Education Article

What is a learning disability

2014-12-28T18:28:00.005-08:00

What is a learning disability

Educationarticle4u.blogspot.com - what is a learning disability - There are some children who are healthy and some who are not. This doesn’t mean that the one is who is not healthy does not deserve your love and affection, rather he necessitates it more. No one knows when a child has to face some of the other kind of disability. All children are same and love them equally. They are godsend and are very special. If you will only make the difference, it’s obvious that they’ll feel heartbroken and consistently feel that they are not like others.

What is a learning disability

There are many parents who shatter completely when they come to know that they have a special child, then what next? They either face it boldly or neglect the child completely. Neglecting is not an option after all he’s your offspring and you can only help him best in comfortable way. People who face it boldly and want that their child must not be counted among the disabled must go for learning disability New Jersey. There they would learn about a number of things and learn that they are not all alone. There are many parents who have special children and for such special children, they’ll have friends too.

It is not necessary that disability come along when the child is born. It is a part of life which happens to some and in some cases it is absent. Disability can be encountered at any moment, so one must be ready. May be you are out for a picnic or you are travelling and all of a sudden, some of the mishap takes place, the entire family is safe and your child loses his either part of the body. This doesn’t mean that he is not your child anymore; it is just that now he needs more love and attention. And, parents can give that for sure.

Disability is of two types either from birth or occurs in between. It might be autism, protein malfunctioning, polio, rickets, or any other mineral deficiency. Some disabilities can be eradicated completely for instance the ones like mental disorder or autism and some like the polio or protein and mineral malfunctioned cannot. For such reasons either the parents must join the workshop or make the child join. The children are special so must be given special environment. Don’t force them to behave like normal one, let them live the way they want to.

So it is parent’s duty that they must comfort their child to an extended limit. Other than workshops and seminars they can always take help of the doctors and physician too. In such cases even the teachers can help the child, you can take feedback from the teacher where the children interacts the most with other and the same feedback can be discussed with the doctor so that the treatment is taken to another level for betterment of your child. Learning disability New Jersey is only successful if parents start cooperating. You know why there is a delay in the treatment, it is because that the parents take along to admit the fact and in that period the condition deteriorates to certain more extent. Thus, don’t waste time in crying and cursing god, what had to happen, has happened, get up and lessen the reality.

Thank you for reading this article about "what is a learning disability" - For more about Education Article, see: Learning disability in children

by Eblcoaching

Category:
Differentiated Learning

what is a learning disability, learning disabilities, list of learning disabilities, what is a learning disability, types of learning disabilities, learning disability definition,Differentiated Learning

Good Education Manages To Look Easy

2014-12-28T18:21:00.003-08:00

Good Education Manages To Look Easy

Educationarticle4u.blogspot.com - Good Education Manages To Look Easy - A century ago, progressive education introduced a fundamental mistake into the public schools.

Basically, the mistake is that you do kids a favor by deleting content, diminishing substance, and simplifying everything as much as possible.

Here was the theory: if schools wanted all children to become more deeply involved in education, the best way to accomplish this feat was to make everything more kid-friendly, more fun, more like a walk in the park than anything strenuous or difficult. The result was an ersatz kind of easy.

An interesting feature of these progressive ideas is that schools give up before the first day of school. There is total surrender, as if to say: These kids aren’t very smart and probably won’t learn much, so why make them feel bad?

Traditional classrooms aimed high, with the understanding that only some children would get A’s. The rest of the class would master a portion of the material, and get B’s, C’s and D’s. Everyone knew how well they had done.

So the progressive approach has two obvious drawbacks. Nobody is being pushed to go above a mediocre level. And nobody has any sure sense of where they stand. If every student has an A, which students have actually learned the subject? Nobody knows.

But the most profound flaw was noted at the beginning--that you should try to pull children into education by dumbing-down education. This is a glib superficial solution and finally a destructive one. If you dumb-down education, you will end up with millions of dumbed-down students. That is the outcome we are now living with.

The proper solution is to organize education so that it FEELS effortless to the students. The school aims high but is crafty and patient in reaching its goals. In short, good education appears to be easy education (not the painful chaotic mess we too often see).

Let’s look at the two approaches side-by-side. Suppose the subject is geography. The progressive classroom announces, “Learning the names of the states is a waste of time.” The kids sigh with relief. They are kept busy learning nothing. Forty years later they are still paying for this dumbing-down.

The smart, effective school starts teaching the states in kindergarten and first grade. There is a lot of talk about one’s hometown and state. And what about the states next to our state? And where have you traveled?

In second and third grade, teachers (often pointing to maps) introduce states still further away. Meanwhile, children are asked to draw the outline of their own state and nearby states.

So children are thoroughly saturated in American geography (let’s say for an hour each week) in an ever widening spiral. By the fifth grade, most children would know the names of the states without even knowing they had learned them, in the same way they know the names of the football teams in the NFL.

