Florida Education: Community Involvement

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by: SteveEdmonds
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Date: Mon, 11 October 2010: 5 hour H 40
0 comments that it is much easier said than done. More difficult and dangerous conditions to our society is apathy. Political apathy has polarized us to move backward. Apathy in our communities prevents us from enjoying the inherent resources of our environment. I have long said when solve us the problem of apathy, the folds of the policy will disappear. Education policy is political in its more contemporary understanding. It is filled with unique and bureaucratic interests strangle hold on power. Greater deterrence businesses of is involved with outreach efforts local is the old adage that "no good deed goes unpunished." Stepping up to help out can open passive and unforeseen consequences.The main obstacle to individuals involved is the lack of communication and receipt of comments from the public and ideas. Practice more confrontational and off-putting is perhaps our packaging that public education is the only game in ville.La natural occurrence is to divide the people who are predisposed to be active and involved in several smaller competitors, not cooperating groups.In a market entirely scenario it would be preferable, but on the education of the public in the forbidden mixture marché.Gouvernement approach is not a company and is not always subscribe to the same habits or practice. Compulsory public education, we must think more utilities and strive to achieve the greatest amount of good for the greatest amount of people. This means that we must make the allies not enemies education public and private.

Assuming that resolve us some problems of communication outlined in part II, informing the community should be a process and the PR issue.The real work provides open collaboration objectives effectively to provide quality learning to our students.

An area that I've grown to realize I was relatively unaware and uninformed is domicile.Ce education public and pseudo private education is that has received much criticism and little praise for activity and programs that it implies.Home schooling is becoming the economic preference to the perception of a lack of quality in public schools.One of the myths I've hung on the relevant quality standards and accountability.Then, I've seen comparisons orange counties and realized that people are this fear for the future of their enfants.Ils (parents) have already started to think collaboratively instead of individually .trouver a teacher is working in a bad economy, get a small group and all sudden, you have a win. A teacher is to make money and small groups of children receive focused attention.

Private schools and home school siphon it out off the coast of much of the responsibility of the public education system.Why such animosity between the three groups has increased to an extent which reminds me of partisan? course the answer is not new.It reproduces with almost every money - political arena.

Knowing that we'll never to remove money as the universal answer to all problems and solutions in politics, we must use as a constant and to make an instrument rather than an obstacle.

Money, just as it is now our burden can be leveraged as tool savings it can be the constant which brings together the community with a common significant for our money from private business community by incentives to help balance the differences in perception between public, private, and academic home avenir.Utiliser education discussion and competition can be displaced to find money to find success scolaire.Interaction creative/competition between the various educational entities can create community events that produce opportunities for advertising which govern the companies want / participer.débats community need, bowls, spelling bee, etc., sponsored by local companies and participated in private at home school children public vs. brain could help with political apathy really and create economic participation incentives.

Vouchers or similar systems must be maintained to allow reasonable choices not based on economic availability.Those who choose to pass the cost of private institutions should receive some reasonable on property taxes break Fund Lottery écoles.La should be used for what it was originally sold to the public - a source of never ending .Entreprises education funding should be allowed and encouraged to participate with the sponsorship of education for all types of students .Coexistence with other sources for the burden of public school education needs is a natural common-sense approach and it creates more opportunity or paths for the participation of our public education community.

One of my future Scottsmoor voters (thanks Tanya) provided some great starting points for research:

http://www.HSLDA.org/docs/Study/ray2009/2009_Ray_StudyFINAL.PDF

http://www.NHERI.org/Research-Facts-on-Homeschooling.html

http://www.homeschool-by-Design.com/Socialization.html

http://www.HSLDA.org/HS/State/FL/default.asp

Steve Edmonds is running for the Florida State Senate District 24.Pour know our more on Steve Edmonds and its position on the issues, visit him at www.edmonds4senate24.com.Note: not yet evaluated at
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Clinic/education remediation with students with disabilities learning approach

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A Clinical/Educational Approach to Remediation

with Learning Disabled Students

by Robert DePaolo

Abstract

This article discusses the possible effectiveness of incorporating assertive psychotherapy methods in remediation plans for students with learning disabilities. Assertive therapy is a method typically used to alleviate anxiety but also provides other benefits such as enhanced focusing capacities, reduction in self consciousness and greater goal orientation.

