With the inclusion of essays on high-stakes tests such as the SAT® and ACT®, as well as many state standards tests and high-school exit exams, the need to improve writing fluency has recently surfaced as a desired goal. Which approaches to writing fluency work best?
1. Teach students to read a variety of writing prompts. Expose students to different content area and writing domain prompts. For example, using social science, literature, and science content with informational, expository, analytical, and persuasive domains. Teach students to read the writing prompt twice—the first time for understanding and the second time to circle the subject and highlight key words.
2. Give students ample practice in turning writing prompts into effective essay topic sentences. “Thesis Turn-Arounds” can be a productive “opener” to any lesson in any subject area. For example, if the prompt reads “Analyze the causes of the Civil War,” students could begin their theses with “Many causes contributed to the Civil War.”
3. Give students practice in developing quick pre-writes to organize a multi-paragraph writing response. Teach a variety of graphic organizers and review how each is appropriate to different writing prompts.
4. Give students practice in writing introductory paragraphs after pre-writing. Give students practice in writing just one timed body paragraph to address one aspect of the essay after pre-writing.
5. Provide immediate individual feedback to students with brief writers conferences.
6. Use the overhead projector to use critique real student samples. Write along with students and have them critique your writing samples.
7. Teach how to pace various allotted essay times. For example, the SAT® essay is only 25 minutes. Most state tests allot 60 minutes. Brainstorm and allocate times before a full essay writing fluency for the following: analysis of the writing prompt, pre-write, draft, revisions, editing.
8. If a brief reading passage is part of the background for the writing task, teach students to annotate the passage with margin notes as they read.
About the Author
Mark Pennington is an educational author, presenter, reading specialist, and middle school teacher. Mark is committed to differentiated instruction for the diverse needs of today's students. Visit Mark’s website at www.penningtonpublishing.com to check out his teacher resources and books: Teaching Reading Strategies, Teaching Essay Strategies, Teaching Grammar and Mechanics, and Teaching Spelling and Vocabulary.
Tuesday, December 29, 2009
Tuesday, December 22, 2009
Autism Learning Skills
by Janine Honour
What is meant by autism learning skills?
There are several methods through which we learn: Through seeing (visually) Hearing (auditory), Touching or manipulating an object (kinesthetically or 'hands-on' learning).
An example of these would be, looking at a picture book or reading a textbook, this would be visual learning. Listening to a c.d., or going to a lecture this would be learning through hearing…and pressing buttons to determine how to operate a DVD involves learning kinesthetically, through touch and feel.
Mostly we learn through two or more of these learning skills. How we learn will determine how ell we do at school.
Most mainstream school adopt all of these learning methods, we visually learn through reading books and texts, we learn through listening to out teachers and we practice tasks to learn.
With autistic children they will nearly always be visual learners.
Some autistic children will also be kinesthetic learners and may well benefit form their teacher or helper actually guiding their hand while they undertake tasks.
Therefore, it is important that a teacher assess each autistic child in the class to determine which kind of learning skill they prefer.
The teacher can then adapt the teaching style to suit the autistic child's need's and build on their strengths.
However one very important thing to remember when assessing an autistic child is their need for repetition and sameness. Keeping this in mind when setting lessons will be of benefit.
A visual timetable should always be in place for the autistic student to refer too.
As with a normally developing child autism learning skills, can be enhanced by following these simple rules. Another good idea is to set up autism social skills stories. These help keep the autistic child on task, and work as an excellent tool in helping teachers explain why, what and how to their autistic students.
Using autism social skills stories will benefit the autistic student as they will encompass all autism learning skills, they can be read, auditory, they have appropriate pictures and images plus some text, visual and they can be handles kinesthetic, or used as a visual aid with attachable pictures etc…
…However you decide to use them they will nevertheless prove to be a valuable asset to autism learning skills.
To obtain school related autism social skills stories that can be downloaded quickly and effortlessly and are all in printable format please visit: www.autismsocialstories.com/school For all other autism social stories visit: our other sites
About the Author
autism learning skills and how to cope in the classroom can be obtained at: www.autismsocialstories.com/school visit now and immediately download this collection
What is meant by autism learning skills?
There are several methods through which we learn: Through seeing (visually) Hearing (auditory), Touching or manipulating an object (kinesthetically or 'hands-on' learning).
An example of these would be, looking at a picture book or reading a textbook, this would be visual learning. Listening to a c.d., or going to a lecture this would be learning through hearing…and pressing buttons to determine how to operate a DVD involves learning kinesthetically, through touch and feel.
Mostly we learn through two or more of these learning skills. How we learn will determine how ell we do at school.
Most mainstream school adopt all of these learning methods, we visually learn through reading books and texts, we learn through listening to out teachers and we practice tasks to learn.
With autistic children they will nearly always be visual learners.
Some autistic children will also be kinesthetic learners and may well benefit form their teacher or helper actually guiding their hand while they undertake tasks.
Therefore, it is important that a teacher assess each autistic child in the class to determine which kind of learning skill they prefer.
The teacher can then adapt the teaching style to suit the autistic child's need's and build on their strengths.
However one very important thing to remember when assessing an autistic child is their need for repetition and sameness. Keeping this in mind when setting lessons will be of benefit.
A visual timetable should always be in place for the autistic student to refer too.
As with a normally developing child autism learning skills, can be enhanced by following these simple rules. Another good idea is to set up autism social skills stories. These help keep the autistic child on task, and work as an excellent tool in helping teachers explain why, what and how to their autistic students.
Using autism social skills stories will benefit the autistic student as they will encompass all autism learning skills, they can be read, auditory, they have appropriate pictures and images plus some text, visual and they can be handles kinesthetic, or used as a visual aid with attachable pictures etc…
…However you decide to use them they will nevertheless prove to be a valuable asset to autism learning skills.
To obtain school related autism social skills stories that can be downloaded quickly and effortlessly and are all in printable format please visit: www.autismsocialstories.com/school For all other autism social stories visit: our other sites
About the Author
autism learning skills and how to cope in the classroom can be obtained at: www.autismsocialstories.com/school visit now and immediately download this collection
Saturday, December 19, 2009
School Choice: A Dilema
SCHOOL CHOICE: Public, Private, Charter, Home School Or Vouchers Or Chuck Them All & Start With Early Childhood/Head Start. The dilema
Many scholars and academicians debate what is the best form of education for our kids. Early childhood versus charter schools, private schools versus public schools and so on. Perhaps some definitions would seem appropriate at this point: Public Schools, The national system of formal education in the United States developed in the 19th century. Public schooling is very similar to the auto industry; a dying dinosaur (Americans are fond of the dinosaur word not realizing that America may not make it that far without some major changes along with a desire to improve. Jefferson was the first American leader to suggest creating a public school system. His ideas formed the basis of education systems developed in the 19th century. Until the 1840s the education system was highly localized and available only to wealthy people. As a result of the efforts of free school reformers, free public education at the elementary level was available for all American children by the end of the 19th century A History of Public Education in the United States Deeptha Thattai (deeptha1@yahoo.com). Two schools of thought exist: 1 Schools began to ‘dumb down the kids; others say 2 School quality and the quality of education began to fall. Who knows the answer. We do know, however that the public education system which took so long to hatch has now been reduced to a laughing matter of private or home but not public! This is a shame.
2. Private schools which began as Catholic or Parochial Schools were the first form of private schooling followed by other religious groups and then the elite schools that only some could afford Private education is offered at many American preschools as well as at many colleges, universities, and technical institutes. The amount of private school tuition varies widely according to the type of school and the level of education offered Although the cost of private education is beyond the reach of many American families, most private schools offer some form of financial aid to low-income applicants
The preponderance of poorly funded public schools which lead to inability to learn has some advocates saying students in these non-performing schools should be able to access private schools by attaining vouchers to help defray the cost of tuition. Microsoft ® Encarta ® Encyclopedia 2005 © 1993-2004 Microsoft Corporation. All rights reserved.
3. Charter Schools were conceived in the early 90’s as a way to teach kids who don’t do well in the public school environment Odyssey Charter School grades Kindergarten through 7th is a Distance Education program that involves Nevada licensed teachers visiting students' homes for one hour a week with parental supervision.
Students' conduct their studies online with online state approved curriculum programs
Wikipedia on Charter Schools 2009 Evaluation of Charter Schools is difficult because they often cater to 1 type of sudent. The charter school movement has grown tremendously since its beginning in 1992. Charter schools receive the same per pupil funding as traditional schools but have greater freedom in staffing scheduling curriculum and instructional methods. Charter schools are allowed to hire anyone (qualified) to manage the schools
There was much fanfare here in Las Vegas about the “Charter School” phenomenon but some who took part didn’t have the hutztbah to complete or continue the job. I started collecting articles in 2006 The article:” Charters aimed at Minorities” describes how Imagine Schools, which operates over 70 schools in various parts of the USA, has teamed up with 100 Black Men of Las Vegas, a nonprofit, organization, to open a charter school called the 100 Academy of Excellence. The Academy is one of two local charter schools operated by the Image Schools that began operation in 2006. Members of the group serve on the school’s governing board and as mentors to its’ more than 400 students The 100 Black men feel there is a serious need for this type of school based on the amount of mentoring they have been doing in schools in the North & West side of Las Vegas T Pratt, LVSun Aug 06
“Facing charter timeout, school rushing to open in a YMCA”.says Emily Richmond in her article. The State & County School Boards say a lack of resources to review apps and monitor charter schools has made a moratorium necessary. The 100 Academy of Excellence has endured 18 months of high staff turnover, and problems in providing appropriate services to special ed students. When student enrollment dipped the school finished its’ 1st year $285,000 in debt to Imagine Schools, raising red flags with the district and state Education officials. Students are required to adhere to a strict dress code & some Saturday sessions are required. The second school was set to open in Sept. at the YMCA. Emily Richmond LVSun Mar.08.Then in June 2008 Emily Richmond wrote “Charter School on Thin Ice” Imagine Schools spent $9 million building & staffing the school including providing text books. As 100 Academy’s 2nd year comes to a close, enrollment is down 20% & school officials are struggling to keep as many of their 525 students as possible for the 2008-09 academic year. Numerous concerns have been raised one of which is are taxpayers getting their money’s worth out of the $7 million the state has provided 100 Academy, The school Board will asses results in July when standardized tests taken by students throughout the district. The president of Imagine Schools Dennis Bakke notes that Nev is a not for profit charter state setting itself up for “mom-and-pop”: charter schools. No explanation given for this statement. My interpretation is that the Charter Schools in NV cannot be run by for-profit companies (like Imagine). Plans were going forward to open a 2nd school in 2008 in the fall in Durango Hills but citing concerns related to the track record of 100 Academy State officials last month shot down plans to open 2 additional campuses in the Las Vegas Valley applications. Visits to the 100 Academy of Excellence and discussions with parents found the school in somewhat chaos and that mentoring was not being done. Mentoring & volunteering were key factors that persuaded the School Board to sponsor the school in April 2006 . However there has been a sharp drop in involvement by the community group in school activities particularly in the last six months. Several parents, were particularly happy with their child’s progress. Most of the remaining portion of the article is Management VS Board of Education concerns and not germane to our discussion. However, they did add the school tests didn’t show any marked improvement in results over public schools but Imagine Schools say that test results in the 1st year are typically considered a baseline and improvement is expected in July when the latest results are released. Emily Richmond LVSun June 08 Retired Principal of Explore Knowledge Academy, Joan Sando, says charter schools must try harder than public schools to prove themselves. ”Time is on Charter’s Side”. Schools find it can take several years to measure up to Fed Standards. It has taken Ms. Sardo’s school 5 years to pull everything together. Some charter schools are appealing the Clark County : Adequate Yearly Progress (AYP) decision on various grounds Emily Richmond LVSun July 08. I seem to recall a blurb on tele @ Xmas 08: It concerned the 100 Academy of Excellence I think in No Las Vegas. The principal was awarding bikes yes bikes to the kids who read the most books in a certain period of time. That’s def. a good thing!
4. Home Schooling grew as a direct result of public schools being thought inferior and therefore, needing of improvement that only a home environment could solve Home schooling provides a child’s main educational programs at home. taking the place of full time school attendance. In the US & Canada it usually meets state & provincial requirements for compulsory ed. Often families of various races, religions educational backgrounds teach their children at home.. Microsoft ® Encarta ® Encyclopedia 2005 © 1993-2004 Microsoft Corporation. All rights reserved. Ideally, it is the perfect way to educate a child. Much has been said about the benefits of a 2 parent family where 1 stays home educating the children, or monitoring & taking part in school progress; thus, making for a more stable home life. This, of course, has become a goal feared by some as unattainable. However, I think it could & should be done.
5. Vouchers became an issue along with home schooling as an alternative to Public Schools but financed by certain groups (other than the students) as another means of school choice. A school voucher, also called an education voucher, is a certificate issued by the government by which parents can pay for the education of their children at a school of their choice, rather than the public school to which they are assigned. In many cases, vouchers were only good at privately segregated schools, known as segregation academies. School vouchers were used in the 1960s after school integration by some Southern states in the U.S. as a method of perpetuating segregation. In a few instances, public schools were closed outright and vouchers were issued to parents. The vouchers, in many cases, were only good at privately segregated schools, known as segregation academies.wikipedia: school vouchers Dec. 2008
6. Early Childhood Ed & Head Start . Early Childhood Education, schooling for young children, usually beginning at age three, is intended to prepare them for elementary grades . Head Start, is a federally sponsored preschool program in the United States for children who come from low-income families. Established in 1965 as part of the antipoverty program of President Lyndon B. Johnson, Head Start prepares disadvantaged children for school Microsoft ® Encarta ® Encyclopedia 2005 © 1993-2004 Microsoft Corporation. All rights reserved. Many people donated their time to assist in Head Start Classes. My stepmother, for one, in San Diego, went out at least 3 days per week for a few hours of volunteer work. Then, it started to become popular, many people saw it as a way to make money by caring for pre-k for $. Thus all the Early Childhood Ed. Courses were born and licenses were required. Then it become more of a business than a labor of love to help those who could not help themselves
The Obama-Biden Plan for Early Childhood Education begins with the Zero to Five Plan. The Obama-Biden comprehensive “Zero to Five” plan will provide critical support to young children and their parents. Unlike other early childhood education plans, the Obama-Biden plan places key emphasis at early care and education for infants, which is essential for children to be ready to enter kindergarten. Obama and Biden will create Early Learning Challenge Grants to promote state Zero to Five efforts and help states move toward voluntary, universal pre-school. There will be a new Secretary of Ed, Arne Duncan who has been praised by present Secretary Margaret Spelling. The Obama-Biden plan will expand Early Head Start and Head Start: Obama and Biden will quadruple Early Head Start, increase Head Start funding, and improve quality for both.
The Obama-Biden Plan will also provide affordable, High-Quality Child Care: Obama and Biden will also increase access to affordable and high-quality child care to ease the burden on working families The Obama-Biden plan will restore the promise of America’s public education, and ensure that American children again lead the world in achievement, creativity and success. Change.gov the Obama-Biden website 1/22/09
Magnet School. Almost as an after thought we should touch on one that began in the early 60’s. Magnet Schools were begun as a result of racial desegregation
and failure of bussing as a solution. Magnet schools have three distinguishing characteristics: Distinct curriculum or instructional approach. Attract students from outside an assigned neighborhood attendance zone & 3 have diversity as an explicit purpose. Public School Review 2003/2009. Magnet schools have their own cheerleaders in the Magnet Schools of America. So a lot of people must agree.
It’s hard to end a discussion on school choices without touching on the fact that there are some schools that cater to groups quite unimaginable. i.e. one school here in Las Vegas says the group Outreach Group Communities in Schools, is 100% indigent! And at the same school, 25% of the students are homeless? Three clinics have/or are being established in the No Las Vegas to the Spring Valley Area, by this group, because many students have no access to Medical or Dental care! Laura Carroll, “Organization helps kids stay in school” View August, 2008 Is this mind boggling or what? Many millions of dollars are being spent on various forms of education. Yet, we end up with schools that have to/try to teach indigent & hungry kids. I’m still a believer in one system that can and should strive to improve & deliver what students need. Tough love should become the norm & promises must be kept by all involved. Obama-Biden state in their Preamble to their education platform: Our “vision for a 21st century education begins with demanding more reform and accountability, coupled with the resources needed to carry out that reform; asking parents to take responsibility for their children’s success; and recruiting, retaining, and rewarding an army of new teachers to fill new successful schools that prepare our children for success in college and the workforce.”
Claudia Thomas is a writer, a singer/guitarist/songwriter. She has a Bachelor of Arts Degree from CalStUnivLA in Music Education for Children Her email address is: cthomas@phonetic-rock.com
Many scholars and academicians debate what is the best form of education for our kids. Early childhood versus charter schools, private schools versus public schools and so on. Perhaps some definitions would seem appropriate at this point: Public Schools, The national system of formal education in the United States developed in the 19th century. Public schooling is very similar to the auto industry; a dying dinosaur (Americans are fond of the dinosaur word not realizing that America may not make it that far without some major changes along with a desire to improve. Jefferson was the first American leader to suggest creating a public school system. His ideas formed the basis of education systems developed in the 19th century. Until the 1840s the education system was highly localized and available only to wealthy people. As a result of the efforts of free school reformers, free public education at the elementary level was available for all American children by the end of the 19th century A History of Public Education in the United States Deeptha Thattai (deeptha1@yahoo.com). Two schools of thought exist: 1 Schools began to ‘dumb down the kids; others say 2 School quality and the quality of education began to fall. Who knows the answer. We do know, however that the public education system which took so long to hatch has now been reduced to a laughing matter of private or home but not public! This is a shame.