And finally we reach the goal, in the seventh or eighth grade, where every student knows the states and can write the names on an outline map of the USA. If the school is crafty and patient, this is a very reasonable goal. Now children will be more effective students of history, environmental science, current events, and anything else.

The big point: these students would not have a sense of being burdened, of being asked to do something difficult. The educational process would happen almost without their knowing that it was happening. And this patient, incremental technique can be used in all of education. Kids can learn to count in the first grade by making change with pennies, nickels, dimes, and quarters. Children can learn history by learning about their own city and state. Events there give children a sense of time and place which can be transferred to other periods.

The fundamental strategy is to break subjects down into bite-sized morsels that every child can savor. You try to build a sense of momentum. You try to make kids feel like winners.

In every subject, for every class, there will be points of resistance where children start to doubt they know what’s going on. Teachers should back off, focus on something else, go around the point of resistance. The trick is to push but with flexibility and creativity.

Much more could be done in our schools but we seem to have people in charge who actually scorn education; so they come up with pretentious psychobabble in defense of methods that blatantly don’t work.

Arguably, progressive theories are the kiss of death in the classroom. Most of the theories were devised to serve collectivism, not teaching, so we should not be surprised when learning suffers.

There is a science to teaching, to organizing and presenting material. This quest can be quantified in a loose way. Suppose you have 100 facts you want to teach to 100 kids in 100 days. What’s the most efficient way to do this?? That's a fascinating question! That’s what our Education Establishment should be dealing with, as opposed to dreaming up excuses for doing nothing.

Finally, I need to add a disclaimer. This article is about the great mass of ordinary students. As for smarter students, certainly you can push them much harder; they will probably regard it as fun. Indeed, think of football teams and other athletic endeavors. The children are worked hard and pushed. But they perceive it as reasonable. They understand why they have to run laps. So pushing students, even ordinary students, is not the sin. It’s pushing students in an incoherent, inefficient way that goes nowhere.

All the really bad methods beloved by our Education Establishment simply overwhelm children with unnecessary, illogical labor. Just look at Whole Word and Reform Math. Neither method has ever looked or felt easy to a single kid.

by Bruce Deitrick Price

For more about Education Article, see: Foundation of Education Character

Category:
Classroom Management

Classroom Management, Education Article, Good Education Manages To Look Easy, Good Education Manages, Good Education Manages tips, Good Education Manages article,

Foundation of Education Character

2014-12-28T18:15:00.001-08:00

Foundation of Education Character

Educationarticle4u.blogspot.com - Foundation of Education Character - The purpose of education is to draw out the best from our students. It should be about more than just making good grades on bubble tests and making money after graduation. Education should teach students how to learn and to develop a love for life-long learning. Students need to learn to think for themselves. They need to be prepared to handle the problems they will encounter, to live purposeful lives and to learn the value of making a contribution to others and society.

Foundation of Education

Knowledge without character provides students with a weak foundation for facing the problems and temptations of life. There are many examples of intelligent and well educated people who ended up in trouble or in prison because of character defects . Humane values need to be the foundation of education. A good education should help students to develop character traits and qualities such as courage, integrity, compassion, self-regulation, honesty, resilience, humility and caring about others. Bertrand Russell put it this way, “You must believe that you can help bring about a better world. A good society is produced only by good individuals.” Our students need the skills, inspiration and character to live meaningful lives and to make a positive difference in the world.

Copyright 2013. Raymond Gerson

Permission is granted to use this article for non-profit purposes as long as credit is given to the author.

For more information about the author's trainings and ideas you can go to: http://www.collegereadinesstraining.com

Education Article - Foundation of Education - Thanks for visit to my blon, next article => Education Article - The War on Teachers

Category:
Character Education

Foundation of Education Character, Education article, Character Education, the foundation of education, foundations of education, foundation education,foundation for economic education, Foundation of Education,

Education Article - The War on Teachers

2014-12-28T18:03:00.003-08:00

Education Article - The War on Teachers

Educationarticle4u.blogspot.com - Education Article - The War on Teachers - The stats leave no doubt. There is huge dissatisfaction among teachers. The turnover rate is very high. We need to answer the obvious question, why don’t principals and administrators take better care of their teachers?

The War on Teachers

The most recent MetLife Survey revealed: “Teacher Dissatisfaction At An All-Time High.” The NEA Today website continues: “Teacher job satisfaction has plummeted to its lowest level in 25 years, from 62 percent in 2008 to 39 percent in 2012 –- a total of 23 points…More than one-half of teachers report feeling under great stress several days per week, as opposed to one-third in 1985.”

Forbes.com reported: “High Teacher Turnover Rates are a Big Problem for America’s Public Schools….46% of all new teachers in the United States leave the profession within five years…Teachers cite lack of planning time, workload, and lack of influence over school policy among other reasons for their decision to leave…”

Edutopia sums up the situation this way: “Every year, U.S. schools hire more than 200,000 new teachers for that first day of class. By the time summer rolls around, at least 22,000 have quit.”

Interestingly, less than 20% of teachers cite salary as their primary complaint. About 70% say the big problem is workplace conditions.