____________________

All special and regular classroom educators are faced with a conundrum when it comes to working with learning disabled students. Unlike developmental disorders, attention deficit, severe cognitive impairments, and speech and language impairments, the term learning disability lacks a clear clinical definition. For example research evidence is rapidly beginning to show that children with ADHD appear to have an under-aroused brain, typified by nor-epinephrine depletion which precludes summoning the energy to focus on tasks. (Hunt 2006). Autism is beginning to look more and more like a multi-faceted neuro-developmental disorder originating in the cerebellum (a part of the hindbrain responsible for automaticity, and other cognitive and motor/map regulatory functions (Courchesne, Courchesne et al 1988).

On the other hand the diagnostic criterion for a learning disability is mostly statistical (and hypothetical). As per the discrepancy model, a comparison is typically made between and among academic test scores, classroom performance and intellectual test scores to determine whether the differences are significant, thus warranting identification of the student as having a learning disability.

While some research on the neurology of learning disabilities suggests they have larger brains requiring a broader, more cumbersome search for information in the brain (Russell 2008), (Shaywitz, Shaywitz et al (2008) (ironically a negative factor in child development because the brain actually performs better as neural tissue is shed in child development) it is spotty. Other research on neurotransmitter functions has yielded inconsistent results. Therefore at present, no one knows what a learning disability really is.

For that reason, the move toward Response to Intervention Methods, while perhaps overly ambitious, is perfectly understandable. On the other hand, sidestepping the question of what an “LD” actually is, does little to resolve it. That has implications for educational practices and efficacious outcomes down the road.

A Generic (Clinical) Hypothesis

One way to describe a learning disability in a clinical context might involve combining elements of neurology and Information Theory – the brain being ultimately an information processing instrument. In any given classroom, irrespective of student teacher ratios, funding issues or whether or not staff are “highly qualified” there are really only three variables at work. In terms of information theory they are as follows.

1. The intended message (lesson) conveyed by the teacher

2. The presence of noise, in the form of interfering thoughts, daydreaming, physiological-based distractibility and/or competing thoughts…for example… “ I hate school“…“Why do I need to learn this stuff…” “Oh, God, I hate math.”

3. The message received by the student

Here it is argued that, whether arising from an overly large brain (which exacerbates noise interference), a negative disposition, anxiety/shyness, or self consciousness the core causative factor in a learning disability is “noise” which in various forms precludes a close correlation between the teacher’s message and the learner’s comprehension of that message. Noise equates with interference in any information system and so a learning disability can be defined clinically as one or more ongoing interference patterns arising within the brain from several possible sources that interrupt the message and compromise receipt of that message. The interference can be temporary, situation-specific (“I don’t like that teacher, he’s too intimidating”) or chronic (in the form of anxiety, self consciousness and other arousal mechanisms).

The fact that interference can have varying origins might explain why classroom performance, test scores, independent work capacities and comprehension of subject matter are variable for learning disabled students.

There is another potential factor, which is a Piagetian staple. In order for the message to be received requires prior schemes (cognitive templates) that make the teacher’s message at least partially recognizable to the student (Satterly 1987). In that context, it serves the instructor well to invoke a variation on that old saw…there is nothing new under the sun. In educational terms it would be stated slightly differently, to wit: The presentation of new information absent a frame of reference precludes effective teaching. However since most good teachers use simile, frame their lessons in terms of personal experience and use concrete examples to “break in” new topics that factor is left for another time and perhaps another article. For purposes of this article the true and most essential remedial strategy for the learning disabled student is considered to be noise reduction.

An Unorthodox, Yet Simple Solution

There is little research in the field of education regarding methods for reducing “noise.” One recent innovation was the portfolio approach which was an attempt to personalize the subject matter in such a way as to maximize student investment. One of its prime tenets was that if academics could somehow be incorporated into the self image, student motivation (a precious, yet ever-waning factor among today’s students) could be enhanced. The problem with that approach is that it assumes the student is interested in the activities that comprise the portfolio in the first place. Thus is a particularly rugged male student might view drawing pictures with a personal theme as either too “goofy,” threatening or expository. Consequently he might not warm to the task, in which his case his motivation would be dampened rather than enhanced.