2. Private schools which began as Catholic or Parochial Schools were the first form of private schooling followed by other religious groups and then the elite schools that only some could afford Private education is offered at many American preschools as well as at many colleges, universities, and technical institutes. The amount of private school tuition varies widely according to the type of school and the level of education offered Although the cost of private education is beyond the reach of many American families, most private schools offer some form of financial aid to low-income applicants
The preponderance of poorly funded public schools which lead to inability to learn has some advocates saying students in these non-performing schools should be able to access private schools by attaining vouchers to help defray the cost of tuition. Microsoft ® Encarta ® Encyclopedia 2005 © 1993-2004 Microsoft Corporation. All rights reserved.
3. Charter Schools were conceived in the early 90’s as a way to teach kids who don’t do well in the public school environment Odyssey Charter School grades Kindergarten through 7th is a Distance Education program that involves Nevada licensed teachers visiting students' homes for one hour a week with parental supervision.
Students' conduct their studies online with online state approved curriculum programs
Wikipedia on Charter Schools 2009 Evaluation of Charter Schools is difficult because they often cater to 1 type of sudent. The charter school movement has grown tremendously since its beginning in 1992. Charter schools receive the same per pupil funding as traditional schools but have greater freedom in staffing scheduling curriculum and instructional methods. Charter schools are allowed to hire anyone (qualified) to manage the schools
There was much fanfare here in Las Vegas about the “Charter School” phenomenon but some who took part didn’t have the hutztbah to complete or continue the job. I started collecting articles in 2006 The article:” Charters aimed at Minorities” describes how Imagine Schools, which operates over 70 schools in various parts of the USA, has teamed up with 100 Black Men of Las Vegas, a nonprofit, organization, to open a charter school called the 100 Academy of Excellence. The Academy is one of two local charter schools operated by the Image Schools that began operation in 2006. Members of the group serve on the school’s governing board and as mentors to its’ more than 400 students The 100 Black men feel there is a serious need for this type of school based on the amount of mentoring they have been doing in schools in the North & West side of Las Vegas T Pratt, LVSun Aug 06
“Facing charter timeout, school rushing to open in a YMCA”.says Emily Richmond in her article. The State & County School Boards say a lack of resources to review apps and monitor charter schools has made a moratorium necessary. The 100 Academy of Excellence has endured 18 months of high staff turnover, and problems in providing appropriate services to special ed students. When student enrollment dipped the school finished its’ 1st year $285,000 in debt to Imagine Schools, raising red flags with the district and state Education officials. Students are required to adhere to a strict dress code & some Saturday sessions are required. The second school was set to open in Sept. at the YMCA. Emily Richmond LVSun Mar.08.Then in June 2008 Emily Richmond wrote “Charter School on Thin Ice” Imagine Schools spent $9 million building & staffing the school including providing text books. As 100 Academy’s 2nd year comes to a close, enrollment is down 20% & school officials are struggling to keep as many of their 525 students as possible for the 2008-09 academic year. Numerous concerns have been raised one of which is are taxpayers getting their money’s worth out of the $7 million the state has provided 100 Academy, The school Board will asses results in July when standardized tests taken by students throughout the district. The president of Imagine Schools Dennis Bakke notes that Nev is a not for profit charter state setting itself up for “mom-and-pop”: charter schools. No explanation given for this statement. My interpretation is that the Charter Schools in NV cannot be run by for-profit companies (like Imagine). Plans were going forward to open a 2nd school in 2008 in the fall in Durango Hills but citing concerns related to the track record of 100 Academy State officials last month shot down plans to open 2 additional campuses in the Las Vegas Valley applications. Visits to the 100 Academy of Excellence and discussions with parents found the school in somewhat chaos and that mentoring was not being done. Mentoring & volunteering were key factors that persuaded the School Board to sponsor the school in April 2006 . However there has been a sharp drop in involvement by the community group in school activities particularly in the last six months. Several parents, were particularly happy with their child’s progress. Most of the remaining portion of the article is Management VS Board of Education concerns and not germane to our discussion. However, they did add the school tests didn’t show any marked improvement in results over public schools but Imagine Schools say that test results in the 1st year are typically considered a baseline and improvement is expected in July when the latest results are released. Emily Richmond LVSun June 08 Retired Principal of Explore Knowledge Academy, Joan Sando, says charter schools must try harder than public schools to prove themselves. ”Time is on Charter’s Side”. Schools find it can take several years to measure up to Fed Standards. It has taken Ms. Sardo’s school 5 years to pull everything together. Some charter schools are appealing the Clark County : Adequate Yearly Progress (AYP) decision on various grounds Emily Richmond LVSun July 08. I seem to recall a blurb on tele @ Xmas 08: It concerned the 100 Academy of Excellence I think in No Las Vegas. The principal was awarding bikes yes bikes to the kids who read the most books in a certain period of time. That’s def. a good thing!
4. Home Schooling grew as a direct result of public schools being thought inferior and therefore, needing of improvement that only a home environment could solve Home schooling provides a child’s main educational programs at home. taking the place of full time school attendance. In the US & Canada it usually meets state & provincial requirements for compulsory ed. Often families of various races, religions educational backgrounds teach their children at home.. Microsoft ® Encarta ® Encyclopedia 2005 © 1993-2004 Microsoft Corporation. All rights reserved. Ideally, it is the perfect way to educate a child. Much has been said about the benefits of a 2 parent family where 1 stays home educating the children, or monitoring & taking part in school progress; thus, making for a more stable home life. This, of course, has become a goal feared by some as unattainable. However, I think it could & should be done.
5. Vouchers became an issue along with home schooling as an alternative to Public Schools but financed by certain groups (other than the students) as another means of school choice. A school voucher, also called an education voucher, is a certificate issued by the government by which parents can pay for the education of their children at a school of their choice, rather than the public school to which they are assigned. In many cases, vouchers were only good at privately segregated schools, known as segregation academies. School vouchers were used in the 1960s after school integration by some Southern states in the U.S. as a method of perpetuating segregation. In a few instances, public schools were closed outright and vouchers were issued to parents. The vouchers, in many cases, were only good at privately segregated schools, known as segregation academies.wikipedia: school vouchers Dec. 2008
6. Early Childhood Ed & Head Start . Early Childhood Education, schooling for young children, usually beginning at age three, is intended to prepare them for elementary grades . Head Start, is a federally sponsored preschool program in the United States for children who come from low-income families. Established in 1965 as part of the antipoverty program of President Lyndon B. Johnson, Head Start prepares disadvantaged children for school Microsoft ® Encarta ® Encyclopedia 2005 © 1993-2004 Microsoft Corporation. All rights reserved. Many people donated their time to assist in Head Start Classes. My stepmother, for one, in San Diego, went out at least 3 days per week for a few hours of volunteer work. Then, it started to become popular, many people saw it as a way to make money by caring for pre-k for $. Thus all the Early Childhood Ed. Courses were born and licenses were required. Then it become more of a business than a labor of love to help those who could not help themselves
The Obama-Biden Plan for Early Childhood Education begins with the Zero to Five Plan. The Obama-Biden comprehensive “Zero to Five” plan will provide critical support to young children and their parents. Unlike other early childhood education plans, the Obama-Biden plan places key emphasis at early care and education for infants, which is essential for children to be ready to enter kindergarten. Obama and Biden will create Early Learning Challenge Grants to promote state Zero to Five efforts and help states move toward voluntary, universal pre-school. There will be a new Secretary of Ed, Arne Duncan who has been praised by present Secretary Margaret Spelling. The Obama-Biden plan will expand Early Head Start and Head Start: Obama and Biden will quadruple Early Head Start, increase Head Start funding, and improve quality for both.
The Obama-Biden Plan will also provide affordable, High-Quality Child Care: Obama and Biden will also increase access to affordable and high-quality child care to ease the burden on working families The Obama-Biden plan will restore the promise of America’s public education, and ensure that American children again lead the world in achievement, creativity and success. Change.gov the Obama-Biden website 1/22/09
Magnet School. Almost as an after thought we should touch on one that began in the early 60’s. Magnet Schools were begun as a result of racial desegregation
and failure of bussing as a solution. Magnet schools have three distinguishing characteristics: Distinct curriculum or instructional approach. Attract students from outside an assigned neighborhood attendance zone & 3 have diversity as an explicit purpose. Public School Review 2003/2009. Magnet schools have their own cheerleaders in the Magnet Schools of America. So a lot of people must agree.
It’s hard to end a discussion on school choices without touching on the fact that there are some schools that cater to groups quite unimaginable. i.e. one school here in Las Vegas says the group Outreach Group Communities in Schools, is 100% indigent! And at the same school, 25% of the students are homeless? Three clinics have/or are being established in the No Las Vegas to the Spring Valley Area, by this group, because many students have no access to Medical or Dental care! Laura Carroll, “Organization helps kids stay in school” View August, 2008 Is this mind boggling or what? Many millions of dollars are being spent on various forms of education. Yet, we end up with schools that have to/try to teach indigent & hungry kids. I’m still a believer in one system that can and should strive to improve & deliver what students need. Tough love should become the norm & promises must be kept by all involved. Obama-Biden state in their Preamble to their education platform: Our “vision for a 21st century education begins with demanding more reform and accountability, coupled with the resources needed to carry out that reform; asking parents to take responsibility for their children’s success; and recruiting, retaining, and rewarding an army of new teachers to fill new successful schools that prepare our children for success in college and the workforce.”
Claudia Thomas is a writer, a singer/guitarist/songwriter. She has a Bachelor of Arts Degree from CalStUnivLA in Music Education for Children Her email address is: cthomas@phonetic-rock.com
Thursday, December 17, 2009
New book explains the crisis in the public schools, and how we fix it
I’ve been writing about education more than 25 years. It’s been a fascinating but puzzling journey.
So much in education is counterintuitive. We would expect that there are quicker, more pleasant ways to do any task; conversely, there must be slow, inefficient and unsuccessful ways to do everything. It’s the second kind that our elite educators (the ones who run the system) gravitate toward. How can we explain this? It’s almost as if our educators merely pretend to believe in universal education. What they seen more deeply committed to is universal mediocrity.
When you consider all the studies, statistics, reports, and books, you realize that they all paint the same bleak and depressing picture. We spend more and more billions every year but SAT scores fall. Our better students do not compete well with the better students from other countries. The general public seems to know barely enough to read a daily newspaper. Can most Americans find Idaho on a map? Never mind Japan? And then there’s the really big mystery: 50 million functional illiterates. How could this happen?
To answer all these puzzles, I researched further and further back in history. I tried to understand how the early educators, a century ago, looked at life, at their country, at children, and at this new field they had created. You want to know what’s really funny? These people in fact were not primarily interested in education as most of us understand that term. They were obsessed with ideology, psychological breakthroughs, and cultural transformations. They saw the school as a tool. Education was the factory in which they intended to build a new society. Note that nobody asked them to do this; they arrogantly appointed themselves our saviors. They didn’t do us any favors.
At this point I have more than 120 articles on the web trying to explain how and why our educators got off track. I’ve been especially fascinated by the reading war, which is far and away our biggest, dumbest scandal and a blazing paradigm for everything else. As I understood the damage caused by bogus reading methods, I began to have a clearer sense of what we need to do across the board: simply enough, get rid of all the failed ideas.
Oddly enough, we are engaged in a war with our own educators. I want to persuade people that this is an intellectual war; and we must fight the bad ideas with good ideas. So I’ve collected my 50 favorite articles in a book titled THE EDUCATION ENIGMA (What Happened To American Education). Partly it’s a history book. It’s also a guidebook to the toxic nonsense in American schools. Most importantly, it’s a map to a better future. It’s also entertaining. What other book talks about Pavlov, Mick Jagger, the Tao, John Dewey and robots?
My thesis is that we have no hope of improvement unless we understand exactly what happened to American education: our schools were made dumb by design. Then we have to identify and deconstruct all the gimmicks that have been smuggled into the system. Throwing more billions of dollars at the problem won’t help. Writing more glowing policy recommendations won’t help. Giving money to so-called best practice won’t help. Our educators are set in their ways; they often seem addicted to worst practice. We need an intervention.
So our first job is simply this: we have to grasp that our house is dirty and then clean it. We have to get rid of the overhyped “progressive” innovations that turn out in practice to be destructive and regressive. For example, Whole Word, Reform Math, Constructivism, Self Esteem, Cooperative Learning, Fuzzy Anything, and much more. We need to restore basics and academics to their proper prominence.
Many people are comforted by the idea that our educators are clumsy, inept, or befuddled by fads. No, I’m afraid you really have a much better sense of what happened to us if you imagine a bunch of guys like John Dewey gathered around a table discussing their philosophical goals, devising strategies, and trying to figure out how to keep the public from interfering. I know people who shy away from the word conspiracy. But let’s be realistic. This track record goes back nearly a century. Let’s show respect for those 50 million functional illiterates who spent their lives in a twilight zone thanks to John Dewey and his pals. You can’t create this kind of disaster in a few years or by accident. No, the perpetrators have to keep plugging away, decade after decade.
I should mention by the way that I never criticize teachers. I’m concerned only with the top educators, people with Ph.D.’s at Teachers College and such. These people are responsible for what happens in American education. Teachers are as much their victims as children are.
----
For a short, hard-hitting but entirely intellectual critique of American education, please check out THE EDUCATION ENIGMA (on Amazon; or any store can order it for you). The ideas in this book can save our public schools. Please also visit Improve-Education.org.
About the Author
Bruce Deitrick Price is a novelist, artist, poet and education activist. He is the founder of Improve-Education.org and the author of THE EDUCATION ENIGMA--What Happened To American Education.
His research focuses on the most destructive ideas introduced by our educators: Whole Word, Constructivism, Reform Math, Cooperative Learning, and many others. All of these are said to improve education but in practice they actually tend to sabotage it. (Order THE EDUCATION ENIGMA on Amazon.)
So much in education is counterintuitive. We would expect that there are quicker, more pleasant ways to do any task; conversely, there must be slow, inefficient and unsuccessful ways to do everything. It’s the second kind that our elite educators (the ones who run the system) gravitate toward. How can we explain this? It’s almost as if our educators merely pretend to believe in universal education. What they seen more deeply committed to is universal mediocrity.
When you consider all the studies, statistics, reports, and books, you realize that they all paint the same bleak and depressing picture. We spend more and more billions every year but SAT scores fall. Our better students do not compete well with the better students from other countries. The general public seems to know barely enough to read a daily newspaper. Can most Americans find Idaho on a map? Never mind Japan? And then there’s the really big mystery: 50 million functional illiterates. How could this happen?
To answer all these puzzles, I researched further and further back in history. I tried to understand how the early educators, a century ago, looked at life, at their country, at children, and at this new field they had created. You want to know what’s really funny? These people in fact were not primarily interested in education as most of us understand that term. They were obsessed with ideology, psychological breakthroughs, and cultural transformations. They saw the school as a tool. Education was the factory in which they intended to build a new society. Note that nobody asked them to do this; they arrogantly appointed themselves our saviors. They didn’t do us any favors.
At this point I have more than 120 articles on the web trying to explain how and why our educators got off track. I’ve been especially fascinated by the reading war, which is far and away our biggest, dumbest scandal and a blazing paradigm for everything else. As I understood the damage caused by bogus reading methods, I began to have a clearer sense of what we need to do across the board: simply enough, get rid of all the failed ideas.
Oddly enough, we are engaged in a war with our own educators. I want to persuade people that this is an intellectual war; and we must fight the bad ideas with good ideas. So I’ve collected my 50 favorite articles in a book titled THE EDUCATION ENIGMA (What Happened To American Education). Partly it’s a history book. It’s also a guidebook to the toxic nonsense in American schools. Most importantly, it’s a map to a better future. It’s also entertaining. What other book talks about Pavlov, Mick Jagger, the Tao, John Dewey and robots?
My thesis is that we have no hope of improvement unless we understand exactly what happened to American education: our schools were made dumb by design. Then we have to identify and deconstruct all the gimmicks that have been smuggled into the system. Throwing more billions of dollars at the problem won’t help. Writing more glowing policy recommendations won’t help. Giving money to so-called best practice won’t help. Our educators are set in their ways; they often seem addicted to worst practice. We need an intervention.
So our first job is simply this: we have to grasp that our house is dirty and then clean it. We have to get rid of the overhyped “progressive” innovations that turn out in practice to be destructive and regressive. For example, Whole Word, Reform Math, Constructivism, Self Esteem, Cooperative Learning, Fuzzy Anything, and much more. We need to restore basics and academics to their proper prominence.
Many people are comforted by the idea that our educators are clumsy, inept, or befuddled by fads. No, I’m afraid you really have a much better sense of what happened to us if you imagine a bunch of guys like John Dewey gathered around a table discussing their philosophical goals, devising strategies, and trying to figure out how to keep the public from interfering. I know people who shy away from the word conspiracy. But let’s be realistic. This track record goes back nearly a century. Let’s show respect for those 50 million functional illiterates who spent their lives in a twilight zone thanks to John Dewey and his pals. You can’t create this kind of disaster in a few years or by accident. No, the perpetrators have to keep plugging away, decade after decade.