This Edutopia story, written by a failed teacher, concludes: “Many of these reasons are just euphemisms for one of the profession's hardest realities: Teaching can exact a considerable emotional toll. I don't know of any other professionals who have to break up fistfights, as I did…. New teachers, however naive and idealistic, often know before they enter the profession that the salaries are paltry, the class sizes large, and the supplies scant. What they don't know is how little support from parents, school administrators, and colleagues they can expect once the door is closed and the textbooks are opened.”

Let’s consider all this bad news from the point of view of the teacher. You might be only 27 or 28 years old. You’ve dreamed about being a teacher for as long as you can remember. You wanted to make a difference in the world. You thought you could help your kids to build a better life. But now you feel you have to walk away from all that. it’s been a horrible experience and you’re pretty sure you can never go back. Just as bad, you borrowed a lot of money and you still have a huge debt to pay. Dreams and money, all gone.

Now let’s consider this situation from the point of view of the Education Establishment. By losing all these burned-out teachers, they have room for a whole new set of starry-eyed rookies who’ll need classrooms, books, and lots of instruction. Thousands of professors will earn a good living making sure these newcomers have the credentials to be sent into the trenches. What if the public schools filled up with experienced, long-time teachers? That could be the end of the gravy train. Point is, the people at the top don’t have a lot of incentive to protect their teachers. Maybe that’s part of the reason they don’t.

Let’s face it, the common denominator in all K-12 education is that teachers are pushed around or left to fend for themselves. The paradigm story is where a teacher has trouble with students, the teacher goes to the principal for help, and the principal grandly declares: you’re a professional, it’s your classroom, take care of it.

There are many separate assaults: constant interruptions; loudspeakers making announcements; students drifting in and out; many unnecessary meetings and so-called professional development (PD); and a general tolerance of disorder and violence. Teachers can’t feel safe. They can’t do much teaching.

It almost seems as if the school system is cunningly designed to make sure only the toughest, most desperate people can survive. Sensitive, highly intelligent teachers would probably be the first to crack. There really does seem to be a war against teachers. Does it have to be this way?

Suppose, first of all, that schools of education prepared teachers at a higher level. (According to Rita Kramer’s book “Ed School Follies,” the training is actually very sketchy.) Then suppose that principals aggressively supported their teachers, and made clear to students that there will be no disrespect shown. Suppose the administrators got a bonus when teachers survived past a third or fourth year. Suppose that was a clearly announced social contract between the school and the community: children are expected to behave, or they will be punished appropriately.

Unfortunately, many teachers think they’re being pushed around by parents, the community, or commentators like me. The teachers seem to identify with the Education Establishment. Isn’t this an example of the Stockholm Syndrome? Teachers actually think they are in the trenches with the Education Establishment. No, teachers are alone in the trenches. I think there are three sets of victims in K-12 education: students, parents, and teachers. The situation can’t be improved until teachers have a clearer view of their reality. They are cannon fodder; they are expendables.

Finally, we’re forced to consider the idea that the indifference to teachers is part of a war on education generally. It’s part of the whole deliberate dumbing-down of America that Charlotte Iserbyt described in her book by that name.

Undercutting teachers and rendering them ineffective will obviously produce the miserable results that the Education Establishment, in Iserbyt's view, deliberately seeks.

To put that over another way, the last thing the Education Establishment would want is a stable corps of highly professional, experienced teachers. So, by hook and by crook, our education commissars give future teachers inadequate training, and then set them loose in a blackboard jungle. Cold, very cold.

You will know that our Education Establishment is serious about improving education when they start to be fiercely protective of their teachers.

The one thing that has to be done in schools is called teaching. Administrators ought to be reassigned to teaching or security. Perhaps then their priorities will change.

(This article first appeared in American Thinker with the title "Public schools chew up teachers and spit them out.")

Educational Article - The War on Teachers - Thanks for your visit to my blog, next articles => New Educator Evaluation System

Category:
School Improvement

The War on Teachers, teaching jobs, the teacher wars, physical education jobs, primary teaching, war on teachers, School Improvement,

New Educator Evaluation System

2014-12-26T15:25:00.003-08:00

New Educator Evaluation System
Educationarticle4u.blogspot.com - New Educator Evaluation System - As a part of an Omnibus School Code bill, the Pennsylvania Legislature has passed a new law pertaining to educator evaluation. The law establishes the framework for a new evaluation system, which will be implemented for classroom teachers beginning in the 2013-14 school year and “non teaching professional employees” in 2014-15.

New Educator Evaluation System

Introduction:

Well, after along time in the making, the world has finally lost its respect for teachers… And in a way, I can’t blame them.

The problem is, not every teacher is to blame. In many cases, teachers can grow too comfortable in there positions. Think about it, you teach a class like US History and you spend the first 5 years of career getting all of your information together. Lesson plans, tests, Powerpoint presentations and study guides, now I ask you what do you do for the next 40 years. How can you continue to make it better? So, is the teacher really at fault? Or what about the 10th grade math teacher that has to work with the same information all the time, nothing new about math is coming down the road. It’s easy to be on the other side of the bus stop and make comments about what they think teachers are doing… Right or wrong. But in the end, the negative comments always out weight the positive ones. I think we have a long battle a head of us, I just hope we can figure it out sooner then latter.