Yet there is ample research within the domain of clinical psychology that does address the issue of noise, which is often equated with anxiety. The research indicates that people, including children, can overcome inhibition, self consciousness, fear and anxiety through assertive training, or assertive therapy. (Bornstein, Bellack et al 1977) (Colter & Guerra (1976).

Nuts and Bolts of Assertive Methods

The fundamental premise of assertive training is that anxiety and noise interference cannot be simultaneously activated alongside anger/arousal. (Cansier 2010) (Bower, Bower 1991). The reason is found in a process called reciprocal inhibition, which mandates that the neural circuits for aggression inhibit those for anxiety and inhibition and vice versa (Wolpe, 1958). In the clinical field this is most often applied to individuals with social phobias and anxiety disorders (Sue, D Sue, DM et al 1990), Cooley, E & Nowicki, JR (1984), Schlenker & Leary 1982). The therapist, or trainer typically begins with role playing to get the client used to expressing anger, contrariness and oppositional language in the controlled setting of the therapist’s office. Then those behaviors are whittled down, from verbal aggressive (which does not work socially and could create more problems than it solves for the client) to verbal assertiveness (which is defined as a heartfelt, high-focus set of behaviors - usually language-related - that are socially effective, yet at the same time serve to inhibit the anxiety and noise that otherwise hamstring the client in social settings.

In simple, neuro-functional terms, one cannot be in both flight and fight mode simultaneously. Flight mode is conducive to noise interference. Fight mode provides a uni-focus and blocks peripheral distractions (which is why athletes try to psych themselves up to perform better in big games).

In that context one could surmise that teaching students to be assertive learners would result in noise reduction, as well as galvanize their focus, ameliorate self-consciousness and other distractions in favor of an intense focus on the lesson at hand.

The key element, as with clinical methods, would be to find an acceptable format and style of assertive expression for students in the classroom. While each teacher and student might approach this in a unique way, there are some general guidelines that might provide grist for the mill. First, a caveat.

Not all personality types necessarily benefit from assertive training. Some required aggressive statements and posturing can, even in rehearsal, be ego-dystonic for some clients and result in heightened anxiety and possible disruption of the self image.

There are ways around this, one being the use of positive assertions (which amount to the use of positive language with “brio” – eg “I really enjoy this class and I find history unimaginably appealing due to its revelations about the present.” In addition, unlike the Response to Intervention Method, this approach would not disregard formal testing, for the following reasons: Students with low average-borderline cognitive abilities and/or significant language retrieval difficulties might become quite alienated by such a teaching method. That does not mean they can’t participate, but perhaps concrete training formats adapted to their comprehension levels could be employed to create some degree of enhanced proficiency as well.

In effect it is strongly emphatic tone rather than the specific language or the student’s disposition that elicits the assertive posture. It is powerful expression that due to the concomitant release of supportive neurotransmitters creates a constructive, quasi-fight rather than flight reaction, thus converting passive, distractible., avoidant learners into aggressive learners.

In that context the question is whether assertive/academic training implemented on a grand scale might improve academic performance and/or reduce the number of students identified with learning disabilities. Logic and prior research suggests it would, but when it comes to education the proof is always in the pudding.

Application

The next issue and the hardest to address is the “how” of this proposed methodology. What should a teacher do to create the focus/brio inherent in this personality/achievement transition?

In a counseling format it is easy to implement. It could begin with disinhibiting exercises such as

1. The client present opposing viewpoints in contrast to the counselor’s in role playing sessions.

2. The client using emphatic expression to compliment the counselor, once again in role playing, as well as practicing tonality and use of the pronoun “I.”

3. The client complaining about his lot in life fervently, then resolving to take action to work things out.

4. The client asking questions whenever there is the slightest level of ambiguity.

5. The counselor tabulating the number of questions, challenges etc to gauge self-advocative growth during the process.

Then comes the in vivo or real life application. Assignments are given to the client to behave in acceptable but self-advocative and if necessary, contrary ways in his natural environment. These are monitored by the counselor to make sure the client is not going overboard. (While assertive counselors consider themselves behaviorists, fact is they often resort to ego therapy as a means of determining whether the client has a firm enough grasp of self in society to make the right decisions and in the correct proportion vis a vis their assertive actions.