I should mention by the way that I never criticize teachers. I’m concerned only with the top educators, people with Ph.D.’s at Teachers College and such. These people are responsible for what happens in American education. Teachers are as much their victims as children are.
----
For a short, hard-hitting but entirely intellectual critique of American education, please check out THE EDUCATION ENIGMA (on Amazon; or any store can order it for you). The ideas in this book can save our public schools. Please also visit Improve-Education.org.
About the Author
Bruce Deitrick Price is a novelist, artist, poet and education activist. He is the founder of Improve-Education.org and the author of THE EDUCATION ENIGMA--What Happened To American Education.
His research focuses on the most destructive ideas introduced by our educators: Whole Word, Constructivism, Reform Math, Cooperative Learning, and many others. All of these are said to improve education but in practice they actually tend to sabotage it. (Order THE EDUCATION ENIGMA on Amazon.)
Monday, December 14, 2009
Help Your Child Get Organized For School!
Disorganization is the greatest complaint made by teachers and ranks as a very close second complaint from parents (rivaling fights and arguments over homework). Every teacher can tell stories about bright and intelligent students who are failing classes because they lack the organizational skills to keep track of their assignments. School counselors and psychologists talk about the huge caseloads of students that are referred to them for suspected learning disabilities, only to discover that a large percentage of these students simply lack organizational skills. It is a growing epidemic.
There are two root causes of disorganization: too much "stuff" and no routine or system for managing the things students really need.
Let's first address the issue of too much "stuff" by considering the number of folders and notebooks that students are required to maintain for school. In most cases, teachers require a student to have one folder and one notebook for each class. Students typically have 6-8 classes at one time; this can mean 12-16 different folders and notebooks to organize, maintain, and juggle around between home, their locker, and class. Not only do they have to carry 12-18 different folders and notebooks at various times throughout the day, they are expected to use, store, and retrieve papers from them regularly.
Let's relate that to our lives, as adults...
Imagine if you had 12-16 different email accounts to maintain. Imagine if you were expected to log into each account several times each day, respond to emails, and retrieve old/sent emails at the snap of a finger. Would you be able to remember which account was housing the information you needed? Would you even be able to keep up with the tasks and correspondence that came into each inbox everyday?
Chances are that the thought of this scenario sounds absolutely absurd, pointless, and counterproductive.
So is the scenario of our students carrying and maintaining 12-16 different folders and notebooks daily, even though it is a practice that is beyond common! No wonder students have a hard time bringing the correct folders, notebooks, and papers home everyday!
The sheer volume of folders and notebooks (not to mention text-books and workbooks) then leads to the next set of problems... a messy book bag and lost assignments.
A messy book bag is the culprit behind many problems, but especially missing assignments. I cannot tell you how many times I have completely exasperated parents complain that they saw -or even helped- their child do an assignment, only to learn that the assignment was never turned in. Every single time I hear this complaint, I peek into the child's book bag and wouldn't you know... it looks like a dumpster. Their problem is that they cannot find their completed assignments in the depths of their book bag.
The first step in any organizing process is to eliminate the unnecessary items filling the book bag, including old papers, crusty lunches from two weeks ago, and anything else that is not strictly needed for school. Next, eliminate the volume of folders and notebooks. Yes, it is possible to condense students' supplies... significantly! Try condensing folders and notebooks into one streamlined binder.
Then, develop a routine for maintaining order in the book bag. Consider offering a small incentive to your child for cleaning it out daily. Following this routine will help your child retain the organization skills that he needs to be a success in school and in life.
(c) 2009, Susan Kruger, All rights reserved. You are free to reprint/republish this article as long as the article and byline are kept intact and all links are made live.
About the Author
Susan Kruger of SOAR(r) Study Skills is a Certified Teacher with a Master's Degree and the author of the book SOAR(r) Study Skills. Her exclusive Homework Rx(r) Toolkit at http://www.soarstudyskills.com/freestuff.htm includes "25 Ways to Make Homework Easier...Tonight!", Homework Scorecard, Homework Inventory for Parents and a free subscription to the Homework Rx(r) eNewsletter to help you and your child get started on the path to success.
There are two root causes of disorganization: too much "stuff" and no routine or system for managing the things students really need.
Let's first address the issue of too much "stuff" by considering the number of folders and notebooks that students are required to maintain for school. In most cases, teachers require a student to have one folder and one notebook for each class. Students typically have 6-8 classes at one time; this can mean 12-16 different folders and notebooks to organize, maintain, and juggle around between home, their locker, and class. Not only do they have to carry 12-18 different folders and notebooks at various times throughout the day, they are expected to use, store, and retrieve papers from them regularly.
Let's relate that to our lives, as adults...
Imagine if you had 12-16 different email accounts to maintain. Imagine if you were expected to log into each account several times each day, respond to emails, and retrieve old/sent emails at the snap of a finger. Would you be able to remember which account was housing the information you needed? Would you even be able to keep up with the tasks and correspondence that came into each inbox everyday?
Chances are that the thought of this scenario sounds absolutely absurd, pointless, and counterproductive.
So is the scenario of our students carrying and maintaining 12-16 different folders and notebooks daily, even though it is a practice that is beyond common! No wonder students have a hard time bringing the correct folders, notebooks, and papers home everyday!
The sheer volume of folders and notebooks (not to mention text-books and workbooks) then leads to the next set of problems... a messy book bag and lost assignments.
A messy book bag is the culprit behind many problems, but especially missing assignments. I cannot tell you how many times I have completely exasperated parents complain that they saw -or even helped- their child do an assignment, only to learn that the assignment was never turned in. Every single time I hear this complaint, I peek into the child's book bag and wouldn't you know... it looks like a dumpster. Their problem is that they cannot find their completed assignments in the depths of their book bag.
The first step in any organizing process is to eliminate the unnecessary items filling the book bag, including old papers, crusty lunches from two weeks ago, and anything else that is not strictly needed for school. Next, eliminate the volume of folders and notebooks. Yes, it is possible to condense students' supplies... significantly! Try condensing folders and notebooks into one streamlined binder.
Then, develop a routine for maintaining order in the book bag. Consider offering a small incentive to your child for cleaning it out daily. Following this routine will help your child retain the organization skills that he needs to be a success in school and in life.
(c) 2009, Susan Kruger, All rights reserved. You are free to reprint/republish this article as long as the article and byline are kept intact and all links are made live.
About the Author
Susan Kruger of SOAR(r) Study Skills is a Certified Teacher with a Master's Degree and the author of the book SOAR(r) Study Skills. Her exclusive Homework Rx(r) Toolkit at http://www.soarstudyskills.com/freestuff.htm includes "25 Ways to Make Homework Easier...Tonight!", Homework Scorecard, Homework Inventory for Parents and a free subscription to the Homework Rx(r) eNewsletter to help you and your child get started on the path to success.
Thursday, December 10, 2009
Exam Hints
EXPERIENCE has shown that not all students are good at exams. Some don't take advantage of the opportunity to gain credit for what they know or can do. Some simple techniques that can improve your exam result.
Exam philosophy: The aim in marking exams is to find out what you know, what you can express, what you understand and what you can do. You can only get credit if show evidence of your abilities. A skeleton answer might get some credit for a correct conclusion, or the right jargon, but it does not constitute evidence that you actually know what you are doing!
In particular:
o If a question asks you to "explain", "describe", etc something, then write in proper English sentences - don't just jot down buzz-words. Usually notes do not provide convincing evidence, because they are indistinguishable from vaguely remembered phrases.
o If you are asked to work something out, or "to show that ...", then include your working out (neatly) as part of your answer - then you may be able to get some credit for your method, even if you make a mistake or get the wrong answer.
* Read the exam paper carefully: The "rubric" at the start provides important information: e.g. make sure that you know how long the exam is, how many questions you have to do, and check whether there are special directions given.
You may wish to read the whole paper thoroughly before selecting the questions that you wish to answer, but, even if you don't, do read carefully each of the questions that you do answer.
In particular, read the whole of a question before attempting to answer it: Often exam questions to be informative and direct, but sometimes it is not possible and the tail end of question (or part thereof) may contain a qualification, hint or additional instruction that must be taken into account.
Candidates sometimes forget to answer parts of questions, for no apparent reason, and lose credit that otherwise would have easily been gained. Make sure that you have dealt with everything that has been asked.
* Read the instructions on the cover of the exam answer booklets: In particular the statement about writing clearly.
* Keep to a rigid timetable: Usually each question on the exam paper is worth the same amount (check this). Divide the time available equally among the questions that you have to do (you might even consider dividing the time up between the individual parts of a question). It is usually not worth struggling on with a question that is proving too difficult: if you have reached the end of the question's time slot then you should definitely go on to a fresh question (the early parts of the next question are almost certainly more easily won credit than the struggle you are currently having); if the time slot is not up, then either attempt other parts of the current question if there are any, or go on to a fresh question and come back to the current one if you have time left at the end (and you should have if you stick to the timetable
* Count the questions that you do carefully: On the one hand make sure that you do enough - if you are required to do four, and you only attempt three, then your maximum possible total mark is reduced by 25%! On the other hand make sure that you don't do too many (unless the rubric makes it clear that you simply have to as much as you can). If we ask you to do four questions and you do five, then we will simply not count one of your answers: so you might as well have spent the time checking and polishing just four answers (it may sound ridiculous, but students actually do make this mistake every year).
* About crossing out: Examiners have no time to read any more than they have to. Therefore anything which is crossed out they tend to simply ignore (whatever stupidities it may contain). So feel free to put jottings in your exam book and then cross them out. Equally, if you have done something wrong then simply cross it out and carry on. This applies to a reasonable amount of correction within written text - but if there are too many crossings out and rearrangements then it is probably better to put a line through the whole paragraph and re-write it. Here are some criteria to apply: neat and fast. One or two diagonal lines through a paragraph are enough to remove it from our view - no need to frantically scrub the paper with your pen (that takes a long time too!). You should be very wary of using Snowpake or Tipp-Ex to make corrections: they take so long to use for little or no benefit over a simply horizontal or diagonal stroke of the pen. Admittedly, there are occasions on which Tipp-Ex is probably useful (for example, to correct mistakes in diagrams), so I will just caution care.
Long questions vs. short questions: Questions which occupy a lot of space on the exam paper look intimidating, but this may be an illusion. Often, long questions consist of many small, well defined parts which can be answered independently: so you can probably gain straightforward marks from any part that you answer. In contrast, questions which appear to be short often consist of just a few parts, each of which requires sustained creative and compositional effort - and, although the marks are certainly available, it can be far from obvious how to guarantee that you win them!
About the Author
educational consultant.
www.american-schools.net
Exam philosophy: The aim in marking exams is to find out what you know, what you can express, what you understand and what you can do. You can only get credit if show evidence of your abilities. A skeleton answer might get some credit for a correct conclusion, or the right jargon, but it does not constitute evidence that you actually know what you are doing!
In particular:
o If a question asks you to "explain", "describe", etc something, then write in proper English sentences - don't just jot down buzz-words. Usually notes do not provide convincing evidence, because they are indistinguishable from vaguely remembered phrases.
o If you are asked to work something out, or "to show that ...", then include your working out (neatly) as part of your answer - then you may be able to get some credit for your method, even if you make a mistake or get the wrong answer.
* Read the exam paper carefully: The "rubric" at the start provides important information: e.g. make sure that you know how long the exam is, how many questions you have to do, and check whether there are special directions given.
You may wish to read the whole paper thoroughly before selecting the questions that you wish to answer, but, even if you don't, do read carefully each of the questions that you do answer.
In particular, read the whole of a question before attempting to answer it: Often exam questions to be informative and direct, but sometimes it is not possible and the tail end of question (or part thereof) may contain a qualification, hint or additional instruction that must be taken into account.
Candidates sometimes forget to answer parts of questions, for no apparent reason, and lose credit that otherwise would have easily been gained. Make sure that you have dealt with everything that has been asked.
* Read the instructions on the cover of the exam answer booklets: In particular the statement about writing clearly.
* Keep to a rigid timetable: Usually each question on the exam paper is worth the same amount (check this). Divide the time available equally among the questions that you have to do (you might even consider dividing the time up between the individual parts of a question). It is usually not worth struggling on with a question that is proving too difficult: if you have reached the end of the question's time slot then you should definitely go on to a fresh question (the early parts of the next question are almost certainly more easily won credit than the struggle you are currently having); if the time slot is not up, then either attempt other parts of the current question if there are any, or go on to a fresh question and come back to the current one if you have time left at the end (and you should have if you stick to the timetable
* Count the questions that you do carefully: On the one hand make sure that you do enough - if you are required to do four, and you only attempt three, then your maximum possible total mark is reduced by 25%! On the other hand make sure that you don't do too many (unless the rubric makes it clear that you simply have to as much as you can). If we ask you to do four questions and you do five, then we will simply not count one of your answers: so you might as well have spent the time checking and polishing just four answers (it may sound ridiculous, but students actually do make this mistake every year).
* About crossing out: Examiners have no time to read any more than they have to. Therefore anything which is crossed out they tend to simply ignore (whatever stupidities it may contain). So feel free to put jottings in your exam book and then cross them out. Equally, if you have done something wrong then simply cross it out and carry on. This applies to a reasonable amount of correction within written text - but if there are too many crossings out and rearrangements then it is probably better to put a line through the whole paragraph and re-write it. Here are some criteria to apply: neat and fast. One or two diagonal lines through a paragraph are enough to remove it from our view - no need to frantically scrub the paper with your pen (that takes a long time too!). You should be very wary of using Snowpake or Tipp-Ex to make corrections: they take so long to use for little or no benefit over a simply horizontal or diagonal stroke of the pen. Admittedly, there are occasions on which Tipp-Ex is probably useful (for example, to correct mistakes in diagrams), so I will just caution care.
Long questions vs. short questions: Questions which occupy a lot of space on the exam paper look intimidating, but this may be an illusion. Often, long questions consist of many small, well defined parts which can be answered independently: so you can probably gain straightforward marks from any part that you answer. In contrast, questions which appear to be short often consist of just a few parts, each of which requires sustained creative and compositional effort - and, although the marks are certainly available, it can be far from obvious how to guarantee that you win them!
About the Author
educational consultant.
www.american-schools.net
Tuesday, December 8, 2009
It's About the Quality, not Grades!
The purpose of schooling is to teach our children to learn and produce quality work. In order to accomplish this goal, our schools must re-think the ways in which they view the educational process. Such changes do not necessarily cost more money (although increased funding for education is important), but rather requires a radical shift in how we set out to support our students in achieving quality in their school experience.
Although many students are currently experiencing success in our schools, we have too many young people who are branded as failures as a result of the inadequacies of our present academic system. The premature use of competition, the introduction of compulsory homework, and an obsessive emphasis on grading (which often overshadows the primary purpose of education – learning), all serve to detract from promoting quality education.
In his classic work, Schools without Failure, psychiatrist William Glasser focuses on the components of successful schooling. In his opinion, teachers must develop a positive involvement with students, re-think the relevance of their curriculum and consider the student evaluation process as a byproduct of a successful, quality learning experience.
Within most schools, grading takes on a life of its own. I call it the “wad-ya-get” phenomenon. I find it interesting that when I talk with students and parents about their schooling, the topic promptly turns to the issue of grades. Grades have become the “be-all” and “end-all” of education. Rarely, when students or parents talk about school, do they discuss the content or quality of what kids are learning. They invariably turn their attention to grades. Parents typically ask their children “how” they do in school rather than “what” they accomplish in school. Power struggles between parents, their children or teachers rarely involve the nature or quality of the work students accomplish, but generally pertain to the unsatisfactory grades received.
When teachers are asked about grades, they insist that grades are positive motivators. My educational experience has shown that good grades (A’s and B’s) are positive motivators for excellent students, but poor grades (C’s, D’s, and F’s) actually reinforce failure-oriented school behavior among those students who chronically fail.
When I taught elementary school students, I would say, “I want all of you to succeed in my class; let’s talk about some meaningful objectives for getting A’s and B’s in my class and how you can achieve that goal.” My students were puzzled. They were used to being told, “If you don’t get your work done and turn it in on time, you will have trouble making it in this class; there are specific standards you must meet in my class or you will fail.” When the attitude implies “the glass is half full,” students are more likely to buy in to a teacher’s expectations and fulfill them. Students are eager to accommodate teachers who believe that all of their children have the potential to succeed no matter what happened in their prior school experience.
The primary purpose of grading/evaluation is to provide students with a yardstick for progress being made. Grades should never be used as an arbitrary measure reflecting a teacher’s standards. When we are evaluated on our job, the process is hopefully designed to motivate us and improve our performance. Many teachers mistakenly believe that they can coerce students who are not doing quality work by using grades as a motivational tool. However, it is naïve to assume that a student who has chronically failed school will improve his performance by being labeled a failure through the grading system. Dr. Edward W. Deming, noted management theorist and consultant, believes that managers (i.e. teachers) who attempt to coerce employees (i.e. students) will get workers who do just enough to get by. The use of coercive, punitive management techniques is not good enough for our students and our educational system.