I believe teachers on a whole, do what they think is best for the students, but I do believe we could be doing it better.

Overview:

This summer (2012) Pennsylvania put into effect a new Teacher Evaluation System that is broken down into 4 sections.

For classroom teachers, 50 percent of the overall rating is to be based on multiple student performance measures which shall be comprised of the following:

15 percent building level data, including but not limited to:

student performance on assessments
value-added data from PDE;
graduation rate;
promotion rate;
attendance rate;
advanced placement course participation; and
SAT and PSAT data.

15 percent teacher specific data, including but not limited to:

20 percent elective data including student achievement measures that are locally developed and selected by the school entity from a list approved by PDE, including but not limited to:

school-designed measures and examinations;
nationally recognized standardized tests;
industry student projects; and
student portfolios.
The remaining 50 percent will be based on classroom observation and practice models related to student achievement in each of the following areas:

planning and preparation;
classroom environment;
instruction, and
professional responsibilities.

Ok, so there’s the quick overview of the new evaluation system, and as someone who feels like they do a good job teaching, I say bring it on.

The section that teachers need to really focus on is the last section. Teachers need to start here, because I believe that if you have a great classroom, solid planning and preparation and a caring professional attitude, the first 3 sections should work itself out. I feel that right now, everyone wants to see results in high stakes testing and I understand why schools are killing themselves to teach to the test. Teachers are being asked to make sure they prepare their students for testing. Up until now schools funding and structure was base on how well the test score are. Now teachers are going to be evaluated on the same things; data, test score and success rates after graduation.

Now here’s the real issues that are going to effect teachers and the biggest one is no one is safe… not even if you have tenure!

Specifics:

In 2013-2014 all the schools in Pennsylvania will be asked to be using the new teacher evaluation system. The evaluation tool should be complete by the end of the 2012 - 2013 school year. PDE and PSEA are working together to make sure all parties are probably supported in these new laws. The only schools that might not be using this system would be; any school that has a contract that labels it other wise. Once the contract time is up, the school will have to take on the new system.

The rating system that will be in place is Distinguished, Proficient, Needs Improvement and Failing. Needs Improvement and Failing are considered unsatisfactory. If a teacher receives 2 unsatisfactory reviews in a row the teacher may be let go. – Now here is one of the first problems, in many school districts they can’t get teachers to work there, let alone get the students to care about passing a test. I would question, that even if a teacher is unsatisfactory, would a school district get rid of him knowing it won’t be easy to replace them. These types of situation will be interesting to see what really happens.

Remember the new evaluation tool has been designed to protect teachers from being fired because of data and test score. 50% of the evaluation is based on being a good teacher. This is where the teacher’s passion should show up, but I do believe that if the observation section is rated distinguished or proficient, I would bet, the test score will stand up to the requirements. I also, think that in this case, the schools will need to do a better job with pre and post test assessments.

Another issue that might be a big problem is, how will the information will be provided to the public? Can you imagine if parents get a hold of the scores and demand that teachers are not capable to work in the school. Sometimes people feel that they know why a school might be failing. It would be nice, if parents put that much effort into their kids homework.

One interesting thing that I saw, is that rating tool will also target principles and administration. I am a strong believer that people want to be lead by a passionate director. In a lot of cases I do feel that schools go in the wrong direction, because of the culture the administration sets. I have seen a few different schools that thrive with one director and go down a bad path with another.

Conclusion:

All in all… I’m Excited. I think this is a step in the right direction, and it is time that we put a system in place. I think that this system really puts a lot of pressure on the administrators to enforce this evaluation. The most important part of this system is for the state to actually support it. And not come out with a full head of steam and then in two years nobody supports it any more. The state needs to be the systems biggest fan. They need to highlight schools, teachers and staff members for outstanding work. They need to develop professional plans for administrators to use to support the programs. To many times we see education initiatives just come and go.

Here are some of the problems that I see coming down the road. The administrator in charge of conducting these evaluations needs to be very confident and straightforward in this approach. If it is taken to lightly from the start, the school will never really be able to use it as a solid tool for the promotion or dismissal of teachers. If teachers don’t begin to understand the process is truly important for the schools and personal growth, then this will just go down hill fast. This process is going to need strong leadership to accomplish its goals.