Can this be converted for educational purposes? Assertive training has been used effectively in selected educational settings (Mehrabizadi, Taghavi et al (2009). Still many of the clinical nuances would be difficult to carry out in the context of a classroom – though enlisting the aid of a school psychologist could help in that regard. Yet even a classroom teacher could use it in the context of his or her teaching style; for example with the following introduction…

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Is that you are concerned by cure your ADD or ADHD child?

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by: klmiller
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Date: Wed, 20 Oct 2010 Time: 6:31 PM
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Many of the students I work with have ADD or ADHD (often referred to simply as ADHD), and I often hear from parents that they are concerned about making the decision to give their child medication. A parent recently asked me for my opinion of medicating kids with ADD and ADHD.

Children with ADHD are suffering; some suffer quite a lot. One way of looking at ADHD is that it is difficulty with managing the multiple aspects of “paying attention.” Attention is not a simple, easily defined matter of focusing on one thing. Attention is the management or orchestration of the information being received by the senses, interpreting this information, and responding to this information.

Kids with ADHD often find it hard to get their bodies to cooperate in their attempts to “stay focused” and no amount of saying “you need to pay attention” is going to help. To use an analogy, telling a person with extremely poor eyesight that he just needs to try harder to see clearly will not convince or shame him into “getting serious” and producing perfect vision!

The metaphor of eyeglasses is a great one for thinking about the use of medication for a kid with ADHD. If your child is nearsighted or farsighted, naturally, you provide the physical tools necessary for him to see clearly, to participate fully in life and to move ahead in meeting his goals.

For about 80 to 90 percent of kids with ADHD, medicine is the equivalent of glasses. With the aid of glasses, a kid with poor vision can see what’s around him. It gives him the opportunity to interact more fully with the environment—an opportunity he didn’t have before putting on the glasses.

The proper medicine, in the right dose puts kids in a better position to interact productively with people, form friendships, learn more successfully, develop a strong self-concept, and more easily develop to their full potential.

Myths and fears about negative effects of drugs

I agree that drugs are serious business and I don’t want any child to use a drug that isn’t right for her. It just won’t help, and it could have negative side effects that give her more problems.

Statistics show that 80 to 90 percent of kids are helped by medication. Kids who get the right medicine, in the correct dosage, and who regularly work with a skillful doctor to make adjustments to their medical treatment as their needs change, have a much easier time managing the areas of their life that challenge kids with ADHD, such as relationships and school work. What is the evidence for this conclusion?

A very famous study that you may have heard about called the MTA or the Multimodal Treatment Study of ADHD (MTA Study) is the largest ADHD treatment study ever conducted. A total of 597 children with ADHD-Combined Type (which means they had both inattentive and hyperactive-impulsive symptoms) were randomly assigned to 1 of 4 treatments.

These treatment conditions were: medication management, behavior modification, medication management and behavior modification, or community care.

The medication and behavioral treatments provided in the MTA study were far more thorough than what children typically receive in community settings.

The kids receiving medication treatment underwent a thorough process to determine the optimum dose and medication for each child, and were closely monitored and adjustments made when necessary.

The behavioral intervention was rigorous as well. It included over 25 parent training sessions, an intensive summer camp, and extensive support provided in children's classrooms.

In contrast, children in the community care condition received whatever treatments parents chose to pursue for their child in the community. Although this included medication treatment in most cases, the MTA researchers felt this treatment was not as intensive or thorough as the medical treatment given to students in the “medical” condition.

The overall pattern of results suggested that children who received intensive medication management - either alone or in combination with behavior treatment - had more positive results than children who received behavior therapy alone or community care. There was also some evidence that children who received the combined treatment were doing better overall than children who received medication treatment alone. This speaks to the effectiveness of medication in improving the lives of children, and it also suggests that using more than one approach to support kids with ADHD is necessary for best results.

There are some common side-effects of drugs that you should be aware of.

Finding the right medicine in the correct dosage for your child involves trial and error. Your child will probably have some issues surface while she’s adjusting to the medicine.

The typical issues that tend to come up for kids are sleep disruption, decrease in appetite and weight loss, impulsivity when the medication wears off, irritability, and suppression of personality. Longer acting medications have greatly reduced the likelihood of these side effects. Naturally, bring these concerns to your doctor so that adjustments can be made.