Here are some principles of grading that will enhance a student’s chances of learning and experiencing school success:
· Accentuate the positive with one’s grading policy. “All students can achieve in my class.”
· Allow students who do not turn in quality work to re-do work until it is quality. This should include re-takes of tests, re-working in-class material, and fine-tuning non-compulsory homework. Remember, the goal is not some arbitrary school standard, but having your students ultimately learn the material no matter how long it takes.
· Homework should be removed from the grading process. Many students do not have an appropriate environment at home or the support from parents to make it a priority. Make homework non-compulsory and meaningful and you will get better buy-in from students.
· Teacher involvement with students is critical in order to get students to embrace the concept of quality work. Students should be able to say, “My teacher is fair, reasonable and pleasant to be around.”
· Work tasks should be meaningful rather than focused on memorizing information for the purposes of the teacher. Students should be taught how to learn. This process should include critical thinking, learning how to find information, creative activities, problem-solving, cooperative learning strategies, and class meetings.
· Teachers should look for fresh ways to motivate students without the use of coercion. Excuses such as this kid is too lazy, un-teachable, or from a troubled home are not helpful.
· Grades are a reflection of the quality of the learning experience. If many students are doing poorly, it is the responsibility of the school to correct the problem. Dr. Deming never blamed the workers for management’s failure to lead and motivate.
· If the school system is organized upon a healthy, need-satisfying leadership style among its teachers and administrators, most students will succeed and receive good grades.
· Positive evaluation is a byproduct of the quality of a school program. If students are not succeeding, the program is faulty.
Some in the educational establishment may say that the ideas articulated in this article call for a lowering of academic standards and a “dumbing-down” of the curriculum. On the contrary, I am suggesting that school systems need to honestly grade themselves and see where improvement may be needed. Without a lead-management style of relating from administrators and teachers, and a curriculum based upon critical thinking, problem-solving, and meaningful work experiences, schools will fail along with their students. We cannot afford for that to happen if we are to promote quality schooling.
About the Author
James P. Krehbiel, Ed.S., LPC is an author, freelance writer and nationally certified cognitive-behavioral therapist practicing in Scottsdale, Arizona. James is the featured Shrink Rap columnist for TheImproper.com, an upscale arts, entertainment and lifestyle web magazine. He has contracted with New Horizon Press to publish his latest work entitled, The Search for Adulthood: Saying Goodbye to the Magical Illusions of Childhood. James can be reached at www.krehbielcounseling.com.
Although many students are currently experiencing success in our schools, we have too many young people who are branded as failures as a result of the inadequacies of our present academic system. The premature use of competition, the introduction of compulsory homework, and an obsessive emphasis on grading (which often overshadows the primary purpose of education – learning), all serve to detract from promoting quality education.
In his classic work, Schools without Failure, psychiatrist William Glasser focuses on the components of successful schooling. In his opinion, teachers must develop a positive involvement with students, re-think the relevance of their curriculum and consider the student evaluation process as a byproduct of a successful, quality learning experience.
Within most schools, grading takes on a life of its own. I call it the “wad-ya-get” phenomenon. I find it interesting that when I talk with students and parents about their schooling, the topic promptly turns to the issue of grades. Grades have become the “be-all” and “end-all” of education. Rarely, when students or parents talk about school, do they discuss the content or quality of what kids are learning. They invariably turn their attention to grades. Parents typically ask their children “how” they do in school rather than “what” they accomplish in school. Power struggles between parents, their children or teachers rarely involve the nature or quality of the work students accomplish, but generally pertain to the unsatisfactory grades received.
When teachers are asked about grades, they insist that grades are positive motivators. My educational experience has shown that good grades (A’s and B’s) are positive motivators for excellent students, but poor grades (C’s, D’s, and F’s) actually reinforce failure-oriented school behavior among those students who chronically fail.
When I taught elementary school students, I would say, “I want all of you to succeed in my class; let’s talk about some meaningful objectives for getting A’s and B’s in my class and how you can achieve that goal.” My students were puzzled. They were used to being told, “If you don’t get your work done and turn it in on time, you will have trouble making it in this class; there are specific standards you must meet in my class or you will fail.” When the attitude implies “the glass is half full,” students are more likely to buy in to a teacher’s expectations and fulfill them. Students are eager to accommodate teachers who believe that all of their children have the potential to succeed no matter what happened in their prior school experience.
The primary purpose of grading/evaluation is to provide students with a yardstick for progress being made. Grades should never be used as an arbitrary measure reflecting a teacher’s standards. When we are evaluated on our job, the process is hopefully designed to motivate us and improve our performance. Many teachers mistakenly believe that they can coerce students who are not doing quality work by using grades as a motivational tool. However, it is naïve to assume that a student who has chronically failed school will improve his performance by being labeled a failure through the grading system. Dr. Edward W. Deming, noted management theorist and consultant, believes that managers (i.e. teachers) who attempt to coerce employees (i.e. students) will get workers who do just enough to get by. The use of coercive, punitive management techniques is not good enough for our students and our educational system.
Here are some principles of grading that will enhance a student’s chances of learning and experiencing school success:
· Accentuate the positive with one’s grading policy. “All students can achieve in my class.”
· Allow students who do not turn in quality work to re-do work until it is quality. This should include re-takes of tests, re-working in-class material, and fine-tuning non-compulsory homework. Remember, the goal is not some arbitrary school standard, but having your students ultimately learn the material no matter how long it takes.
· Homework should be removed from the grading process. Many students do not have an appropriate environment at home or the support from parents to make it a priority. Make homework non-compulsory and meaningful and you will get better buy-in from students.
· Teacher involvement with students is critical in order to get students to embrace the concept of quality work. Students should be able to say, “My teacher is fair, reasonable and pleasant to be around.”
· Work tasks should be meaningful rather than focused on memorizing information for the purposes of the teacher. Students should be taught how to learn. This process should include critical thinking, learning how to find information, creative activities, problem-solving, cooperative learning strategies, and class meetings.
· Teachers should look for fresh ways to motivate students without the use of coercion. Excuses such as this kid is too lazy, un-teachable, or from a troubled home are not helpful.
· Grades are a reflection of the quality of the learning experience. If many students are doing poorly, it is the responsibility of the school to correct the problem. Dr. Deming never blamed the workers for management’s failure to lead and motivate.
· If the school system is organized upon a healthy, need-satisfying leadership style among its teachers and administrators, most students will succeed and receive good grades.
· Positive evaluation is a byproduct of the quality of a school program. If students are not succeeding, the program is faulty.
Some in the educational establishment may say that the ideas articulated in this article call for a lowering of academic standards and a “dumbing-down” of the curriculum. On the contrary, I am suggesting that school systems need to honestly grade themselves and see where improvement may be needed. Without a lead-management style of relating from administrators and teachers, and a curriculum based upon critical thinking, problem-solving, and meaningful work experiences, schools will fail along with their students. We cannot afford for that to happen if we are to promote quality schooling.
About the Author
James P. Krehbiel, Ed.S., LPC is an author, freelance writer and nationally certified cognitive-behavioral therapist practicing in Scottsdale, Arizona. James is the featured Shrink Rap columnist for TheImproper.com, an upscale arts, entertainment and lifestyle web magazine. He has contracted with New Horizon Press to publish his latest work entitled, The Search for Adulthood: Saying Goodbye to the Magical Illusions of Childhood. James can be reached at www.krehbielcounseling.com.
Monday, December 7, 2009
How Fast the Child can optimize the Mental Potential – SIP AMAL
Brain Diet
Global thinking is the vital area of improvement for our children to emerge as winners in this age of globalization. Many children use only a tiny fraction of their brain’s capacity. This is not because they do not have intelligence. But because they were not taught to access and develop their innate abilities; they did not know that they could create intelligence in themselves. We all know that a balanced food diet is the right measure of proteins, vitamins, carbohydrates and fibres. Do you know what a balanced brain diet for young minds is during the crucial years of growth? Here is the brain diet for your child.
The Super Skills
This diet is a blend of 2 super skills – fast learning and clear thinking. Together these skills produce self-reliance and help children to cope with changes and are the nucleus of emotional intelligence. Confidence, curiosity, relatedness, capacity to communicate and co-operate result from emotional intelligence. The importance of the super skills rises higher since these skills can be acquired easily during the early years.
Accelerated Mental Learning (AMAL)
The process of learning is common & key to learn any new skill or language. Understanding the process will make learning simpler, easier and faster.AMAL is all about how fast the child can optimize the mental potential. It balances the mental, physical, social, and emotional development. It builds the child’s personality and self-confidence and enhances the thinking ability.
The Ingredients
SIP Academy brings to your 4 ½ to 6 year old children SIP AMAL; a programme to reach his/ her full mental potential through fun learning and avoid brain drain. Twice a week classes running for about an hour comprises of
Ingredient - Result
Brain Gym - Whole brain development
Abacus - Removes numeric phobia
Colour Games - Improves creativity, imagination, and calms the mind
Creative Games - Creates analytical and imaginative approach
Thinking skill - Enhances IQ
Visual Reminder - Generates curiosity and thinking ability
Flash cards - Develops holistic approach
Accelerated Music - Reduces stress and increases focus
Benefits of SIP AMAL
1. Removes numeric phobia
2. Develops the left & right brain of the child
3. Builds psychomotor skills
4. Gives deeper understanding of group activity and socialization
5. Introduces and develops concrete way of learning numbers
6. Develops self confidence and self esteem
7. Enhances memory, thinking, creative and imaginative skills
8. Instills a positive & fun learning environment
9. Strengthens the concentration power
10. Helps release mental stress and blocks.
About the Author
Bharathi
SIP Academy India Pvt. Ltd
G3, Temple View No.31 & 32
Thyagaraya Street, Off North Usman Road
T.Nagar
Chennai
600017
044-4202 3330
Global thinking is the vital area of improvement for our children to emerge as winners in this age of globalization. Many children use only a tiny fraction of their brain’s capacity. This is not because they do not have intelligence. But because they were not taught to access and develop their innate abilities; they did not know that they could create intelligence in themselves. We all know that a balanced food diet is the right measure of proteins, vitamins, carbohydrates and fibres. Do you know what a balanced brain diet for young minds is during the crucial years of growth? Here is the brain diet for your child.
The Super Skills
This diet is a blend of 2 super skills – fast learning and clear thinking. Together these skills produce self-reliance and help children to cope with changes and are the nucleus of emotional intelligence. Confidence, curiosity, relatedness, capacity to communicate and co-operate result from emotional intelligence. The importance of the super skills rises higher since these skills can be acquired easily during the early years.
Accelerated Mental Learning (AMAL)
The process of learning is common & key to learn any new skill or language. Understanding the process will make learning simpler, easier and faster.AMAL is all about how fast the child can optimize the mental potential. It balances the mental, physical, social, and emotional development. It builds the child’s personality and self-confidence and enhances the thinking ability.
The Ingredients
SIP Academy brings to your 4 ½ to 6 year old children SIP AMAL; a programme to reach his/ her full mental potential through fun learning and avoid brain drain. Twice a week classes running for about an hour comprises of
Ingredient - Result
Brain Gym - Whole brain development
Abacus - Removes numeric phobia
Colour Games - Improves creativity, imagination, and calms the mind
Creative Games - Creates analytical and imaginative approach
Thinking skill - Enhances IQ
Visual Reminder - Generates curiosity and thinking ability
Flash cards - Develops holistic approach
Accelerated Music - Reduces stress and increases focus
Benefits of SIP AMAL
1. Removes numeric phobia
2. Develops the left & right brain of the child
3. Builds psychomotor skills
4. Gives deeper understanding of group activity and socialization
5. Introduces and develops concrete way of learning numbers
6. Develops self confidence and self esteem
7. Enhances memory, thinking, creative and imaginative skills
8. Instills a positive & fun learning environment
9. Strengthens the concentration power
10. Helps release mental stress and blocks.
About the Author
Bharathi
SIP Academy India Pvt. Ltd
G3, Temple View No.31 & 32
Thyagaraya Street, Off North Usman Road
T.Nagar
Chennai
600017
044-4202 3330
Thursday, December 3, 2009
Adult Education and e-Learning: Why 2009 should result in fewer prefixes and more knowledge
Adult Education and e-Learning: Why 2009 should result in fewer prefixes and more knowledge
At a time when UK university places are seeing record demand and applications submitted by older students are increasing, it seems likely that over the next few years a typical campus will be made up of an even more diverse mix of ages than it has seen in the past. Recent UCAS data highlights just how many older people are applying, with an 18 percent rise of applicants aged 25 and over - this has bumped the overall number of extra students competing to get into UK institutions by another 50,000 compared to last year.
Although this sudden influx of students is no doubt set to strain our recession-hit universities even further, as well as making the application process even tougher for those who a few years ago would haves secured a place with ease, I see this as a very good thing for education as a whole - and a good opportunity for the UK's HE institutions to adapt to the needs of a wider variety of students and developing technologies.
When we discuss e-Learning, adult education or distance courses - if we are not describing its successes we are usually talking about issues that people come across when embarking on such an endeavour. Steve Wheeler (from his blog: steve-wheeler.blogspot.com) is aware of this and decided to ask his Twitter followers what they thought the primary issues with, specifically, e-Learning were. What inspired this particular article is the response from one follower in Liverpool who argued ‘that integrating e-learning into the mainstream (and perhaps losing the 'e' that distinguishes it)' was important. A notion that got me thinking.
Surely then, 2009 and 2010 may well be the year that we really begin to see this happen. E-Learning is ear-marked for further funding in light of the 40th anniversary of the Open University, and additionally, the greater reach of online lessons where physical class space and accommodation doesn't have to be considered will no doubt become more important for institutions and students alike.
At the same time, I can't help but imagine that the notion of ‘adult education' as opposed to just ‘education' is on its way out also - and it is e-Learning technology which is having a hand in that too. Online education is changing the way in which the individual student interacts with the college in two ways, the first: by offering a flexible, individually fitted, means to accessing information and the second: by providing open content (i.e. texts created by institutions but that are available to all). Consequently, once e-Learning does become "mainstream" I envisage a learning environment that has absolutely nothing to do with the age of the student, and everything to do with that innocuous vowel - though I'm sure we will have forgotten all about it.
About the Author
Sarah Maple is writing for Kaplan about degree courses.
At a time when UK university places are seeing record demand and applications submitted by older students are increasing, it seems likely that over the next few years a typical campus will be made up of an even more diverse mix of ages than it has seen in the past. Recent UCAS data highlights just how many older people are applying, with an 18 percent rise of applicants aged 25 and over - this has bumped the overall number of extra students competing to get into UK institutions by another 50,000 compared to last year.
Although this sudden influx of students is no doubt set to strain our recession-hit universities even further, as well as making the application process even tougher for those who a few years ago would haves secured a place with ease, I see this as a very good thing for education as a whole - and a good opportunity for the UK's HE institutions to adapt to the needs of a wider variety of students and developing technologies.
When we discuss e-Learning, adult education or distance courses - if we are not describing its successes we are usually talking about issues that people come across when embarking on such an endeavour. Steve Wheeler (from his blog: steve-wheeler.blogspot.com) is aware of this and decided to ask his Twitter followers what they thought the primary issues with, specifically, e-Learning were. What inspired this particular article is the response from one follower in Liverpool who argued ‘that integrating e-learning into the mainstream (and perhaps losing the 'e' that distinguishes it)' was important. A notion that got me thinking.
Surely then, 2009 and 2010 may well be the year that we really begin to see this happen. E-Learning is ear-marked for further funding in light of the 40th anniversary of the Open University, and additionally, the greater reach of online lessons where physical class space and accommodation doesn't have to be considered will no doubt become more important for institutions and students alike.
At the same time, I can't help but imagine that the notion of ‘adult education' as opposed to just ‘education' is on its way out also - and it is e-Learning technology which is having a hand in that too. Online education is changing the way in which the individual student interacts with the college in two ways, the first: by offering a flexible, individually fitted, means to accessing information and the second: by providing open content (i.e. texts created by institutions but that are available to all). Consequently, once e-Learning does become "mainstream" I envisage a learning environment that has absolutely nothing to do with the age of the student, and everything to do with that innocuous vowel - though I'm sure we will have forgotten all about it.
About the Author
Sarah Maple is writing for Kaplan about degree courses.
Parent Guide: What do Catholic Schools Have to Offer?
Traditional in structure and strengthened by their ethos, Catholic Schools are known worldwide for their commitment to deliver top quality education to all their students, regardless of what type of community they come from. Comprehensive Catholic education will take into account all intellectual, moral, religious, spiritual, physical and social capabilities of each individual student and develop each aspect to the fullest.
Despite what some educators think, finding an excellent educational facility involves more than driving down the road and signing up at the first school that comes along. Parents and caregivers know that choosing the perfect school takes time and reflection. Many imperative questions need to be answered before a final decision can be made and the child can finally be enrolled.
During your query you may wonder: "What do Catholic Schools have to offer that other schools don't?" It is a legitimate question and, hopefully, the following summary will shed some light on the many characteristics that make the Catholic educational school system stand out from the crowd.
Top Quality Education
The strong and determined leaders of catholic school are committed to bring the highest quality of educational values to their students. Their high expectations foster a positive, supportive environment which will help each student to attain their full potential on all levels. Therefore, high achievement rates and success are within every student's reach.