Also, administration needs to be very careful on how they provide feedback. For example; if a teacher gets two unsatisfactory in a row and losses their job, you can bet the lawsuits are going to be coming. The paperwork trail needs to be better then perfect to protect everyone involved. I wonder, how this will all work out with PSEA. But it might not be so bad because they are part of the development of the evaluation

Education Articles - Thank for your visited to my blog, and click here you can read another Educational Articles Thinking about professional development

Category:
Adult Education

Adult Education, Education Articles, New Educator Evaluation System, Educator Evaluation System New Educator Evaluation System Articles, Educator Evaluation System Articles,

Thinking about professional development

2014-12-25T08:50:00.002-08:00

Thinking about professional development
Educationarticle4u.blogspot.com - Thinking about professional development -Overview: After teaching for almost nine years, and spending too many late nights at SkillsUSA events, I, with the help of other staff members, have come up with a few concepts and plans about what would make Central the Perfect Tech School”.
I know that this school has so much more to offer, and I can’t think of a better time than now to run with these ideas. There is no doubt in my mind that we can be a model school not just academically, but culturally as well… and it starts with professional development.

I started with this statement because; I truly feel that the professional development, in my school, has never really gotten to the level that I would have expected. The one thing that sets me apart from a teacher that has been around for more then 10 years, is that; I have never stopped my own professional development. I mean, if all this works out, in the end, people might actually have to call me Dr. Bross… Scary I know. But, when I look around the school, I see a lot of teachers out of the loop and just using the same teaching techniques they have grown comfortable with. I often questioned, what is our professional development plan? Is their a plan or is it just keeping up with state requirements as far paperwork. I believe my school makes plans for putting the ideas they have in place; I just don’t ever really feel it gets off the ground.

Our school has a mission statement or a tagline that we use that says “Providing the connection… college, career and community.” Are we a good school? Yes. Are we a great school that lives up to it tag line… MAYBE, maybe not?

As you may know, my goal in life is to be a self proclaimed expert in teaching with technology and if I had to set up a plan to run with, as far as professional development, I would want to not only change the thinking of the teachers but change the culture of the school as well. Let start with the simplest one, the overall professional development concept itself. If I was I charge (god help us) my job should be to “Educate the Educators”.

Step 1 – “Professional Development” (…the connection, teachers.) Professional development needs to inspire teachers to try new concepts, reflect on what they do already and drive their programs forward. This could be a simple as 15 minutes of time during the facility meeting.

Almost all teachers get to point where they start to settle on with what the are doing in their classrooms, I get it, it happens. But the answer is to motivating the teachers to go back and take another look, or try something different today. Every year teachers should be looking to improve on last year’s program. We teach technology, it changes every year and so should our curriculum.

Step 2 – “Highlight The Right Students” (…the connection, students.) It seems in today’s educational system all we do is tend to the needs of the average to failing students, and in the long run we forget about the students who are doing their best work day in and day out.

How? Educate the teachers on the programs that we as a school expect to support. Create an ongoing set of rewards to the student that are making the grade with the money raised by labor and industry. All of these ideas should be done each marking period and presented by our school administration along with the teacher.

Ask or provide teachers with the knowledge on how to support the school wide inniciatives. Explain how we can we all work together to provide the connection to the students. These are few of the ideas that I have had to promote the success of the student.

The “A” Club – We need to reward these students publicly and in their classrooms. Give them a thank you letter from the administration “Personally” along with a gift card, tools from their shops, sweatshirt, anything that will make them realize their efforts are being noticed. The other students need to see that we know what is going on with our students… Good and Bad. - Also, send a thank you letter home to the parents… Or Email

Perfect Attendance – This used to be a big deal, what happened? This is an easy way to reward students for completing the most basic of career tasks, showing up every day. Forget that they may be a “C’ student and reward them too. - Also, send a thank you letter home to the parents… Or Email

Student of the Quarter – This is already in place, but all we do is say good job… get you’re grub on. Most of my students don’t even really want to go because they go up by themselves, maybe don’t really know anyone and just feel uncomfortable. This is a great thing but how can it be better? - Also, send a thank you letter home to the parents… Or Email

Catch them in the Act – This one is the easiest, go into a class, find a student working hard and reward them for it. The results are endless for this one. Think about the fact you may even catch our worst student one day and that moment will be something they will remember and brag about to their friends. - Also, send a thank you letter home to the parents… Or Email

Reading & Journaling Award – All 3 of my kids have to keep a reading log of the books that they read, In most cases the teachers might not have the time to manage a school-wide program, but I believe it can be done. You are not going to get everyone on board with this, but is there enough students to begin highlighting the ones that read on a regular basis. This could be done through CTSO’s, a required reading list or as a school. All of the classics are on-line for free.. It could all be managed through the school website. - Also, send a thank you letter home to the parents… Or Email

Step 3 – “Empower The Students” (…connection student and community) One huge issue that has gotten away from education is the opportunity for the students to be involved in some of decisions making in their education. Surprisingly when the students have a say in the events that affect them, they tend to rise to the occasion and prove themselves. I believe that there are a lot of great students out there who want to see this school advance just like we do… But How?

Step 4 – “Labor & Industry” (…the career and community) Create a relationship with Labor & Industry that will financially support and drive academic, professional and career development.
How? Teachers, even myself become to comfortable with just having the right amount of people show up to your OAC Meetings. But we need to go further and these are all ideas on how to get this section up to a level I think could be amazing.