How to find a skillful doctor for your child

The best doctors really, really like people! Seems obvious, right? But how often have you been to a doctor who seemed irritated that he or she had to be working that day? The point is, doctors are people first, and caring people are fairly easy to spot, even when they’re having a bad day. Here’s some tips for finding them:

They spend time getting to know your child. They get to know your child’s strengths, weaknesses and challenges. They strive to understand the school challenges and the family dynamic.

They are up-to-date on all the latest research, theories and medications. These doctors spend lots of time staying educated in their craft. In my opinion, one of the biggest clues that your doctor is up-to-date is that they sometimes say “I don’t know.” This tells me they pay attention to what’s really going on in their field, because we don’t know everything yet. Doctors who never admit they don’t have all the answers, even if you really push for an opinion, aren’t comfortable sharing their lack of knowledge and that can spell trouble for your child.

They will talk about other types of non-medical intervention with you. They’ll encourage you to get other kinds of support. For example, they may suggest dietary changes, or behavior plans or family counseling or educational therapy. In other words, they really understand what the research shows: medical plus non-medical interventions is a much more effective approach than either medical or non-medical intervention alone.

I can highly recommend my colleague, Dr. Audrey Griesbach, whose practice is in Los Angeles. She is the kind of doctor I’m describing above.   She can be reached at 310-996-8990.

If you’re not in Los Angeles, you should talk to parents in your area. Get lots of opinions and then phone the doctor’s office and talk to the staff. Ask if they have a client welcome packet that discusses the doctor’s approach to treating ADHD. If your town is small and you don’t have a doctor who specializes in the treatment of ADHD, use the criteria above to find a practitioner who is a caring person, widely and deeply knowledgeable about kids and ADHD, and who spends the time needed to search for and find the right kind of medicine and dosage that gives your child the chance to be on a more level playing field.

If your child is one of the 80-90 percent of kids helped by medicine or is one the 10 to 20 percent for whom medicine is not producing better outcomes, there are other non-medical as well as behavioral and academic interventions that can give her support. Use the links below to investigate some of these alternatives.

Good luck!

Dr. Kari Miller is the Director of Miller Educational Excellence, an educational therapy center in Los Angeles.  Her informative and inspiring collection of articles, “Success Strategies for Students with Special Needs Such as ADD, ADHD, Autism, and Learning Disabilities” can be downloaded here.  She is the host of two stimulating educational blogtalk radio shows:  Special Kid School Talk  and Education Revolution 

To contact Dr. Miller

Website: http://www.millereducationalexcellence.com
Email: klmiller555@sbcglobal.net
Phone: 310-280-9813

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Technology in the classroom

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by: dholzendorf
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Date: Fri, 1 Oct 2010 Time: 12:31 PM
0 comments Introduction

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.

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.

Why use ICOT as an Observation Tool?

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.

About the Instrument

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.

Observation

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.

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.

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.

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.

Conclusion

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.

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.

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.

References

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. Journal of Technology and Teacher Education, 12(3), 447-468.

Moskowitz, S. & Martabano, S. (2009). Administrators accessing the effectiveness of technology.

David Holzendorf is candidate for a doctorate in educational leadership from Nova Southeastern University. He is currently serving as an assistant principal in a pre-kindergarten through fifth grade school in central South Carolina. He was a sixth grade teacher for eleven years prior to going in to administration. As a classroom teacher, the author implemented what would have been considered at the time cutting edge technology in his instructional practice.

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Interactive reading for ESL classroom activity

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by: alawton
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Date: Friday, 24 September 2010 time: 11 H 37
0 comments in your ESL Classroom you probably read aloud when you covering students reading passage. To do this is to ask the students to take turns reading a sentence or paragraph at a time. Presented here activity allows you to associate the whole class while completing this task to keep everyone actively engaged.To off start, select a reading passage that uses the vocabulary of the target unit cover this week. They occur in the text book that you use. It could even write his own short passage that contains these words. Of course, this option takes more time and effort, but it gives you more control over what is read and the level of difficulty.Now reading, you iterate through the black and white document to 20 words. Ideally, you want as many words deleted as you have students in your class. The trick is to decide which words may be omitted without any sense of the passage too difficult to understand. Put those words deleted on an index card. Each word has its own sheet. Make copies of the passage to the students. Be sure to save a copy of the original text, with no words deleted, using as a reference. To start the activity of the LEC, continue to read and index each student card.Inform the class that the passage will be read aloud as a class.Students will be to relay read a sentence each.If a player is confronted with a sentence that contains a whited word that it should stop.Everyone should watch their card and to determine whether the word is appropriate to fill the void.After the class discuss the correct word and its meaning, you can everyone let know what the word was supposed to être.Il there will be times when many students feel like their word is that populates correctly in the vide.Il is an opportunity for students of ESL learning actively groupe.Comme as a class, you can discover why a Word made sense and another is not.Go by the adoption of all and tell students to write the correct their paper you words allez.étudiants will be active, even when they're not read, since they are supposed to eventually offer their word to lecteur.Cet exercise will work for children up to adults learners.Andrew LawtonESL worksheets