Religious Surroundings
Catholic schools offer families the opportunity to educate their children in a nurturing and faith filled environment. Every student is invited to find value and spiritual meaning in life through prayer, liturgy and sacramental celebration. To extend religious teachings, many religious schools will also partner with parishes to be the first educators in faith.
Teachers and Support Staff
As part of the Catholic school community, teachers and support staff are committed and dedicated to the vocation of their employer. Teachers have a thorough and advanced knowledge of child psychology and are masters in their individual fields. They pay attention to detail and to the background, interests and motivation that drives their students. Through a comprehensive understanding of their students, and state-of the art facilities which include data technology as well as sporting amenities, the staff is able to guide their scholars towards a successful future.
Safe Environment
No child should fear mental or physical abuse. This includes neglect, bullying and harassment. At Catholic schools all children feel they belong. They can study in a child-safe environment, where a protective code of conduct is valued above all. No Catholic school employee or volunteer will enter the school system before being screened thoroughly and will be monitored throughout their entire school career. Nurturing young minds and their safety are matters the Catholic schools take deeply to heart.
Continuity
Changing schools is a disruption most children, their parents, caregivers or advocates can live without. An unhappy child equals a family in distress. To avoid such an unpleasant situation, parents can opt to enroll their offspring in a Catholic school where they can start at an early age and remain until the senior years of secondary schooling.
Diversity
Based on Christian principle, Catholic schools will welcome students of all cultures. They truly believe that celebrating the diversity of God's gifts will help shape and open up the mind of many young boys and girls.
Parental Involvement
Catholic schools encourage parental involvement. They will offer many opportunities, which may vary from assisting in the day-to-day activities, to representing the school on community committees. The more staff and parents work together, the higher the academic grade of the students will be.
Fortified with all this valuable information, it should be an easy choice to find your child's next school. If still in doubt, check out the many great and detailed websites that Catholic schools have to offer. You are bound to find at least one or two in your own neighbourhood.
About the Author
School Select is Australia's premier school directory. School Select specialises in all types of schools in including catholic school's, primary schools, private schools and even driving and music schools. Article distributed by SHOUT SEO: www.shoutwebstrategy.com.au
Despite what some educators think, finding an excellent educational facility involves more than driving down the road and signing up at the first school that comes along. Parents and caregivers know that choosing the perfect school takes time and reflection. Many imperative questions need to be answered before a final decision can be made and the child can finally be enrolled.
During your query you may wonder: "What do Catholic Schools have to offer that other schools don't?" It is a legitimate question and, hopefully, the following summary will shed some light on the many characteristics that make the Catholic educational school system stand out from the crowd.
Top Quality Education
The strong and determined leaders of catholic school are committed to bring the highest quality of educational values to their students. Their high expectations foster a positive, supportive environment which will help each student to attain their full potential on all levels. Therefore, high achievement rates and success are within every student's reach.
Religious Surroundings
Catholic schools offer families the opportunity to educate their children in a nurturing and faith filled environment. Every student is invited to find value and spiritual meaning in life through prayer, liturgy and sacramental celebration. To extend religious teachings, many religious schools will also partner with parishes to be the first educators in faith.
Teachers and Support Staff
As part of the Catholic school community, teachers and support staff are committed and dedicated to the vocation of their employer. Teachers have a thorough and advanced knowledge of child psychology and are masters in their individual fields. They pay attention to detail and to the background, interests and motivation that drives their students. Through a comprehensive understanding of their students, and state-of the art facilities which include data technology as well as sporting amenities, the staff is able to guide their scholars towards a successful future.
Safe Environment
No child should fear mental or physical abuse. This includes neglect, bullying and harassment. At Catholic schools all children feel they belong. They can study in a child-safe environment, where a protective code of conduct is valued above all. No Catholic school employee or volunteer will enter the school system before being screened thoroughly and will be monitored throughout their entire school career. Nurturing young minds and their safety are matters the Catholic schools take deeply to heart.
Continuity
Changing schools is a disruption most children, their parents, caregivers or advocates can live without. An unhappy child equals a family in distress. To avoid such an unpleasant situation, parents can opt to enroll their offspring in a Catholic school where they can start at an early age and remain until the senior years of secondary schooling.
Diversity
Based on Christian principle, Catholic schools will welcome students of all cultures. They truly believe that celebrating the diversity of God's gifts will help shape and open up the mind of many young boys and girls.
Parental Involvement
Catholic schools encourage parental involvement. They will offer many opportunities, which may vary from assisting in the day-to-day activities, to representing the school on community committees. The more staff and parents work together, the higher the academic grade of the students will be.
Fortified with all this valuable information, it should be an easy choice to find your child's next school. If still in doubt, check out the many great and detailed websites that Catholic schools have to offer. You are bound to find at least one or two in your own neighbourhood.
About the Author
School Select is Australia's premier school directory. School Select specialises in all types of schools in including catholic school's, primary schools, private schools and even driving and music schools. Article distributed by SHOUT SEO: www.shoutwebstrategy.com.au
Monday, November 30, 2009
Distance Learning to Play a Major Part in President Obama's Adult Education Plans
In a speech at Macombe Community College in Michigan, President Barack Obama has made some major new announcements regarding funding and plans for adult education and community colleges. The announcements come as many adults return to education in light of the recession, with recent reports from the state of Utah (at sltrib.com) claiming that the number of enrolments have increased by 19 percent in the past school year.
Obama was generally positive about the nation's community colleges and highlighted the past trend of treating community colleges ‘like the stepchild of the higher education system'. But he also had some criticisms that called for some reform.
‘Now, I know that for a long time there have been politicians who have spoken of training as a silver bullet and college as a cure-all," he said. "It's not, and we know that. I can't tell you how many workers who've been laid off, you talk to them about training and they say, "Training for what?" So I understand the frustrations that a lot of people have, especially if the training is not well designed for the specific jobs that are being created out there.'
$12 billion has been earmarked for a ten year initiative to be used across the USA, in an attempt to improve the degree completion rate by 50 percent. According to insidehighered.com, president of the American Association of Community Colleges George R. Boggs described the plan as ‘pretty ambitious'.
Yet, the use of distance education as a tool to meet these goals can also be regarded as just as determined. President Obama aims to make such courses free online - a move that has been called "historic" and "transformative" at the above source.
According to the transcript of the speech at whitehouse.gov, President Obama said: "Even as we repair bricks and mortar…we're going to support the creation of a new online, open-source clearinghouse of courses so that community colleges across the country can offer more classes without building more classrooms."
The idea is a pioneering one, especially as many countries are still behind in regards to embracing open content. Similar moves concerning distance education have been announced in the UK. In order to promote the use of online courses, Prime Minister Gordon Brown as announced a £20 million budget as an aid to students who might drop out of degree courses who can then complete their studies online.
About the Author
Sarah Maple is writing for Kaplan Open Learning about distance learning courses.
Obama was generally positive about the nation's community colleges and highlighted the past trend of treating community colleges ‘like the stepchild of the higher education system'. But he also had some criticisms that called for some reform.
‘Now, I know that for a long time there have been politicians who have spoken of training as a silver bullet and college as a cure-all," he said. "It's not, and we know that. I can't tell you how many workers who've been laid off, you talk to them about training and they say, "Training for what?" So I understand the frustrations that a lot of people have, especially if the training is not well designed for the specific jobs that are being created out there.'
$12 billion has been earmarked for a ten year initiative to be used across the USA, in an attempt to improve the degree completion rate by 50 percent. According to insidehighered.com, president of the American Association of Community Colleges George R. Boggs described the plan as ‘pretty ambitious'.
Yet, the use of distance education as a tool to meet these goals can also be regarded as just as determined. President Obama aims to make such courses free online - a move that has been called "historic" and "transformative" at the above source.
According to the transcript of the speech at whitehouse.gov, President Obama said: "Even as we repair bricks and mortar…we're going to support the creation of a new online, open-source clearinghouse of courses so that community colleges across the country can offer more classes without building more classrooms."
The idea is a pioneering one, especially as many countries are still behind in regards to embracing open content. Similar moves concerning distance education have been announced in the UK. In order to promote the use of online courses, Prime Minister Gordon Brown as announced a £20 million budget as an aid to students who might drop out of degree courses who can then complete their studies online.
About the Author
Sarah Maple is writing for Kaplan Open Learning about distance learning courses.
Friday, November 27, 2009
Digital Inclusion: How the accessibility of online courses might help
A recent BBC report entitled ‘Your country needs you connected' sheds fresh light on the number of people in the UK who are digitally excluded. According to Jane Wakefield, whilst the popularity of Twitter and Facebook are growing, '17 million Britons have never been online'. Digital Champion, Martha Lane Fox, is at the forefront of getting the outsiders online - so how can online certificate degree courses help her cause.
According to the report, Lane Fox is primarily concerned with targeting the six million poorest in the country, in order to break the correlation between social and digital exclusion. This is regarded as a particularly tough job by Bill Dutton of the Oxford Internet Institute. He asks, "How do you get people to experience a technology that they are predisposed not to be interested in?"
This is a valid problem, and one that I think will be solved, naturally by the growing dependency on e-Learning and online technologies to solve the increasing demand for further education courses. Yet equally, there undoubtedly needs an increase in accessibility for online courses beyond paid higher education institutions in order to minimize the risk of deterrence even further.
This calls for all types of business and services to offer easy and relevant online schemes. A move that has already been made by the Department for Work and Pensions, who's job search site has, according to Wakefield, ‘averaged a pretty impressive one million searches per day'. Such schemes are causing more of those who may not be connected at home to visit their local online centres - a trend that is no doubt stimulated by the need of many to increase their job searching zeal.
This report come at a time when in the US, Barack Obama has unveiled an initiative funding of $12 million to be given to community colleges across the country. In order to increase the degree and certificate completion rate by 50 percent, he is also calling to make a number of distance learning courses free to anybody using open content.
I can see such a method being incorporated to Lane Fox plans in the UK (or, at least, I hope it will be). Offering free mini-courses ‘to help you find a job online' or ‘to help you fill in your tax return online' all seem logical - and if they are seen as a way of saving money - then the benefits of digital inclusion will be all the more evident.
About the Author
Sarah Maple is writing for Kaplan about degree courses and education in general.
According to the report, Lane Fox is primarily concerned with targeting the six million poorest in the country, in order to break the correlation between social and digital exclusion. This is regarded as a particularly tough job by Bill Dutton of the Oxford Internet Institute. He asks, "How do you get people to experience a technology that they are predisposed not to be interested in?"
This is a valid problem, and one that I think will be solved, naturally by the growing dependency on e-Learning and online technologies to solve the increasing demand for further education courses. Yet equally, there undoubtedly needs an increase in accessibility for online courses beyond paid higher education institutions in order to minimize the risk of deterrence even further.
This calls for all types of business and services to offer easy and relevant online schemes. A move that has already been made by the Department for Work and Pensions, who's job search site has, according to Wakefield, ‘averaged a pretty impressive one million searches per day'. Such schemes are causing more of those who may not be connected at home to visit their local online centres - a trend that is no doubt stimulated by the need of many to increase their job searching zeal.
This report come at a time when in the US, Barack Obama has unveiled an initiative funding of $12 million to be given to community colleges across the country. In order to increase the degree and certificate completion rate by 50 percent, he is also calling to make a number of distance learning courses free to anybody using open content.
I can see such a method being incorporated to Lane Fox plans in the UK (or, at least, I hope it will be). Offering free mini-courses ‘to help you find a job online' or ‘to help you fill in your tax return online' all seem logical - and if they are seen as a way of saving money - then the benefits of digital inclusion will be all the more evident.
About the Author
Sarah Maple is writing for Kaplan about degree courses and education in general.
Thursday, November 26, 2009
How to help your child with homework?
It is estimated that parents spend an average of six hours a week on helping their children with homework. If you show interest and give support early on, it will encourage your child to develop positive attitudes to learning, in and out of school.
You will benefit, too. You'll get to know your child's particular strengths and difficulties and you will also find out what he's studying. Your child's school will also gain by having motivated pupils and well-informed parents who are fully involved with their children's education.
As your child gets older, of course, he needs to become more independent. Helping your child to get organized, providing equipment and a quiet place to work and offering lots of encouragement will get him off to the right start.
Most schools also issue a homework diary where children write down what they have been set and when it is due. You should check it every week (and sign it if the school asks you to).
How to help
· Make sure you are familiar with any school guidelines on homework.
· Ask the school for copies of any leaflets about supporting children at home.
· Watch out for school newsletters advertising parents' subject sessions. These are really useful for learning about modern teaching methods.
· Nominate somewhere at home as a homework area. It needs a flat surface, a good light source and resources such as pens, pencils, rulers, scissors, glue, dictionary and notebook to hand.
· Set up a daily routine. Plan a homework timetable so you both know what your child needs to do and when. If your child is at secondary school he will probably be told which subject teacher will set homework on each day.
· It’s a good idea if your child has a break and something to eat before starting on homework.
· Ask your child to explain the homework task and how it follows on from what he was studying at school.
· Be interested and be on hand to talk to your child about what he has learnt so far.
· Help your child to become an independent learner. Explain how to look up information or find a word in a dictionary rather than simply giving an answer in order to get the task finished.
· Don’t be tempted to teach your child methods you used at school.
· Turn off the television while homework is underway but do let your child listen to music if he finds it helpful.
· Use home/school books to note how your child tackles the task, what is done well and where he has difficulties. (Remember, your child is probably one of 30 so keep your comments brief!) Read carefully any comments that your child's teacher makes in return.
· Discourage your child from copying when he's asked to do research tasks. Talk about the information together, work out the key facts and help your child to write these down as brief notes.
· Be positive about your child's attempts. If you have concerns about his progress, make an appointment with the school.
· Don’t let homework become a chore. Make it a special time that you both look forward to.
A word of warning: Schools are extremely keen that parents become fully involved in their children's education but please don't be tempted to correct homework and make your child copy it out. Schools need to know how much your child understands and can do independently.
Homework clubs
If you feel your child needs more help than you are able to give, do contact the school. Many schools offer an after-school homework club staffed by teachers or learning support assistants.
About the Author
Charles Smith
BA(Hons) in Education and teacher in primary school in London
www.ukschoolsdirectory.net
You will benefit, too. You'll get to know your child's particular strengths and difficulties and you will also find out what he's studying. Your child's school will also gain by having motivated pupils and well-informed parents who are fully involved with their children's education.
As your child gets older, of course, he needs to become more independent. Helping your child to get organized, providing equipment and a quiet place to work and offering lots of encouragement will get him off to the right start.
Most schools also issue a homework diary where children write down what they have been set and when it is due. You should check it every week (and sign it if the school asks you to).
How to help
· Make sure you are familiar with any school guidelines on homework.
· Ask the school for copies of any leaflets about supporting children at home.
· Watch out for school newsletters advertising parents' subject sessions. These are really useful for learning about modern teaching methods.
· Nominate somewhere at home as a homework area. It needs a flat surface, a good light source and resources such as pens, pencils, rulers, scissors, glue, dictionary and notebook to hand.
· Set up a daily routine. Plan a homework timetable so you both know what your child needs to do and when. If your child is at secondary school he will probably be told which subject teacher will set homework on each day.
· It’s a good idea if your child has a break and something to eat before starting on homework.
· Ask your child to explain the homework task and how it follows on from what he was studying at school.
· Be interested and be on hand to talk to your child about what he has learnt so far.
· Help your child to become an independent learner. Explain how to look up information or find a word in a dictionary rather than simply giving an answer in order to get the task finished.
· Don’t be tempted to teach your child methods you used at school.
· Turn off the television while homework is underway but do let your child listen to music if he finds it helpful.
· Use home/school books to note how your child tackles the task, what is done well and where he has difficulties. (Remember, your child is probably one of 30 so keep your comments brief!) Read carefully any comments that your child's teacher makes in return.
· Discourage your child from copying when he's asked to do research tasks. Talk about the information together, work out the key facts and help your child to write these down as brief notes.
· Be positive about your child's attempts. If you have concerns about his progress, make an appointment with the school.
· Don’t let homework become a chore. Make it a special time that you both look forward to.
A word of warning: Schools are extremely keen that parents become fully involved in their children's education but please don't be tempted to correct homework and make your child copy it out. Schools need to know how much your child understands and can do independently.
Homework clubs
If you feel your child needs more help than you are able to give, do contact the school. Many schools offer an after-school homework club staffed by teachers or learning support assistants.
About the Author
Charles Smith
BA(Hons) in Education and teacher in primary school in London
www.ukschoolsdirectory.net
Wednesday, November 25, 2009
Multiplying by Nine With the Finger Method
Can you do the nine-times tables on your fingers?
When you learn how, you'll never have to stare at the multiplication tables charts for nine again. The best part is, you only need to be able to count in order to learn this!
And if you practice using the finger method, you'll be a whiz at multiplying any digit by nine, and never have to "guess" and hope you're right again.
You can learn it now, in a few simple steps that you'll never forget. But you must remember that it is not meant to be a crutch. You must practice it a lot in order to get it to the point where you don't need to do it on your fingers every time you want to multiply by nine.
At the end of the article, you'll find a great, free resource where you can find a fun way that will make you love to practice it, and it will also teach you why the method works.
