 23 students per class. All of the fifth grade classes have one to one computing using wireless lap tops provided by the school. Each class also has a mounted interactive board as well as a mounted projector. Teachers are encouraged to engage students in the use of technology at least on a daily basis. <span> </span></span></div><div class="Style-5" style="line-height: 200%; text-align: justify; text-indent: 0.5in;"><span style="color: black; font-size: 12pt; line-height: 200%;">The writer observed the teacher teaching a single gender boys’ class during a social studies lesson for 30 minutes. The teacher was having the students research and report on the Reconstruction period of United States history. There were 23 students in the classroom at the time. The environment was uncluttered and purposefully organized for movement and collaborative work. Each student had their own lap top computer provided by the school. This was the teacher’s first year having one to one computing in his classroom. Each pair of students was working on a Power Point presentation. One hundred percent of the students were focused and actively engaged in the activity. The teacher’s role was to facilitate and coach the boys as they researched and created a presentation. Students were creating, researching, collaborating during the lesson. The teacher also used an interactive board to model what he expected from the boys.</span></div><div class="Style-5" style="line-height: 200%; text-align: justify;"><span style="color: black; font-size: 12pt; line-height: 200%;"><span> </span>There were a number of NET standards for teachers that the writer observed. One was the fact that the teacher was using curriculum-based presentations to engage the students. Second, the teacher created a developmentally appropriate learning activity for fifth grade boys. Third, the technology used during the lesson enhanced instruction. Fourth, the technology supported learner-centered strategies. Fifth, the teacher applied technology to develop students’ creativity. Finally, the teacher modeled legal and ethical technology practices by using the interactive board to show examples.</span></div><div class="Style-5" style="line-height: 200%; text-align: justify;"><span style="color: black; font-size: 12pt; line-height: 200%;"> After conducting the observation, the observer and the teacher were able to sit down and discuss the lesson. The observer was able to walk through the observation question by question and praise the teacher as well as offer constructive suggestions. For example, the observer suggested that since the boys were using wireless lap tops to let them sit on the floor, at their desk, or stand at the bookcase to work on their project. The observer felt that this is one of the benefits of using a wireless lap top to complete a task. </span></div><div class="Style-5" style="line-height: 200%; text-align: justify;"><strong><span style="color: black; font-size: 12pt; line-height: 200%;">Conclusion</span></strong></div><div class="Style-5" style="line-height: 200%; text-align: justify;"><strong><span style="color: black; font-size: 12pt; line-height: 200%;"><span> </span></span></strong><span style="color: black; font-size: 12pt; line-height: 200%;">ICOT is a useful tool for administrators to safely document the effective use of technology in the classroom. The tool allows educators to observe technology being used by both students and teachers based on the NETS. The data gathered is aggregated and stored for future reference. This data can be used to track effective practice, track the amount of technology use, and compare the use of technology to national standards. This information can be useful as administrators are competing for grants and other district funding for additional technology. The observation tool itself is user-friendly and is easily accessible by anyone. </span></div><div class="Style-5" style="line-height: 200%; text-align: justify; text-indent: 0.5in;"><span style="color: black; font-size: 12pt; line-height: 200%;">It is important for educators to be able to observe a classroom for the purpose of evaluating the use of technology in the classroom specifically. Many general classroom observation tools touch on technology in the classroom, but very few if any go in to as much detail as the ICOT does. The writer suggests that the ICOT instrument be used in isolation to evaluate the effective use of technology in addition to the more general observation tools. <span> </span></span></div><div class="Style-5" style="line-height: 200%; text-align: justify; text-indent: 0.5in;"><span style="color: black; font-size: 12pt; line-height: 200%;">In addition, district office administrators and directors of IT departments could definitely use the ICOT to evaluate instructional technology district wide. As administrators observe in classrooms and upload data to the website, district administrators can generate and view reports that can guide professional development and future purchases. </span></div><div class="Style-5" style="line-height: 200%; text-align: justify;"><span style="color: black; font-size: 12pt; line-height: 200%;"><span> </span><span> </span></span></div><div class="Style-5" style="line-height: 200%; text-align: center;"><span style="color: black; font-size: 12pt; line-height: 200%;"> </span><strong><span style="color: black; font-size: 12pt; line-height: 200%;">References</span></strong></div><blockquote class="tr_bq"><div class="Style-5" style="margin-left: 0.5in; text-indent: -0.5in;"><span style="color: black; font-size: 12pt;">Collier, S., Weinburgh, M. H., & Rivera, M. (2004). Infusing technology skills into a teacher education program: Change in students’ knowledge about and use of technology. <em>Journal of Technology and Teacher Education</em>, 12(3), 447-468. </span></div></blockquote></div>Dhiya uddinhttp://www.blogger.com/profile/00155365214801018186noreply@blogger.com0tag:blogger.com,1999:blog-3947317706592204450.post-89897560378637272072011-12-23T12:38:00.001-08:002011-12-23T12:38:05.627-08:00The Surprising Truth About Bullying And Bullies<div dir="ltr" style="text-align: left;" trbidi="on">So much attention is focused on bullying right now. In fact, in our workshops, when we ask participants to identify the top cause of school shootings, bullying is usually named.<br />
There is no doubt that bullying is a huge problem in nearly any setting where children and youth congregate, but you may not be able to stop or moderate the bullying by focusing on that issue alone. Yet, often that is what happens. When youth professionals focus solely or primarily on bullying, it may be a bit like seeing the forest but not the trees. Or, perhaps another analogy-- one that might resonate especially well with mental health workers-- is that a primary focus on bullying is a lot like just focusing on an alcoholic's liquor consumption while neglecting to address any of the factors that caused the excessive drinking in the first place. Here is a completely different way of viewing and addressing bullying, one that you may find far more effective than conventional approaches that focus on the symptom of bullying while often overlooking the factors that cause and sustain it.<br />
MYTH To address bullying, use character education or values clarification approaches.<br />
TRUTH While character education and values clarification approaches can have merit, as a reader of this internet magazine, hopefully you have learned that these methods always fail with about 11-14% of youngsters. Do you remember the information presented in past issues on this topic? If you have been to our workshop, you definitely should know the truth on this topic, because we devote hours to it during class. As any of our workshop past participants should be able to tell you, character ed and values clarification approaches will fail with conduct disordered youth. These youngsters lack a conscience or remorse, so character ed and values clarification methods simply won't work at all since those methods require that the child be able to care and have compassion. Since conduct disorders are the most misbehaved students of all, they are also often the bullies. Now, you know why conventional approaches may have limited success reducing bullying.<br />
MYTH Bullying is the primary cause of school shootings.<br />
TRUTH The media loves simple, black and white explanations, and this very simplistic sound bite is just not a very accurate or thorough explanation. While some school shooters were partially motivated by being bullied, to zero in on just the bullying misses the point-- and misses the point on how to prevent an incident. A more accurate way of viewing these youngsters who shoot, is to note that they tend to be clinically depressed, and that in addition to the bullying that they may endure, they are very sad and extremely frustrated. Better than viewing them as worn down by the bullying, it is far more accurate to view them as worn down by many things. Let me explain why this distinction is so important. This distinction is critical because it doesn't require an act of bullying to set this child off. Like a pressure cooker, this student is building up to blow. Certainly bullying could be the thing that causes the blow up, but it could be any event that lights the fuse. When you train your attention on seriously depressed youth (who may be bullied a lot, irregularly, or not at all) you can more readily and precisely identify the youth who could some day explode.<br />
Further, there may be other populations of youth who are statistically far more likely to cause an extremely violent incident. However, having three types of youngsters at risk of extreme violence is a more complicated concept, and not one that the media will necessarily capture for youth professionals. Ironically, although you won't hear it in the media, the bullied child is probably not the one who is at highest risk of extreme violence. If you want to read the details on who are the three highest risk populations, visit our web site at <a href="http://www.youthchg.com/hottopic.html">http://www.youthchg.com/hottopic.html</a>. Access to this article is free, and can make a big difference in your understanding of youth violence.<br />
MYTH When teaching bullying prevention, keep the focus on the bullying.<br />