I am a Professor of the LEC in Austin, Texas

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What are your favorite ideas to improve public schools?

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by: BruceDPrice
Total views: 593
Statistics: 1024
Date: Tue, October 13, 2010 time: 9 H 11
2 Comments

I write on a large number of sites.Some of them, people don't see any problem with education points way surprenante.Sur other sites at the other extreme, people were totally abandoned hope: public schools are rotten and will always be this way.

To me, I'm in the middle. I see a lot of problems, but I'm trying to find ways to repair.Now, all experts agree that the November elections will allow huge fluctuations Congressman j. ' encourages people to start thinking now about the kind of change that they would like supports.

Here is my proposal great eight for education (in an article published on the right).

1) Promote and strengthen the schools of the Charter, coupons, homeschooling and all types of private schools, the diversity and competition because as a means of improving.

2) All teachers need to major in the subjects they teach. Just as nurses have degrees in nursing, biology teachers must have degrees in biology. (Currently, that many teachers unprepared is told to teach subjects they know little.)(Laughing).

3) Support fast track alternative licensing.If Intelligent, educated people want to leave the other fields to be teachers, all what they really need is several months of training in the classroom. To capture these people and putting them to work as soon as possible.

4) Make schools safe.School boards and school principals must be held accountable for eliminating violence in schools. (There are many more violence in schools more realize people; and it seems to be tacitly accepted.) Zero tolerance seems to be a cynical ploy to distract people from the real issue is with children adults could be imprisoned for acts. A pill in a handbag is not problème.Coups and injuries is the problem.(Physical injury reporting is the problem.)

5) Teachers should not be required to join a Trade Union. The power of the NEA is a major problem in the union réforme.Cette uses contributions forced to elect political allies, almost always Democrats. (Incessant political activity of the NEA should be reformed, especially if the contributions are applied, as many teachers pay for the policy that they oppose versus which are legal?)

6) Revoke, cancel, or scale race back to the top.This has always been a stunt by the Government to impose its will on local education.We want to go in exactly in the opposite direction.There is no mention in the constitution of a federal education .the role States should be encouraged to innovate and compete with each other, step submit to absurd contenders who did the damage so far.

7) Reduce moitié.Et Education Department and then start again.This thing must never was created (this is a gift from pay-back of democracy at the NEA).Similarly, cut half the role of educational institutions.These sites took two years for two month information.

8) Trying to dismantle the untruths and gadgets introduced by progressive educators in the past 100 years, for example, Sight words, New Math reform math, constructivism, self-esteem, multiculturalism, tolerance of any kind, group learning, etc.Instead, it should be a renewed focus on the basic knowledge and skills base, with the mastery of both.

At least, this is a real tirer.Supposons even half of these articles became list.The four.The power of the creation of education would be much réduite.Nous see real amélioration.Mais the first step in a much more engaged audience.

If you want to see the article that contains these proposals, see manifest education Tea Party.

http://www.rantrave.com/Rant/The-Tea-Party-Education-Manifesto.aspx

Conservative analysis of theory of education and methods, see my site improve - Education .org.

Bruce Price is an author and artiste.En 2005, he founded improve - Education .org Institute has now 55 original articles about culture, language, reading and education it has other sections 150 on other sites.

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Thu, October 14, 2010, 6 h 55 by Victor
good proposals
Friday, 15 October 2010 at 12 H 36 BruceDPrice
Victor, thank you for your comment.
Let me emphasize that everyone peut/edit/change this liste.faites your own liste.puis obtaining local media and groups begin to discuss education.