Let's get down to multiplying:
First, you have to number each of your fingers. With your hands palms down, thumbs almost touching, start from the left and call your L. small finger, "one." The left ring finger is "two," the left middle finger is "three," etc. until you get to the right pinky, which is "ten."
That was easy!
Now, to multiply any digit by 9, you simply bend the finger that has that number inward. In other words, if you were to multiply nine by three, you'd bend the "three" (that's the left middle finger). Bend it inwards, beneath your hand.
Notice the number of fingers on the left of the finger that's bent. There should be two of them. That's how many tens there will be, making the answer, "twenty-something."
Next, notice the how many fingers are on the right side of the finger that's bent. There should be seven of them. That's how many units there will be, making the answer, "twenty-seven."
Warning! - This should not be used as a "trick." Don't make it a crutch. Practice it until you know the "nines-times-tables" by heart. If you still need to use your fingers after a day or two to practice, then you really haven't practiced enough.
There is a "master method" for using your fingers to learn to multiply. You only need one method for all the numbers from 6-9, so you don't have to learn a bunch of different "multiplication tricks." You can find out more at Learn to Multiply.com
About the Author
If you or someone you know (your child or student, maybe?) hasn't totally mastered the "multiplication tables," you'll be happy to know that there is a fool-proof, easy way to teach or learn the basic times-tables in minutes. If you are serious about teaching multiplication, you owe it to your child or your students to Learn to Multiply at http://Learn2multiply.com, now.
When you learn how, you'll never have to stare at the multiplication tables charts for nine again. The best part is, you only need to be able to count in order to learn this!
And if you practice using the finger method, you'll be a whiz at multiplying any digit by nine, and never have to "guess" and hope you're right again.
You can learn it now, in a few simple steps that you'll never forget. But you must remember that it is not meant to be a crutch. You must practice it a lot in order to get it to the point where you don't need to do it on your fingers every time you want to multiply by nine.
At the end of the article, you'll find a great, free resource where you can find a fun way that will make you love to practice it, and it will also teach you why the method works.
Let's get down to multiplying:
First, you have to number each of your fingers. With your hands palms down, thumbs almost touching, start from the left and call your L. small finger, "one." The left ring finger is "two," the left middle finger is "three," etc. until you get to the right pinky, which is "ten."
That was easy!
Now, to multiply any digit by 9, you simply bend the finger that has that number inward. In other words, if you were to multiply nine by three, you'd bend the "three" (that's the left middle finger). Bend it inwards, beneath your hand.
Notice the number of fingers on the left of the finger that's bent. There should be two of them. That's how many tens there will be, making the answer, "twenty-something."
Next, notice the how many fingers are on the right side of the finger that's bent. There should be seven of them. That's how many units there will be, making the answer, "twenty-seven."
Warning! - This should not be used as a "trick." Don't make it a crutch. Practice it until you know the "nines-times-tables" by heart. If you still need to use your fingers after a day or two to practice, then you really haven't practiced enough.
There is a "master method" for using your fingers to learn to multiply. You only need one method for all the numbers from 6-9, so you don't have to learn a bunch of different "multiplication tricks." You can find out more at Learn to Multiply.com
About the Author
If you or someone you know (your child or student, maybe?) hasn't totally mastered the "multiplication tables," you'll be happy to know that there is a fool-proof, easy way to teach or learn the basic times-tables in minutes. If you are serious about teaching multiplication, you owe it to your child or your students to Learn to Multiply at http://Learn2multiply.com, now.
Tuesday, November 24, 2009
KenKen Puzzles - The New Sudoku
You many have just heard of KenKen. It's the invention of a Japanese math teacher named Tetsuya Miyamoto, who says, "I believe that if you give children good learning materials, they will think and learn and grow on their own." Imagine that!
KenKen is a brilliant puzzle which takes the logic of a sudoku puzzle, and adds the use of basic arithmetic to make KenKen a truly fascinating challenge on many levels.
But you don't have to be a math whiz to play KenKen. The rules are truly easy to learn. A typical grid has 16 squares, with four rows and four columns. Just as in sudoku, you must use the digits from one to four in each row and in each column. You cannot repeat a digit in a row or column.
KenKen has the additional trait that some groups of squares are bounded together by a bold border. Within those squares is a number, say 6, and a mathematical operation sign, say a plus (+) sign. That simply means that the digits in those squares must add up to the number 6.
If you'd had the number 15 with a multiplication (x) sign next to it in two squares bordered in bold, you'd know that the digits that go in those squares must multiply to 15.
Simple enough? Yes, it is - even a second grader can start doing KenKen puzzles. That's how easy it is to begin. But the level of play can get tougher - much tougher.
KenKen can be played on grids of 6x6 squares, or 8x8, or even 9x9 squares.
Filling in the 81 cells of a 9x9 grid can take hours, or days. Or more! Once you start though, you'll find the time to do KenKen. You won't be able to stop! Your mind will learn so much logic and arithmetic, without you even noticing.
KenKen is possibly the best brain exercise you ever may try. That's why you owe it to yourself to check it out. If you are a parent or a teacher, KenKen can become the greatest tool in your educational toolkit to get your child interested in math.
It doesn't feel like math at all - it's just pure fun
You can get free, downloadable KenKen puzzles at http://kenken.com. For free KenKen video lessons, all the way to the very advanced level, check out http://mathmojo.com/kenken.
About the Author
If you or someone you know (your child or student, maybe?) hasn't totally mastered the "multiplication tables," you'll be happy to know that there is a fool-proof, easy way to teach or learn the basic times-tables in minutes. If you are serious about teaching multiplication, you owe it to your child or your students to Learn to Multiply at http://Learn2multiply.com, now.
KenKen is a brilliant puzzle which takes the logic of a sudoku puzzle, and adds the use of basic arithmetic to make KenKen a truly fascinating challenge on many levels.
But you don't have to be a math whiz to play KenKen. The rules are truly easy to learn. A typical grid has 16 squares, with four rows and four columns. Just as in sudoku, you must use the digits from one to four in each row and in each column. You cannot repeat a digit in a row or column.
KenKen has the additional trait that some groups of squares are bounded together by a bold border. Within those squares is a number, say 6, and a mathematical operation sign, say a plus (+) sign. That simply means that the digits in those squares must add up to the number 6.
If you'd had the number 15 with a multiplication (x) sign next to it in two squares bordered in bold, you'd know that the digits that go in those squares must multiply to 15.
Simple enough? Yes, it is - even a second grader can start doing KenKen puzzles. That's how easy it is to begin. But the level of play can get tougher - much tougher.
KenKen can be played on grids of 6x6 squares, or 8x8, or even 9x9 squares.
Filling in the 81 cells of a 9x9 grid can take hours, or days. Or more! Once you start though, you'll find the time to do KenKen. You won't be able to stop! Your mind will learn so much logic and arithmetic, without you even noticing.
KenKen is possibly the best brain exercise you ever may try. That's why you owe it to yourself to check it out. If you are a parent or a teacher, KenKen can become the greatest tool in your educational toolkit to get your child interested in math.
It doesn't feel like math at all - it's just pure fun
You can get free, downloadable KenKen puzzles at http://kenken.com. For free KenKen video lessons, all the way to the very advanced level, check out http://mathmojo.com/kenken.
About the Author
If you or someone you know (your child or student, maybe?) hasn't totally mastered the "multiplication tables," you'll be happy to know that there is a fool-proof, easy way to teach or learn the basic times-tables in minutes. If you are serious about teaching multiplication, you owe it to your child or your students to Learn to Multiply at http://Learn2multiply.com, now.
Thursday, November 19, 2009
How to Learn the Multiplication Tables - The Best Strategies
There are so many fads concerning learning the multiplication tables, that it's hard to sift through them and figure out which one makes the most sense for you, your child, or your students.
There are a few things to take into consideration when you are searching for the best methods for your needs. Keep in mind that whenever you learn anything, it's good to try more than one method.
The "just-shut-up-and-memorize-it" method is the one used by most American public schools. That's one of the reasons why American elementary school children pretty much suck at math compared to most of the world. There's no need to let your child be at that low level.
When looking for a method to learn multiplication facts, keep these things in mind:
The method should:
* Be based on understanding that multiplication of whole numbers is an extension of addition, but is not exactly repeated addition. (There is a subtle but important difference that you can read about at It Ain't No Repeated Addition)
* Use and develop the "number sense." In other words, it should show the child relationships between the numbers s/he is multiplying, and other familiar numbers, like the number ten. For instance, 8 x 5 is like half of 8 x 10.
* Be based on more than one sense. Just doing worksheets is not enough. If you repeatedly hear multiplication problems as well as see them, you learn how to deal with them with more than one sense. That "locks in" the skill.
* Stress understanding of what one is doing, not just memorizing random facts.
The method should not:
* Not be such drudgery that the child will forever look on math as a boring chore.
* Not be based on some corporate Saturday morning cartoon characters. The "math-is-fun" school of thought is basically sound. But it should be about the math itself being fun, not because Barney says so. Be careful that your child doesn't get trained to like math only if it comes with a cartoon character.
* Not strictly based on mnemonic (memory) devices like songs, rhymes, etc. They may work in the short term, but most of them neither develop the number sense, nor are they well-developed mnemonic techniques. If you use only them, the child will have learned only superficial information, and nothing about multiplication, or how to use mnemonics, for that matter. (Mnemonics for much more advanced calculation is a great help - just not for things as basic as the multiplication tables, and not as songs or rhymes.)
* Never, ever, ever be learned from a calculator. Using calculators to teach simple multiplication is like shooting squirrels with an elephant gun. You may hit the squirrel, but won't get dinner. Calculators are crutches. Would you give a healthy child crutches before s/he learns to walk?
Children appreciate having their minds valued, and not being pandered to. One effective method of teaching/learning the multiplication tables that offers just that can be found at Learn2Multiply.com
About the Author
If you or someone you know (your child or student, maybe?) hasn't totally mastered the "multiplication tables," you'll be happy to know that there is a fool-proof, easy way to teach or learn the basic times-tables in minutes. If you are serious about teaching multiplication, you owe it to your child or your students to Learn to Multiply at http://Learn2multiply.com, now.
There are a few things to take into consideration when you are searching for the best methods for your needs. Keep in mind that whenever you learn anything, it's good to try more than one method.
The "just-shut-up-and-memorize-it" method is the one used by most American public schools. That's one of the reasons why American elementary school children pretty much suck at math compared to most of the world. There's no need to let your child be at that low level.
When looking for a method to learn multiplication facts, keep these things in mind:
The method should:
* Be based on understanding that multiplication of whole numbers is an extension of addition, but is not exactly repeated addition. (There is a subtle but important difference that you can read about at It Ain't No Repeated Addition)
* Use and develop the "number sense." In other words, it should show the child relationships between the numbers s/he is multiplying, and other familiar numbers, like the number ten. For instance, 8 x 5 is like half of 8 x 10.
* Be based on more than one sense. Just doing worksheets is not enough. If you repeatedly hear multiplication problems as well as see them, you learn how to deal with them with more than one sense. That "locks in" the skill.
* Stress understanding of what one is doing, not just memorizing random facts.
The method should not:
* Not be such drudgery that the child will forever look on math as a boring chore.
* Not be based on some corporate Saturday morning cartoon characters. The "math-is-fun" school of thought is basically sound. But it should be about the math itself being fun, not because Barney says so. Be careful that your child doesn't get trained to like math only if it comes with a cartoon character.
* Not strictly based on mnemonic (memory) devices like songs, rhymes, etc. They may work in the short term, but most of them neither develop the number sense, nor are they well-developed mnemonic techniques. If you use only them, the child will have learned only superficial information, and nothing about multiplication, or how to use mnemonics, for that matter. (Mnemonics for much more advanced calculation is a great help - just not for things as basic as the multiplication tables, and not as songs or rhymes.)
* Never, ever, ever be learned from a calculator. Using calculators to teach simple multiplication is like shooting squirrels with an elephant gun. You may hit the squirrel, but won't get dinner. Calculators are crutches. Would you give a healthy child crutches before s/he learns to walk?
Children appreciate having their minds valued, and not being pandered to. One effective method of teaching/learning the multiplication tables that offers just that can be found at Learn2Multiply.com
About the Author
If you or someone you know (your child or student, maybe?) hasn't totally mastered the "multiplication tables," you'll be happy to know that there is a fool-proof, easy way to teach or learn the basic times-tables in minutes. If you are serious about teaching multiplication, you owe it to your child or your students to Learn to Multiply at http://Learn2multiply.com, now.
Wednesday, November 18, 2009
How to Use Numerical Values to Organize Essays
Using numerical values to identify and apply expository writing structure has proved an effective tool in identifying expository text structure and helping writers organize essays. The numerical values eliminate the writing jargon that varies from teacher to teacher and curriculum to curriculum. Instead, writers simply apply the implicit hierarchy of the number system to that of reading and writing. Writers just seem to intuitively “get” the idea of a number system applied to their expository writing in essays.
One such writing program uses following number system:
(1) for the introductory strategies of an essay introduction—for example, a definition or a preview of the topic sentences.
(2) for the thesis statement that “talks about” the introduction strategies.
(3) for the topic sentences that “talk about” the thesis statement.
(4) for the major details that “talk about” the topic sentence.
(5) for the support details that “talk about” the major details.
(6) for the conclusion strategies—for example, a thesis re-statement or summary.
For Developing Recognition of Text Structure
Try analyzing expository reading by numbering the sentences. Critique the writing by analyzing the structure and whether there is sufficient evidence, e.g. enough (5s) to back the (4s).
For Essay Writing
Using your own writing prompts, practice varying sentence order within the numerical hierarchy to help students develop a flexible writing style to address the demands of the writing prompt and improve the quality of your essays.
1. (3)-(4)-(4)
2. (3)-(4)-(4)-(4)
3. (3)-(4)-(5)-(4)-(5)
4. (4)-(5)-(3)-(4)-(5)
5. (4)-(5)-(4)-(5)-(3)
6. (4)-(5)-(4)-(5)
7. (3)-(4)-(5)-(4)-(5)-(4)-(5)
8. (3)-(4)-(4)-(4)-(5)
9. (3)-(4)-(4)-(5)-(4)-(5)
10. (3)-(4)-(5)-(4)-(5)-(5)
11. (Transition Statement)-(3)-(4)-(5)-(4)-(5)
12. (3)-(4)-(5)-(4)-(5)-(Concluding Statement)
13. (1)-(1)-(2) added to any two of the above body paragraphs
14. (6)-(6)-(6) added to any two of the above body paragraphs
15. (1)-(1)-(2) added to any two of the above body paragraphs (6)-(6)-(6)
About the Author
Mark Pennington is an educational author, presenter, reading specialist, and middle school teacher. Mark is committed to differentiated instruction for the diverse needs of today's students. Visit Mark’s website at www.penningtonpublishing.com to check out his writing, writing strategy, essay, and writing skills teacher resources and books: Teaching Reading Strategies, Teaching Essay Strategies, Teaching Grammar and Mechanics, and Teaching Spelling and Vocabulary.
One such writing program uses following number system:
(1) for the introductory strategies of an essay introduction—for example, a definition or a preview of the topic sentences.
(2) for the thesis statement that “talks about” the introduction strategies.
(3) for the topic sentences that “talk about” the thesis statement.
(4) for the major details that “talk about” the topic sentence.
(5) for the support details that “talk about” the major details.
(6) for the conclusion strategies—for example, a thesis re-statement or summary.
For Developing Recognition of Text Structure
Try analyzing expository reading by numbering the sentences. Critique the writing by analyzing the structure and whether there is sufficient evidence, e.g. enough (5s) to back the (4s).
For Essay Writing
Using your own writing prompts, practice varying sentence order within the numerical hierarchy to help students develop a flexible writing style to address the demands of the writing prompt and improve the quality of your essays.
1. (3)-(4)-(4)
2. (3)-(4)-(4)-(4)
3. (3)-(4)-(5)-(4)-(5)
4. (4)-(5)-(3)-(4)-(5)
5. (4)-(5)-(4)-(5)-(3)
6. (4)-(5)-(4)-(5)
7. (3)-(4)-(5)-(4)-(5)-(4)-(5)
8. (3)-(4)-(4)-(4)-(5)
9. (3)-(4)-(4)-(5)-(4)-(5)
10. (3)-(4)-(5)-(4)-(5)-(5)
11. (Transition Statement)-(3)-(4)-(5)-(4)-(5)
12. (3)-(4)-(5)-(4)-(5)-(Concluding Statement)
13. (1)-(1)-(2) added to any two of the above body paragraphs
14. (6)-(6)-(6) added to any two of the above body paragraphs
15. (1)-(1)-(2) added to any two of the above body paragraphs (6)-(6)-(6)
About the Author
Mark Pennington is an educational author, presenter, reading specialist, and middle school teacher. Mark is committed to differentiated instruction for the diverse needs of today's students. Visit Mark’s website at www.penningtonpublishing.com to check out his writing, writing strategy, essay, and writing skills teacher resources and books: Teaching Reading Strategies, Teaching Essay Strategies, Teaching Grammar and Mechanics, and Teaching Spelling and Vocabulary.
Tuesday, November 17, 2009
Job Application and MBA
For enjoying the advantages of lucrative career, the single instrument to it is ideal, appropriate learning. In present field of business, the highly liked degree is of Masters in business Administration (MBA). It is the finest option for an individual who wants a manger role and leadership. This degree allows you to learn the nuances regarding business techniques, leadership skill, management techniques and everything relevant to management.