TRUTH While it is fine to focus directly on the bullying, if you stop there, you may be unhappy with the results. To stick with the analogy used earlier, it is like focusing on the amount of liquor consumed rather than helping the alcoholic to learn about self-medicating. In addition to teaching that bullying is wrong, there needs to be a greater focus on teaching the skills youngsters need to behave differently. Further, you need to modify the skills of not just the bully, but also the victims and peers. Typically, we do not necessarily provide specific skill instruction to all three of those groups. The bully needs training to learn new peer interaction skills, but so do the victims and bystanders. If you focus solely on one or two of those groups, you may not get the results you sought. Remember, teaching skills does not mean re-stating expectations or rules. Teaching skills means that you creatively and effectively show students the exact skills that they need to be different. So, for example, you might teach the bully some new "Opening Lines" to use when initiating peer contact, perhaps aiding the youngster to stop threatening, and instead say something less aggressive.<br />
Here are other key areas that are often not taught as part of bullying prevention programs: personal space and distance, interacting with peers who are different, managing hands and other body parts, and how to avoid peer set-ups. There are many more critical skill areas that often are overlooked and left unaddressed. All unaddressed areas will be an endless source of bullying problems so be sure you cover it all.<br />
MYTH You can't significantly reduce the aggressiveness of youngsters who come out of homes and neighborhoods that are very violent.<br />
TRUTH Just because a child is raised around hitting, screaming and threats, does not condemn that youngster to be that way. Certainly, teaching peaceful behavior is a much more difficult task when a student's dad is threatening and coercing his offspring, but it is not the law that children raised in violence inevitably will be violent. Part of the problem is that youth professionals still use one-size-fits-all methods to work with students. Students are not all the same, and until professionals learn to choose different methods for different types of students, then it may seem that "nothing works" with some out-of-control youngsters. In reality, there are methods that can make a huge difference helping children raised in violence to forgo aggression, but first, youth professionals must start using these more targeted, sophisticated approaches. Often, when "nothing works," you are working with a conduct disordered child, and switching to a different set of tools can make a huge difference. Sadly, only mental health workers are usually taught to take this step, and other youth professionals are often not provided this vital information-- information that can literally change the future for many youngsters.</div>Dhiya uddinhttp://www.blogger.com/profile/00155365214801018186noreply@blogger.com0tag:blogger.com,1999:blog-3947317706592204450.post-56751301139376027992011-12-23T12:34:00.001-08:002011-12-23T12:34:52.373-08:00Home School VS. Public School<div dir="ltr" style="text-align: left;" trbidi="on">"Each day, more than 1,200 young men and women give up on their high school education, and, in many cases, on themselves" - so says the AdCouncil. Each day, 1,200 young men and women are becoming a burden to society. In a report done in March of 2006 for the Bill and Melinda Gates Foundation, it was found that one third of all Public High School students failed to graduate with less then 2 years to go. Nearly one half of those were blacks, Hispanics, and Native Americans. Many students gave personal reasons for leaving school. A third (32 percent) said they had to get a job and make money; 26 percent said they became a parent; and 22 percent said they had to care for a family member. At the end of this article I will show you where to get the rest of this disturbing report. <br />
I am not a fan of the public school system. Not with numbers like... the nationwide grand mean in reading for home schoolers was at the 79th percentile, and the 73rd percentile for language and math. This ranking means home school students performed better than approximately 77% of the sample population on whom the test was normed. Nearly 80% of home schooled children achieve individual scores above the national average and 54.7% of the 16,000 home schoolers achieved individual scores in the top quarter of the population, more than double the number of conventional school students who score in the top quarter. <br />
Facts are facts, but commons sense dictates that the public schools just do not work. They keep throughing money at the problem, working on self esteem and incentives while passing out condoms. They took out morals and replaced it with acceptance. They took out accountability and replaced it with food stamps. That's what the government gives in return for your tax dollars. Not to mention the NEA. They are a force in Washington that would rival the IRS. Just mention the word 'school vouchers' and red flags go up while the race cards come down. <br />