Conclusion: I think about all the issues that come down the road in the world of education. I can’t help it to start to think we are getting away from allowing schools to take on the true task of letting students fly. I have read 3 or 4 books now provided from our administration. SREB - High Schools that Work, No Teacher Left Behind, and few others, I forget the names… and in the end, the different systems all promote the same idea. It starts with the teachers, but they need the tools and the training. Especially in in CTE! There are at least 5 ways to take notes, 10 plus ways to start a lecture, and countless other techniques to use in the classroom.

It’s the administrations job to put the right tools into the teacher’s hands. I think the biggest mistake administrators do is put specific requirements on teachers as far as what they use. Something that works for one teacher isn’t the answer for the rest of the staff. I think a “Master Teacher” is someone that challenges their student with different styles, ideas, technology and creativity. Education is the only time I believe the “Trickle Down Theory” actually works. But it’s not money, its inspiration! We all have a person or teacher that just gets us excited about something we care about. I’m not sure I have seen that boss yet, (in education) I think a few more years with my first assistant director, it might have been there. But, I guess, I wonder if, I could be that boss for someone else. Someone who can educate, inspire and let them fly.

Education Articles - Thank for your visited to my blog, and click here you can read another Educational Articles How To Use Technology In The ESL Classroom

by stevebross

Category:
Adult Education

Thinking about professional development, Thinking about professional, Adult Education, Education Articles, about professional development, professional development,

Types of Mental Retardation

2014-11-12T15:47:00.001-08:00

Types of Mental Retardation
Educationarticle4u.blogspot.com - Mental Retardation - Types of Mental Retardation - whether you're looking for data on Types of Mental Retardation What is? Congratulations you have found the article briefly discusses about What is Types of Mental Retardation. in the discussion of this article on the Types of Mental Retardation.

Types of Mental Retardation

Mental Retardation Definition is Syndrome due to various causes that arise at birth or develop in early childhood.

1. Mild Mental Retardation

IQ 55-70
85% of the population of patients with RM Similar to individuals who are not RM
New look when entering formal schooling can reach sixth grade school and graduated from high school a few up.
Adults: work, get married, have a family.
Looked slow and need help in solving life's problems and tasks.

2. Mental Retardation Middle

RM medium
IQ 40-55
10% of the population of patients with RM It can be diagnosed at the pre-school age
Require special education services.
Her academic ability achieve class II and class III.
Require support services throughout his life

3. Mental Retardation weight

RM weight
IQ 25-40
3-4% of the population with mental retardation has more than one organic disorder that causes delay.
Require strict supervision and special services throughout life.
Some: learn simple task for "self care", working in "sheltered workshops" or "preworkshop type"

4. Mental Retardation very heavy

RM Very Heavy
IQ <25
1-2% of the population with RM
There impaired cognitive function, motor and pervasive communications.
Impaired motor function and sensation since early childhood.
Individuals require extensive training to perform "self-care" very basic (eating, bowel and bladder).
Require total supervision and care throughout his life

Edication Article - Similarly, the article discusses the Types of Mental Retardation may be useful for those of you who are looking for the data above, to see the other article, please click here Education Article.

Mental Retardation, What is Mental Retardation, Mental Retardation classification, Mental Retardation Definition, Education Article, Health Articles, Types of Mental Retardation,

Mild Mental Retardation

2014-11-12T15:36:00.002-08:00

Mild Mental Retardation
Educationarticle4u.blogspot.com - Mild Mental Retardation - you're capturing the Mild Mental Retardation info about? Let me explain below aan briefly about the clarification of a first Reterdation Mental Mild Mental Retardation ie.

Mild Mental Retardation

How do the characteristics of Mild Mental Retardation? The following characteristics of Mild Mental Retardation as follows:

Mild Mental Retardation

IQ 55-70
85% of the population of patients with RM Similar to individuals who are not RM
New look when entering formal schooling can reach sixth grade school and graduated from high school a few up.
Adults: work, get married, have a family.
Looked slow and need help in solving life's problems and tasks.

Edication Article - Similarly, the article discusses the Mild Mental Retardation may be useful for those of you who are looking for the data above, to see the other article, please click here Education Article.

Mild Mental Retardation, Mental Retardation, What is Mental Retardation, Mental Retardation classification, Mental Retardation Definition, Education Article, Health Articles

What is Mental Retardation

2014-11-12T15:17:00.001-08:00

What is Mental Retardation
Educationarticle4u.blogspot.com - Mental Retardation - What is Mental Retardation - whether you're looking for data on Mental Retardation What is? Congratulations you have found the article briefly discusses about What is Mental Retardation. in the discussion of this article on the definition of Mental Retardation and Mental Retardation classification.