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Reading comprehension strategies that work: anchor visualizations

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by: klmiller
Total views: 116
Statistics: 1256
Date: Tue, October 20, 2010 time: 18: 20
0 comments, some children have difficulty with reading comprehension. There may be several reasons that they have difficulty, but one of the main causes of the problems reading comprehension is that students create not as striking images they read.In my practice of educational therapy, I often listen to students to read. Some students have difficulty with recognition of the word, but many do not. When your child has little or no difficulty poll on the words in the passage, but he still has difficulty understanding the problem may be that he or it is not clever with imaging visuelle.Et even if your child has trouble survey words, it may still have trouble with understanding as well.Researchers noticed that students are not adept at making images in their mind of equipment that they hear or read as they were decades ago. Perhaps the explosion of Visual images all around us has much to do with that. Children are "fed" Visual images of television, movies, magazines and billboards. They may not receive as much practical to generate their own images.Visualization is used by the athletes and artists as an effective tool for positive results. Research has shown that the athletes who practice their sport only "field" do not reach the same levels of success such as those which, in addition to practise "field" also practise their sport "in their minds."The brain is very clever use of Visual information. Indeed, most region of the brain is dedicated to the vision that sens.Le brain to another is also very well to the use of spatial information. These capabilities have get us through the millennia as a survival mechanism. We are highly visual and spatial thinkers.The "anchor visualizations" strategy teaches students to create Visual images, then to "anchor" to a specific location in the room. What's so amazing about this technique is that students use both innate ability, vision and spatial understanding and strategy can be used when the students are involved in discussions in independent to significantly increase capacity students viewing and reading comprehension class, conferences, or read. Behold how the technique "anchor visualizations" works: Students will listen or read, they use their visualization capability to create "pictures" (I are called "mind movies"), information. These images should include rich details more vivid images because remember student Better.the directs his or her attention to a specific location in the room, for example, the door, Blackboard or on-site wall.The image became an anchor location visualizations created or to discuss the contents of a story or manual reading. The spot is Visual and associated parts of history must be remembered.To recall a storage place is important in history, were simply the student to look at the anchor spatial information. Applying the technique of "anchor visualizations" Since soon it will be Halloween, apply this technique to the story, "Little Red Riding Hood" Although this is a story at the elementary level, the technique works for any information, any level sophistication.The history begins as the small red chaperone was invited by his mother to take some food to her grandmother, who loves the little red chaperone so she gave her a beautiful cape red with a hood. This part of the story, a student can choose a place in the room, say that the television set. While discussing or reading this part of history, have your child watches TV and create a vivid image of a little girl. Ask questions such as: how old is it, what color is her hair, how long is Cape Town, she did her hood on his head or not, what color are his eyes, that it will proceed to food, in what form is the container... etc. Issues is to teach your child create images instructions.to part of history, have your child to choose another location, such as the table, as you read or discuss in the next section of the history and encourage your child to make images of issues for the information to come to life.In our example, this technique has been applied to a history of elementary, primarily because the story of the little Red Riding Hood is well connue.Mais, as I mentioned, it works also for content of middle and high school. Used this approach to teach the children on DNA, history of Romeo and Juliet and other secondary equipment line. This is an approach that works on any content, for students of all ages, because it uses the concepts of locations in space combined with Visual input, Visual imagery and language, which makes it a multi-sensory technique. And multi-sensory techniques work better because they deliver more a part of the brain.What are the characteristics of "vivid images"?Use your questioning to help your child create memorable images.That is what makes memorable images?First - images should stimulate emotions (think of a man holding a soft child crying) .a another quality required is that the images are unusual (try a blue dog) .encourager your child to include other aspects of memorable Imaging: colour, detail and especially for children of all ages — is the raw image! Yes, I said gross (think a sandwich assessment) .the gross factor is very powerful for the memory!Mr. Kari Miller is Director of Miller education excellence an educational centre of Los Angeles.Sa collection informative and inspirational articles, "Strategies for success for students special needs such as the ADD, ADHD, Autism" therapy and learning disabilities can be downloaded here stop is challenging two broadcasts educational blogtalk radio host: Special Kid School Talk and the revolution of education contact Mr. Miller: website:

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