A Masters in business administration degree includes rigorous training, presentations, reports, assignments, all of which provide you the essential abilities for handling real life business affairs. At present, you can pick to study general MBA or select from an array of MBA programs, including finance, accounting, marketing, technology, leadership and other areas of specialization.
A varied MBA class is an ideal learning environment and due to this, reputed business schools prefer candidates with different personal, professional and cultural backgrounds. Also, team work is necessary for attaining success in a MBA program. A majority of MBA programs include group assignments and case discussions that call for working in groups. Thus, B schools want students who have already demonstrated an aptitude to work fine in-group setting. Usually, work experience gives people a chance to work within teams and show people skills and most importantly teamwork. Having a nice working experience provides you a cutting edge over your competitors.
Why avail an MBA degree
The prime reason for getting MBA degree is to increase your salary potential as well as take your career onto a higher level. Having an MBA degree along with job experience further allows the candidates to apply for the senior management and executive positions directly.
Picking best MBA College
Searching the best institute for acquiring MBA degree is quite a challenge. Selecting the best institute is confusing and time consuming. It is not just stressful for you but your family as well. You have to ensure to be enrolled in a college that hold great reputation and has higher ranking. To find the best college anywhere in the world, nothing can be better than accessing online. On Internet, you will be able to find out each and every detail about a specific college within a very less span. The procedure of admission, course structure and even the fees structure will be clearly mentioned at the site, further enabling you to know more about the college.
Selecting a good college is also important, when you are considering doing such a reputed course. Along with your qualifications and work profile, an MBA degree from a renowned institute will significantly assist in getting an established post at a reputable firm. MBA degree from one of the best B-schools in the world and great amount of work experience will certainly give a boost to your professional career.
Online MBA degree and work experience
Apart from the traditional way of attaining MBA degree, some distinguished online institutes too provide MBA degree programs and specializations. Individuals, who want to work as well as study, can take this option. A number of companies give preference to the students having online MBA degree, as they simultaneously earned whole lot of work experience, which is enough for learning business etiquettes and being acquainted with business management.
Llana Herring works as the coordinator for California Miramar University, which is accredited by DETC. CMU offers both graduate and undergraduate courses at affordable rates. Click on the link to view Online MBA Programs.
Article Source: http://EzineArticles.com/?expert=Llana_Herring
A Masters in business administration degree includes rigorous training, presentations, reports, assignments, all of which provide you the essential abilities for handling real life business affairs. At present, you can pick to study general MBA or select from an array of MBA programs, including finance, accounting, marketing, technology, leadership and other areas of specialization.
A varied MBA class is an ideal learning environment and due to this, reputed business schools prefer candidates with different personal, professional and cultural backgrounds. Also, team work is necessary for attaining success in a MBA program. A majority of MBA programs include group assignments and case discussions that call for working in groups. Thus, B schools want students who have already demonstrated an aptitude to work fine in-group setting. Usually, work experience gives people a chance to work within teams and show people skills and most importantly teamwork. Having a nice working experience provides you a cutting edge over your competitors.
Why avail an MBA degree
The prime reason for getting MBA degree is to increase your salary potential as well as take your career onto a higher level. Having an MBA degree along with job experience further allows the candidates to apply for the senior management and executive positions directly.
Picking best MBA College
Searching the best institute for acquiring MBA degree is quite a challenge. Selecting the best institute is confusing and time consuming. It is not just stressful for you but your family as well. You have to ensure to be enrolled in a college that hold great reputation and has higher ranking. To find the best college anywhere in the world, nothing can be better than accessing online. On Internet, you will be able to find out each and every detail about a specific college within a very less span. The procedure of admission, course structure and even the fees structure will be clearly mentioned at the site, further enabling you to know more about the college.
Selecting a good college is also important, when you are considering doing such a reputed course. Along with your qualifications and work profile, an MBA degree from a renowned institute will significantly assist in getting an established post at a reputable firm. MBA degree from one of the best B-schools in the world and great amount of work experience will certainly give a boost to your professional career.
Online MBA degree and work experience
Apart from the traditional way of attaining MBA degree, some distinguished online institutes too provide MBA degree programs and specializations. Individuals, who want to work as well as study, can take this option. A number of companies give preference to the students having online MBA degree, as they simultaneously earned whole lot of work experience, which is enough for learning business etiquettes and being acquainted with business management.
Llana Herring works as the coordinator for California Miramar University, which is accredited by DETC. CMU offers both graduate and undergraduate courses at affordable rates. Click on the link to view Online MBA Programs.
Article Source: http://EzineArticles.com/?expert=Llana_Herring
Thursday, November 12, 2009
ADD and ADHD: Focus on Foods
When it comes to food, some people want it both ways. They want to have the freedom to eat what they want but they don't want to accept the ramifications for what they are eating.
We see this all the time in people with food related issues such as weight problems, food allergies or diabetes, yet they don't change their diets. Sometimes, it takes an actual painful life and death experience for someone to monitor what they eat, or at least make sure they don't eat that kind of food again.
When a food allergy is subtle, it's easily dismissed.
Several years ago, I was working with a young man with "over the top" ADD behaviors. In addition, he'd been diagnosed with Tourette's syndrome. I discovered that he had a wheat allergy. Since he was only nine years old and accustomed to eating what he wanted, he was not thrilled to go on a wheat free diet.
However, within weeks on a wheat-free diet, his abilities to focus increased. His excessive energy level became more manageable. People around him were happy that he seemed to get into less trouble. He even stopped having the tics associated with Tourette's. (Those tics had been especially embarrassing. He was thrilled to be free of them.)
Then, he spent a Memorial Day weekend with his grandparents. They insisted that it was cruel not to be able to eat like the other kids did, and they dismissed his wheat-free diet.
By the time the young man arrived home, his issues were returning, but summer was coming and his parents didn't monitor his diet. By the first day of school in September, the child was back where he'd started. Even worse, his parents agreed with the grandparents and asked, "What's wrong with him just taking his medication?"
The subtlety of the child's allergy disguised the importance of it.
Now, before you run out and take wheat out of your diet, remember this: Wheat might not be your problem. It might be dairy or high fructose corn syrup or... the list is long. Many different food allergies can trigger uncomfortable ADD and ADHD behaviors.
Do not underestimate the power of diet. You may need to eliminate things from your diet, or add things into it, or both. Just as with the removal process, added nutrients can make a tremendous difference.
Remember that dietary changes may be part of a larger protocol. They may help you better access all the gifts that come with ADD and ADHD, and manage the challenges of them. Diet is not always the answer, and it's rarely the only issue.
But, it's a good place to start, with the guidance of a experienced professional.
About the Author
Dr. Kevin Ross Emery is the author of "Managing The Gift: Alternative Approaches for Attention Deficit Disorder." Dr. Kevin travels internationally, offering lectures and workshops about ADD, ADHD and related conditions. He also helps set up supportive, non-medical protocols for children and adults with ADD and ADHD. Dr. Kevin's primary practices are in Portland, Maine and Haverhill, Massachusetts. Visit his website, www.weboflight.com
We see this all the time in people with food related issues such as weight problems, food allergies or diabetes, yet they don't change their diets. Sometimes, it takes an actual painful life and death experience for someone to monitor what they eat, or at least make sure they don't eat that kind of food again.
When a food allergy is subtle, it's easily dismissed.
Several years ago, I was working with a young man with "over the top" ADD behaviors. In addition, he'd been diagnosed with Tourette's syndrome. I discovered that he had a wheat allergy. Since he was only nine years old and accustomed to eating what he wanted, he was not thrilled to go on a wheat free diet.
However, within weeks on a wheat-free diet, his abilities to focus increased. His excessive energy level became more manageable. People around him were happy that he seemed to get into less trouble. He even stopped having the tics associated with Tourette's. (Those tics had been especially embarrassing. He was thrilled to be free of them.)
Then, he spent a Memorial Day weekend with his grandparents. They insisted that it was cruel not to be able to eat like the other kids did, and they dismissed his wheat-free diet.
By the time the young man arrived home, his issues were returning, but summer was coming and his parents didn't monitor his diet. By the first day of school in September, the child was back where he'd started. Even worse, his parents agreed with the grandparents and asked, "What's wrong with him just taking his medication?"
The subtlety of the child's allergy disguised the importance of it.
Now, before you run out and take wheat out of your diet, remember this: Wheat might not be your problem. It might be dairy or high fructose corn syrup or... the list is long. Many different food allergies can trigger uncomfortable ADD and ADHD behaviors.
Do not underestimate the power of diet. You may need to eliminate things from your diet, or add things into it, or both. Just as with the removal process, added nutrients can make a tremendous difference.
Remember that dietary changes may be part of a larger protocol. They may help you better access all the gifts that come with ADD and ADHD, and manage the challenges of them. Diet is not always the answer, and it's rarely the only issue.
But, it's a good place to start, with the guidance of a experienced professional.
About the Author
Dr. Kevin Ross Emery is the author of "Managing The Gift: Alternative Approaches for Attention Deficit Disorder." Dr. Kevin travels internationally, offering lectures and workshops about ADD, ADHD and related conditions. He also helps set up supportive, non-medical protocols for children and adults with ADD and ADHD. Dr. Kevin's primary practices are in Portland, Maine and Haverhill, Massachusetts. Visit his website, www.weboflight.com
ADD, ADHD and Focus - Three Important Questions
Focus can be a challenge for people with ADD or ADHD, but the solutions can be easy.
There are a number of different factors to examine when looking to increase focus in the ADD gifted individual. They can include changes in diet, environmental issues, organizational set-up, or support through supplementation.
In over a decade of work with ADD/ADHD clients, I've learned that there are no magic pills or easy one-step solutions. Everyone is a unique individual and the best programs are individually created.
My office has received calls from many people. Sometimes, they've tried a supplement, technique or even a lifestyle adjustment that I recommended to a different client. Of course, it didn't work for the caller.
The reason? They're not the person who I recommended it for. Or, if they heard me on the radio or read my book, they overlooked phrases like "has been known to help" or, "can help some people who..." The solution that works for one person won't necessarily help someone else.
Looking at ADD/ADHD as a disability (a point with which I strongly disagree), we end up trying to treat it as disability. That's the wrong approach. Instead, we need to recognize, understand and embrace the individual, and then create something that will work best for him or her.
To create individual strategies that will work, consider the following focus questions.
1. What kind of learner are you?
Whether or not you're in school, or in any learning situation, it's vital to understand your learning style. Some focusing and remembering tools will work better for you than others. For example, visual learner may work better with color coding or list making for example.
2. Are you better at the big picture or are you more detail oriented?
Before an ADD individual can focus on what needs to be done, he or she must realize why it must be done. The overall value must be clear; we call that the "buy in." If you are big picture or detail oriented, ask questions to establish that buy in. Once you understand the big picture and what you're working towards, it's easier to engage your mind in the process.
3. Are some environments better for your focus?
For some people, absolutely silence works really well. Others need 2 or 3 other noise sources - such as a TV, radio, or iPod -- to do better.
Some people react negatively to fluorescent lights or they do better if there is air circulating. Are you better outdoors or inside? Can you focus better in a big space or in a small space?
Different things, and sometimes a combination of them, can support your focus.
In my practice, I've seen that certain aroma therapies, foods or drinks or supplements can help an individual go into focus mode.
Think about the questions I've given you. Consider your answers instead of "magic pills," or one-size-fits-all solutions.
The better you understand yourself, or someone that you are trying to help, the more easily you'll find effective solutions.
About the Author
Dr. Kevin Ross Emery is the author of "Managing The Gift: Alternative Approaches for Attention Deficit Disorder." Dr. Kevin travels internationally, offering lectures and workshops about ADD, ADHD and related conditions. He also helps set up supportive, non-medical protocols for children and adults with ADD and ADHD. Dr. Kevin's primary practices are in Portland, Maine and Haverhill, Massachusetts. Visit his website, www.weboflight.com
There are a number of different factors to examine when looking to increase focus in the ADD gifted individual. They can include changes in diet, environmental issues, organizational set-up, or support through supplementation.
In over a decade of work with ADD/ADHD clients, I've learned that there are no magic pills or easy one-step solutions. Everyone is a unique individual and the best programs are individually created.
My office has received calls from many people. Sometimes, they've tried a supplement, technique or even a lifestyle adjustment that I recommended to a different client. Of course, it didn't work for the caller.
The reason? They're not the person who I recommended it for. Or, if they heard me on the radio or read my book, they overlooked phrases like "has been known to help" or, "can help some people who..." The solution that works for one person won't necessarily help someone else.
Looking at ADD/ADHD as a disability (a point with which I strongly disagree), we end up trying to treat it as disability. That's the wrong approach. Instead, we need to recognize, understand and embrace the individual, and then create something that will work best for him or her.
To create individual strategies that will work, consider the following focus questions.
1. What kind of learner are you?
Whether or not you're in school, or in any learning situation, it's vital to understand your learning style. Some focusing and remembering tools will work better for you than others. For example, visual learner may work better with color coding or list making for example.
2. Are you better at the big picture or are you more detail oriented?
Before an ADD individual can focus on what needs to be done, he or she must realize why it must be done. The overall value must be clear; we call that the "buy in." If you are big picture or detail oriented, ask questions to establish that buy in. Once you understand the big picture and what you're working towards, it's easier to engage your mind in the process.
3. Are some environments better for your focus?
For some people, absolutely silence works really well. Others need 2 or 3 other noise sources - such as a TV, radio, or iPod -- to do better.
Some people react negatively to fluorescent lights or they do better if there is air circulating. Are you better outdoors or inside? Can you focus better in a big space or in a small space?
Different things, and sometimes a combination of them, can support your focus.
In my practice, I've seen that certain aroma therapies, foods or drinks or supplements can help an individual go into focus mode.
Think about the questions I've given you. Consider your answers instead of "magic pills," or one-size-fits-all solutions.
The better you understand yourself, or someone that you are trying to help, the more easily you'll find effective solutions.
About the Author
Dr. Kevin Ross Emery is the author of "Managing The Gift: Alternative Approaches for Attention Deficit Disorder." Dr. Kevin travels internationally, offering lectures and workshops about ADD, ADHD and related conditions. He also helps set up supportive, non-medical protocols for children and adults with ADD and ADHD. Dr. Kevin's primary practices are in Portland, Maine and Haverhill, Massachusetts. Visit his website, www.weboflight.com
Wednesday, November 11, 2009
The Gift of ADD and ADHD
"I just finished reading this book and I have decided that I am ADD."
"I saw a TV show about ADHD. I have it and so does my son."
"My daughter's teacher says she asks too many questions. Do you think she's hyperactive?"
Over the past ten years, we've all heard announcements like these from friends, family and even strangers.
As a spiritual coach and counselor, I deal with questions about ADD and ADHD every day. My insights may be helpful to you, too.
ADD AND ADHD IN ADULTS
Recently, a client started our counseling session by declaring that he's ADD. His wife was quick to agree. That's what brought them to my doorstep. They needed help with their marriage.
Often, the first step to repair a marriage begins with personal spiritual growth. Until the individual understands him- or herself, it's difficult to build trust and understanding in any relationship.
In this case, I did an energetic scan of my client. Some medical intuitives, including me, use this process to identify areas that need work. We "see" physical, emotional and energetic distress.
Next, I described to my client what I saw in the scan. I explained it in the context of ADD. Like many people who are confused by ADD and ADHD, he was relieved to find someone who understood what was going on.
After that, I recommended that they read more about the subject. Between their studies and a few counseling session, the client and his wife were able to understand each other better. According to them, it began a renaissance within their marriage.
For many adults, that's all it takes. With a little education and some counseling, they learn how to live with ADD and ADHD.
ADD AND ADHD IN CHILDREN
Most people are diagnosed with ADD or ADHD as children. Through them, we can more about the many faces of Attention Deficit Disorder, with or without obvious hyperactivity.
Years ago, one of my most important breakthroughs was with a 12-year-old client. His first statement to me was startling.
With a look of anguish, he blurted, "It hurts to be a human when I think of and see all that we have done to this planet. But, I know I am here to make it better." Scanning his energy, I could sense the pain that he was in. To me, it was as if he had been born without skin. He could feel everything around him. He had no personal boundaries.
That session helped him, but it helped me even more. I learned, beyond a shadow of a doubt, that ADD and ADHD aren't disabilities. They're gifts. Those gifts need to be managed and nurtured, but they're still gifts. They may even point the way that our species is evolving.
If we medicate those gifts to minimize them, we risk losing those gifts altogether.
ADD, ADHD, UNDERSTANDING AND "THE BOX"
During the following months, my practice attracted many clients with Attention Deficit Disorder and forms of hyperactivity. I was one of the few who understood them as gifts, not diseases.
My staff and I used to joke that I'd become an "ADD magnet." But, those months were a tremendous educational experience. Some of my clients already knew about ADD and ADHD. They'd already been diagnosed. They knew the terminology and the popular medical solutions. Some even chose the ADD label because, finally, it defined who they were.
Those clients can be the most difficult to work with. The ADD "box" acts as a protection and a defense. To help them, we must convince them to step outside that box. For someone who has lived without boundaries, that's a very scary step. The box is the safe place to be. Convincing them to step outside can be challenging.