Mental Retardation

Mental Retardation Definition
Mental retardation (MR) is a condition diagnosed before age 18, usually in infancy or prior to birth, that includes below-average general intellectual function, and a lack of the skills necessary for daily living. When onset occurs at age 18 or after, it is called dementia, which can coexist with an MR diagnosis. Intelligence level as determined by individual standard assessment is below 70, and the ability to adapt to the demands of normal life is impaired. This is important because it distinguishes a diagnosis of MR from individuals with low IQ scores who are able to adapt to the demands of everyday life. Education, job training, support from family, and individual characteristics such as motivation and personality can all contribute to the ability of individuals with MR to adapt.

Other behavioral traits associated with MR (but not deemed criteria for an MR diagnosis) include aggression, dependency, impulsivity, passivity, self-injury, stubbornness, low self-esteem, and low frustration tolerance. Some may also exhibit mood disorders such as psychotic disorders and attention difficulties, though others are pleasant, otherwise healthy individuals. Sometimes physical traits, like shortness in stature and malformation of facial elements, can set individuals with MR apart, while others may have a normal appearance.

Other Mental Retardation Definition
Mental Retardation Definition is Syndrome due to various causes that arise at birth or develop in early childhood.

Mental Retardation classification

Mild Mental Retardation

IQ 55-70
85% of the population of patients with RM Similar to individuals who are not RM
New look when entering formal schooling can reach sixth grade school and graduated from high school a few up.
Adults: work, get married, have a family.
Looked slow and need help in solving life's problems and tasks.

Mental Retardation Medium

RM medium
IQ 40-55
10% of the population of patients with RM It can be diagnosed at the pre-school age
Require special education services.
Her academic ability achieve class II and class III.
Require support services throughout his life

Mental Retardation weight

RM weight
IQ 25-40
3-4% of the population with mental retardation has more than one organic disorder that causes delay.
Require strict supervision and special services throughout life.
Some: learn simple task for "self care", working in "sheltered workshops" or "preworkshop type"

Mental Retardation very heavy

RM Very Heavy
IQ <25
1-2% of the population with RM
There impaired cognitive function, motor and pervasive communications.
Impaired motor function and sensation since early childhood.
Individuals require extensive training to perform "self-care" very basic (eating, bowel and bladder).
Require total supervision and care throughout his life

Edication Article - Similarly, the article discusses the Mental Retardation may be useful for those of you who are looking for the data above, to see the other article, please click here Education Article.

Mental Retardation, What is Mental Retardation, Mental Retardation classification, Mental Retardation Definition, Education Article, Health Articles, Mental Retardation, What is Mental Retardation, Mental Retardation classification, Mental Retardation Definition, Education Article, Health Articles

How to Choose and Manage Your Kids Activities

2014-11-11T17:05:00.003-08:00

How to Choose and Manage Your Kids Activities
Educationarticle4u.blogspot.com - in the next blog post I will show you one of the title of the article entitled "How to Choose and Manage Your Kids Activities" I expected after reading this article you will get manfaaf. please refer this educational article to completion.

After-school or extra-curricular activities for kids is a big deal in today’s time and many hours are spent by kids (and parents!) shuttling from one activity to another. Many a time especially with my first born I found that I would just enroll him in a class based on feedback from other moms without putting in too much thought into the reason and the longer term benefits of the class. Given the amount of time…and money it consumes, I have since become wiser and more prudent. Here are some tips to make the process more streamlined:

Set a Budget
Kids activities do not come cheap. On average at the rate of $20 per class, you are talking about at least $160+ for one activity over a 2 month period. These can quickly add up especially if the number of children and activities increase! So to ensure that you cover some of the key activities that your child enjoys and to have resources left over for something new, it always helps to set a budget. We typically find that setting our budget at the start of the school year works best. That way we can spread the different activities out over the year and avoid getting overloaded in any particular month.

Be Clear about Your Goals
While this may sound like a bit of overthinking, being clear about the purpose of the activity may help you save some time and money. If your main aim is to find a playgroup or a safe area for your child to mix with other kids then a more informal mom’s group or an event at the local library may do the trick. However if your objective is for your child to learn a skill such as playing the violin then it’s important to narrow down both, the skill that you want to pursue and the teacher that you pick since skills are built over time.

Assess Your Time Commitments
Activities are not just time consuming for kids….very often there is heavy involvement from the parent. The nature of parental involvement varies – for instance if a child is into playing for a swim or soccer team then it’s likely parents will need to ferry him/her to practice at least a couple of times a week if not more often. If you’re looking at math classes for kids such as Kumon or even having your child learn an instrument then parents do need to be involved to make sure the child is practicing doing the work on a daily basis. So if you’re already on a tight schedule, you may not want to take on the additional stress of putting your child in a demanding activity.

Group lessons versus private
Group lessons, especially those offered in the school premises after school hours are a convenient option for most parents and it works well especially for group activities such as martial arts and drama. But for activities such as music/instrument lessons or chess where your child could benefit from individual attention, you might need to assess the trade-offs. Typically the number of students in these group lessons may be high. Also, if your child is attending any of the after-school activities, it might be a good idea to drop in early a couple of times and actually see how the class is progressing.