Point being that this great country does allow us a means to avoid the peer pressure filled, barb wire lined, police patrolling institutions we call public education. The number of home schools is rising every year, and with that are SAT test scores. The fact that nearly all home schools are Christian based is reason enough to go this route. But even if you took that out of the equation you would be left with flexible schedules, like going year round and taking a week off anytime you like. One on one training and tutoring, a nurturing environment as apposed to one that requires self defense as part of the curriculum. <br />
It is easy to realize that the home school beats public school, and even private schools for that matter. One must consider the time it would take to pursue such a task though, along with the cost. I have found places that get the process rolling for a $75 Registration fee, $25 processing fee, and then $500 - $750 per child, depending on the number of children. These organizations will provide proper paperwork, curriculums, planners, schedules and support to keep it in line with all the various state laws that apply. <br />
For those interested in many more statistics and getting further details on home schools, a good starting piont would be at <a href="http://www.wulliebull2.com/homeschool">http://www.wulliebull2.com/homeschool</a> . Included is a fun read call "The Teachers Interview", which will need no explanation. </div>Dhiya uddinhttp://www.blogger.com/profile/00155365214801018186noreply@blogger.com0tag:blogger.com,1999:blog-3947317706592204450.post-76350523012863955202011-12-23T12:33:00.002-08:002011-12-23T12:33:23.321-08:00Middle School Classroom Management: Behavior Action Plan<div dir="ltr" style="text-align: left;" trbidi="on">One of the most difficult skills to master as a teacher is classroom management. Unfortunately, if you can not master this skill you are not going to survive as a teacher, especially as a middle school teacher.<br />
However, when the school year starts, many first-year middle school teachers are pleasantly surprised. All through their teacher training they were told how difficult classroom management at the middle school level can be and how important it is to have effective classroom management skills in order to be a successful teacher.<br />
Yet, during the first days of school there doesn't seem to be much of a problem...students seem fairly attentive, no one is really talking or passing notes, there certainly hasn't been anyone talking back or any fights during the first few days...but then things start to change.<br />
You see, those first few days are the honeymoon period...students are nervous and many are a little scared so they sit back and wait. However, by the end of the first week of school, or certainly by the second week of school, middle school students start to feel more comfortable, they start to test the teacher's limits and classroom management becomes more and more difficult.<br />
It is at this point that many teachers start to panic and immediately resort to various reward/punishment systems, or as Alfie Kohn refers to them..."carrot and stick" systems.<br />
Unfortunately, these elaborate systems are a mistake. They provide only temporary solutions to an ongoing problem. Students who respond to the rewards begin to do their work and behave ONLY if a reward is involved, while at the same time many students who thrive on negative attention actually begin to seek out the punishment.<br />
The better plan is the "proactive approach" to classroom management. The proactive approach is based on the premise that the best classroom management plan is a strong instructional plan...that the key to middle school classroom management is to keep all of your students actively involved in all of your lessons.<br />
Unfortunately, there are times when teachers are still forced to REact. There are times when the teacher has used every proactive trick in the book and still a student does something that requires the teacher to react.<br />
HOWEVER, just because a teacher must react to a situation does mean the teacher must punish the student. The teacher must still save punishment as a last resort only!<br />
So, what's a teacher to do?<br />
Well here's an idea...create a "behavior action plan". Better yet, have the student create the "behavior action plan".<br />
The key to changing inappropriate student behavior is to have the *student* take responsibility for his actions. First, the student must identify the inappropriate behavior, and then determine why it is inappropriate, and finally, how he plans to stop the inappropriate behavior.<br />
All the teacher needs to do is have the student complete a "behavior action plan". The plan calls for the student to complete the following three statements:<br />
1. I am writing this plan because I...<br />
2. This behavior was not appropriate because...<br />
3. To prevent this from happening again, I plan to...<br />
Then, at the bottom of the handout make sure to have the student sign his or her name. By signing their name the student is making a promise to follow through with their plan.<br />
In the end, this classroom management approach is significantly better than simply punishing the student for the misbehavior. This classroom management approach has long-term results.<br />
by Adam Waxler </div>Dhiya uddinhttp://www.blogger.com/profile/00155365214801018186noreply@blogger.com0