HOW TO HELP
The following basics can help anyone who is dealing with ADD and ADHD in children and adults.
* ADD and ADHD are gifts.
* The ADD and ADHD labels are over-used. They may mask other conditions that need to be examined.
* In addition, ADD and ADHD can be masked by other, more obvious conditions. Medication can make it even more difficult to identify attention, activity and boundary issues.
* Attention Deficit Disorder, with or without hyperactivity, affect four levels: Physical, emotional, mental and spiritual. Each level must be addressed separately.
* In most cases, ADD and ADHD need to be managed, not drugged.
* In almost all cases, these people also have heightened perceptions of -- and sensitivities to -- spirituality. That spirituality can provide a bridge to help them, as well as support during episodes of extreme activity and/or vulnerability.
Because these and other conditions can be "layered," diagnosis and treatment can be difficult with some clients. However, this also makes the work constantly engaging, challenging and intriguing.
THE FIRST STEP
In most cases, the first major issue is the client's feeling of isolation. To resolve that, clients may have developed inappropriate behaviors. For example, they may be accustomed to creating emergencies and drama to attract attention and support.
Until the sense of isolation is addressed, those behaviors can slow treatment. Once the client feels a stronger connection to those close to him or her, the process becomes much easier. In addition, a client's lifestyle needs to be reviewed. This includes diet and attitudes. Protocols must be created and understood by everyone who is connected to the client.
ADD AND ADHD AREN'T DISABILITIES
Attention Deficit Disorder is not a disability, it is a "diffability." The person's abilities are not "less than" or impaired, just different.
Each person is brilliant in some way. Often, this brilliance simply needs to be discovered, acknowledged and unlocked. ADD and ADHD are gifts. They may represent an expansion of our awareness beyond the 10% that the brain traditionally utilizes. Let's not try to medicate and subdue this exciting evolutionary step.
Recently, a client said to me, "I am not dumb you know, even if they all say I am." That's a common misunderstanding when dealing with people -- especially children -- who have the gift of ADD.
They're not "dumb" or stupid. In fact, they're so smart in such different ways, we don't always realize that what they have is an asset.
THE FUTURE OF ADD AND ADHD
Working together, we can become smart enough to understand those with ADD and ADHD. For now, let's help these gifted people deal with isolation, fear, anxiety, depression and more. We can help each other. In this process, we may find ways to utilize even more intelligence, to help the evolutionary process. Our world could benefit greatly.
You can help people who have ADD and ADHD. Start by letting them know that they're not alone.
About the Author
Dr. Kevin Ross Emery is the author of "Managing The Gift: Alternative Approaches for Attention Deficit Disorder." Dr. Kevin travels internationally, offering lectures and workshops about ADD, ADHD and related conditions. He also helps set up supportive, non-medical protocols for children and adults with ADD and ADHD. Dr. Kevin's primary practices are in Portland, Maine and Haverhill, Massachusetts. Visit his website, http://www.weboflight.com
"I saw a TV show about ADHD. I have it and so does my son."
"My daughter's teacher says she asks too many questions. Do you think she's hyperactive?"
Over the past ten years, we've all heard announcements like these from friends, family and even strangers.
As a spiritual coach and counselor, I deal with questions about ADD and ADHD every day. My insights may be helpful to you, too.
ADD AND ADHD IN ADULTS
Recently, a client started our counseling session by declaring that he's ADD. His wife was quick to agree. That's what brought them to my doorstep. They needed help with their marriage.
Often, the first step to repair a marriage begins with personal spiritual growth. Until the individual understands him- or herself, it's difficult to build trust and understanding in any relationship.
In this case, I did an energetic scan of my client. Some medical intuitives, including me, use this process to identify areas that need work. We "see" physical, emotional and energetic distress.
Next, I described to my client what I saw in the scan. I explained it in the context of ADD. Like many people who are confused by ADD and ADHD, he was relieved to find someone who understood what was going on.
After that, I recommended that they read more about the subject. Between their studies and a few counseling session, the client and his wife were able to understand each other better. According to them, it began a renaissance within their marriage.
For many adults, that's all it takes. With a little education and some counseling, they learn how to live with ADD and ADHD.
ADD AND ADHD IN CHILDREN
Most people are diagnosed with ADD or ADHD as children. Through them, we can more about the many faces of Attention Deficit Disorder, with or without obvious hyperactivity.
Years ago, one of my most important breakthroughs was with a 12-year-old client. His first statement to me was startling.
With a look of anguish, he blurted, "It hurts to be a human when I think of and see all that we have done to this planet. But, I know I am here to make it better." Scanning his energy, I could sense the pain that he was in. To me, it was as if he had been born without skin. He could feel everything around him. He had no personal boundaries.
That session helped him, but it helped me even more. I learned, beyond a shadow of a doubt, that ADD and ADHD aren't disabilities. They're gifts. Those gifts need to be managed and nurtured, but they're still gifts. They may even point the way that our species is evolving.
If we medicate those gifts to minimize them, we risk losing those gifts altogether.
ADD, ADHD, UNDERSTANDING AND "THE BOX"
During the following months, my practice attracted many clients with Attention Deficit Disorder and forms of hyperactivity. I was one of the few who understood them as gifts, not diseases.
My staff and I used to joke that I'd become an "ADD magnet." But, those months were a tremendous educational experience. Some of my clients already knew about ADD and ADHD. They'd already been diagnosed. They knew the terminology and the popular medical solutions. Some even chose the ADD label because, finally, it defined who they were.
Those clients can be the most difficult to work with. The ADD "box" acts as a protection and a defense. To help them, we must convince them to step outside that box. For someone who has lived without boundaries, that's a very scary step. The box is the safe place to be. Convincing them to step outside can be challenging.
HOW TO HELP
The following basics can help anyone who is dealing with ADD and ADHD in children and adults.
* ADD and ADHD are gifts.
* The ADD and ADHD labels are over-used. They may mask other conditions that need to be examined.
* In addition, ADD and ADHD can be masked by other, more obvious conditions. Medication can make it even more difficult to identify attention, activity and boundary issues.
* Attention Deficit Disorder, with or without hyperactivity, affect four levels: Physical, emotional, mental and spiritual. Each level must be addressed separately.
* In most cases, ADD and ADHD need to be managed, not drugged.
* In almost all cases, these people also have heightened perceptions of -- and sensitivities to -- spirituality. That spirituality can provide a bridge to help them, as well as support during episodes of extreme activity and/or vulnerability.
Because these and other conditions can be "layered," diagnosis and treatment can be difficult with some clients. However, this also makes the work constantly engaging, challenging and intriguing.
THE FIRST STEP
In most cases, the first major issue is the client's feeling of isolation. To resolve that, clients may have developed inappropriate behaviors. For example, they may be accustomed to creating emergencies and drama to attract attention and support.
Until the sense of isolation is addressed, those behaviors can slow treatment. Once the client feels a stronger connection to those close to him or her, the process becomes much easier. In addition, a client's lifestyle needs to be reviewed. This includes diet and attitudes. Protocols must be created and understood by everyone who is connected to the client.
ADD AND ADHD AREN'T DISABILITIES
Attention Deficit Disorder is not a disability, it is a "diffability." The person's abilities are not "less than" or impaired, just different.
Each person is brilliant in some way. Often, this brilliance simply needs to be discovered, acknowledged and unlocked. ADD and ADHD are gifts. They may represent an expansion of our awareness beyond the 10% that the brain traditionally utilizes. Let's not try to medicate and subdue this exciting evolutionary step.
Recently, a client said to me, "I am not dumb you know, even if they all say I am." That's a common misunderstanding when dealing with people -- especially children -- who have the gift of ADD.
They're not "dumb" or stupid. In fact, they're so smart in such different ways, we don't always realize that what they have is an asset.
THE FUTURE OF ADD AND ADHD
Working together, we can become smart enough to understand those with ADD and ADHD. For now, let's help these gifted people deal with isolation, fear, anxiety, depression and more. We can help each other. In this process, we may find ways to utilize even more intelligence, to help the evolutionary process. Our world could benefit greatly.
You can help people who have ADD and ADHD. Start by letting them know that they're not alone.
About the Author
Dr. Kevin Ross Emery is the author of "Managing The Gift: Alternative Approaches for Attention Deficit Disorder." Dr. Kevin travels internationally, offering lectures and workshops about ADD, ADHD and related conditions. He also helps set up supportive, non-medical protocols for children and adults with ADD and ADHD. Dr. Kevin's primary practices are in Portland, Maine and Haverhill, Massachusetts. Visit his website, http://www.weboflight.com
Monday, November 9, 2009
Alternative Education and the ADD - ADHD Child
A recent article in USA Today reports that home schooling has been on a steady rise for the last five years. There are now 1.5 million children being home schooled, up 74% since 1999. A desire for religious or moral instruction, formerly the number one reason to choose homeschooling, is now the second most popular reason. The first reason is safety and avoidance of peer pressure and exposure to drugs. Third is the dissatisfaction with academic instruction and fourth is interest in nontraditional approaches.
Current statistics indicate that the number of alternative educational/school choices, not including religious based schools or military schools, is somewhere around twelve thousand. That is the largest number of choices ever to exist outside the traditional public school system and the number keeps growing.
Obviously, the selection of public versus private includes many factors, among them the practical aspects of cost, location, transportation and does the alternative represent a basic ideology that the parent feels would be detrimental to the child. What follows is a look at some of the factors in choosing an educational format.
Determining the educational goal, as a parent, is an easy way to eliminate whole groupings of alternative educational choices. However, a parent might be wise to avoid automatically eliminating, for example, religiously based schools because they are simply not of the family's religion. A school might be quite passive about religious "recruitment" of the child, as are many Catholic private schools, or they may be very active, even aggressive, in the "recruitment" of a child, as are many more fundamentally based religious schools. In one case, a parent chose such a school because of its educational quality but did not fully understand the aggressiveness of the school in converting her child to its belief system. At least not until her child started coming home every day, in tears, begging her mother to convert because she would go to hell if she didn't. Upon further questioning, it was clear that the school had made the child responsible for the task of converting the mother. The child was nine. The mother moved the child the following week.
Next, we want to look at the child. It is imperative to look at the child from multiple perspectives, not just does he/she have ADD/ADHD. Because ADD plays out differently based on learning style, processing style and communication style, the parent should find the school that either actively teaches in a variety of styles or specializes in the styles that best enable his/her child to learn. The parent should also consider aspects such as the child's emotional age and if the child has already found his/her passion(s) in life. If the child is brilliant in computer programming and development and could possibly be the next Bill Gates, the parent would be wise to enroll that child in a school program that specializes in dealing with technically gifted children, as long as all the other bases are covered. Personality and gender also play a role in the whole child. Finally, it is important to gravitate to schools that interweave the development of critical thinking with the development of personal responsibility.
Other things to consider:
· Does the child need structure or is he/she self-structuring?
· How well does the child function independently?
· Does the child have difficulty dealing with change?
· Does the child relate better to a male or a female teacher -- or does it matter?
· What is the child's social skill level with peers and, if this is a challenge, how does the school deal with those kinds of issues?
· What kind of participation is required of the parent, and is this level of participation possible within the framework of the entire family?
If the parents are investigating home schooling, there are some pros and cons to consider.
On the positive side, there are many educational support programs for home schooling currently available and more coming on line all the time. They vary in participation level needed by the parent. Just like shopping for a school, the parent needs to look for an education support program that will best work with the specific child and with the family. Home schooling can allow a child to learn at his/her own pace and can be creatively modified as the child goes on.
On the negative side of home schooling is the stress on the parents. Does the home schooling parent have a flexible teaching style and can that parent switch between the teaching and the parenting roles easily? The teaching parent should currently communicate well with the child and have been successful in helping the child learn new things and to develop new skill sets. As a simple measure, how has the parent done on helping the child with his/her homework to date? There may be resentment between parents caused by the time, energy, and effort required for teaching, on one hand, and by the resulting relationship with the child on the other. More effort will be required of the parents to ensure that the child gets both sufficient social interaction and is exposed to the diversity that the world has to offer, including opinions other than the parent's own. Finally, can the parents help the child to develop the skill sets to manage well in the world when the home schooling ends?
Home schooling is a viable option. If the parents live in a big enough area, they are even likely to find local home schooling groups that do things together. The home schooled child may also attend a class here or there in order to fill out the educational experience. The parents need to make an extra effort in the area of social skills, to be wary of creating an unhealthy attachment or dependency on themselves and to guard against becoming insular in a way that limits the child in dealing with the ever-growing diversity of the world.
The key to finding a successful educational format for the child is for the parents to do their own homework! They need to determine what their educational priorities are and to diligently investigate their options in light of the whole child regardless of ADD/ADHD.
About the Author
Dr. Kevin Ross Emery is the author of "Managing The Gift: Alternative Approaches for Attention Deficit Disorder." Dr. Kevin is a Doctor of Divinity. He travels internationally, offering lectures and workshops about ADD, ADHD and related conditions. He also helps set up supportive, non-medical protocols for children and adults with ADD and ADHD. Dr. Kevin's primary practices are in Portland, Maine and Haverhill, Massachusetts. Visit Dr. Kevin at http://www.weboflight.com
Current statistics indicate that the number of alternative educational/school choices, not including religious based schools or military schools, is somewhere around twelve thousand. That is the largest number of choices ever to exist outside the traditional public school system and the number keeps growing.
Obviously, the selection of public versus private includes many factors, among them the practical aspects of cost, location, transportation and does the alternative represent a basic ideology that the parent feels would be detrimental to the child. What follows is a look at some of the factors in choosing an educational format.
Determining the educational goal, as a parent, is an easy way to eliminate whole groupings of alternative educational choices. However, a parent might be wise to avoid automatically eliminating, for example, religiously based schools because they are simply not of the family's religion. A school might be quite passive about religious "recruitment" of the child, as are many Catholic private schools, or they may be very active, even aggressive, in the "recruitment" of a child, as are many more fundamentally based religious schools. In one case, a parent chose such a school because of its educational quality but did not fully understand the aggressiveness of the school in converting her child to its belief system. At least not until her child started coming home every day, in tears, begging her mother to convert because she would go to hell if she didn't. Upon further questioning, it was clear that the school had made the child responsible for the task of converting the mother. The child was nine. The mother moved the child the following week.
Next, we want to look at the child. It is imperative to look at the child from multiple perspectives, not just does he/she have ADD/ADHD. Because ADD plays out differently based on learning style, processing style and communication style, the parent should find the school that either actively teaches in a variety of styles or specializes in the styles that best enable his/her child to learn. The parent should also consider aspects such as the child's emotional age and if the child has already found his/her passion(s) in life. If the child is brilliant in computer programming and development and could possibly be the next Bill Gates, the parent would be wise to enroll that child in a school program that specializes in dealing with technically gifted children, as long as all the other bases are covered. Personality and gender also play a role in the whole child. Finally, it is important to gravitate to schools that interweave the development of critical thinking with the development of personal responsibility.
Other things to consider:
· Does the child need structure or is he/she self-structuring?
· How well does the child function independently?
· Does the child have difficulty dealing with change?
· Does the child relate better to a male or a female teacher -- or does it matter?
· What is the child's social skill level with peers and, if this is a challenge, how does the school deal with those kinds of issues?
· What kind of participation is required of the parent, and is this level of participation possible within the framework of the entire family?
If the parents are investigating home schooling, there are some pros and cons to consider.
On the positive side, there are many educational support programs for home schooling currently available and more coming on line all the time. They vary in participation level needed by the parent. Just like shopping for a school, the parent needs to look for an education support program that will best work with the specific child and with the family. Home schooling can allow a child to learn at his/her own pace and can be creatively modified as the child goes on.
On the negative side of home schooling is the stress on the parents. Does the home schooling parent have a flexible teaching style and can that parent switch between the teaching and the parenting roles easily? The teaching parent should currently communicate well with the child and have been successful in helping the child learn new things and to develop new skill sets. As a simple measure, how has the parent done on helping the child with his/her homework to date? There may be resentment between parents caused by the time, energy, and effort required for teaching, on one hand, and by the resulting relationship with the child on the other. More effort will be required of the parents to ensure that the child gets both sufficient social interaction and is exposed to the diversity that the world has to offer, including opinions other than the parent's own. Finally, can the parents help the child to develop the skill sets to manage well in the world when the home schooling ends?
Home schooling is a viable option. If the parents live in a big enough area, they are even likely to find local home schooling groups that do things together. The home schooled child may also attend a class here or there in order to fill out the educational experience. The parents need to make an extra effort in the area of social skills, to be wary of creating an unhealthy attachment or dependency on themselves and to guard against becoming insular in a way that limits the child in dealing with the ever-growing diversity of the world.
The key to finding a successful educational format for the child is for the parents to do their own homework! They need to determine what their educational priorities are and to diligently investigate their options in light of the whole child regardless of ADD/ADHD.
About the Author
Dr. Kevin Ross Emery is the author of "Managing The Gift: Alternative Approaches for Attention Deficit Disorder." Dr. Kevin is a Doctor of Divinity. He travels internationally, offering lectures and workshops about ADD, ADHD and related conditions. He also helps set up supportive, non-medical protocols for children and adults with ADD and ADHD. Dr. Kevin's primary practices are in Portland, Maine and Haverhill, Massachusetts. Visit Dr. Kevin at http://www.weboflight.com
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