Trial and Make-Up Classes
Do not miss the opportunity of attending a trial class. There’s nothing like seeing the dynamics of an actual class in progress and more importantly, you can gauge how your child likes the surrounding and the activity. If there is no mention of a trial class – ask the teacher for one. Also, be sure to be very clear about the make-up policy and if there are limits on their number.

There is no dearth of learning activities for kids and sometimes just putting a little thought into the process may help streamline the process of finding the best solution for you and your child.

Educational article - trus article entitled "" may be useful to you, and you can read the rest of Educational Article, click here to see other Educational Article

Author: schoolsnmore

Why Homework Matters

2014-11-11T06:20:00.002-08:00

Why Homework Matters

Why Homework Matters
Educationarticle4u.blogspot.com - Why Homework Matters - As an elementary/middle school teacher, I hear constant complaints about the issue of homework. There are valid points against overdoing it and even studies that suggest, in some cases, it doesn’t always help. There’s a big difference between busy work and assignments that are meaningful. Some researchers, like Sara Bennett and Nancy Kalish, propose that homework is a hidden cause of childhood obesity. Others, like Alfie Kohn, believe that the quality and quantity of assignments done at home should be addressed, pronto. So, why do students today still have to do this archaic activity?

Although some teachers assign busy work, that is not always the case. Often times, the assignments students bring home are not only continuations of what was done in class, but are activities that help apply the knowledge learned earlier in the day.
Some at-home assignments are enrichment activities that will nurture the creative side of children.
It allows parents to see firsthand what their child is doing in school, and gives them an opportunity to connect or communicate with their child on a different level, seeing where they stand academically.
Even if it’s studying or reviewing what was covered in class, it is an important reinforcement activity. This can eventually lead to information being stored into long-term memory.
Research conducted by Harris Cooper (2006) suggests that students who complete homework tend to have higher scores on content related tests, than do students who have not completed content related homework.
It can teach a child responsibility, which in turn will form into a good work ethic that will be useful for the rest of his/her life.
Time management skills will develop and students will learn the valuable lesson about procrastination.
It will allow students the opportunity to teach themselves, and learn how to manage schoolwork independently.

Although there is an ongoing debate about the merits and necessity of homework, the bottom line is that it doesn’t look like it’s going away any time soon. Sure, parents should question teachers and make sure that the homework is relevant and not going to last five hours, but the best possible action a student can take at the elementary age is to accept its inevitability. This will lead to time management strategies, allowing them to learn how to juggle a variety of activities on a daily basis, just like parents and all other adults do every day.

Studies at Duke University under Harris Cooper found a positive connection between test scores and homework. “The results of such studies suggest that homework can improve students' scores on the class tests that come at the end of a topic. Students assigned homework in 2nd grade did better on math, 3rd and 4th graders did better on English skills and vocabulary, 5th graders on social studies, 9th through 12th graders on American history, and 12th graders on Shakespeare.” Of course, when it is overloaded, there’s the case of diminishing returns.

Life in the working world is more competitive than ever before. Children need to learn the methods that will allow them to be successful in the life that’s just ahead. Kohn suggests that homework doesn’t help elementary school students, when research states otherwise. He is also a proponent of eliminating grades. Kohn’s ideas generate excellent debate topics, but are not practical in a world that uses rankings for everything. So, even if you don’t buy into the fact that homework will make a child a higher academic achiever in the short term (even though research states otherwise), realize that it just might create a human being with good habits, a rich work ethic, and a success later on in the world outside academia.

Education Articles - Thank for your visited to my blog " Human Factors in Education" , and click here you can read another Educational Articles

Human Factors in Education

2014-11-11T06:10:00.001-08:00

Human Factors in Education

Human Factors in Education
Educationarticle4u.blogspot.com - Human Factors and How they Factor Into Education - In education today there are multiple personalities and qualities of effective leaders. Due to these personality types many times there are communication problems that occur. These personality types or human relationship factors are presented in many forms and can range from a positive attitude to a negative one. When in the workplace one must understand the factors that teachers have and factors that the administration has.

Teachers need to have productivity, loyalty, and reliability in order to gain support, resources and opportunity from the administration (Bergeron, T. 1987). How teachers demonstrate these strengths is directly related to how they relate in the work place. Because of the need for educational reform in today’s schools, there is a demand “for a broader conception of school leadership, one that shifts from a single person, role-oriented view to a view of leadership as an organizational property shared among administrators, teachers, and perhaps others” (Smylie & Hart as cited in Murphy, 2005). This paper will examine 9 different human factors that can lead to a breakdown or a support of communication. These factors are: dependability, integrity, works well with others, fair, hardworking, positive attitude, appearance, acceptance of others, and socialization. We will also examine how these relation ship factors affect the Douglas County School District in Colorado. We will also review an educational meeting and how these factors played a roll in the meeting process.

What are these factors?

Dependability is represented in the work place as being consistently at work and on time, follows instructions, responds to teachers’ ideas and groups’ suggestions for direction and solicits feedback to improve performance. When an employee or employer shows these abilities it can have a positive impact in the work place. Likewise if these qualities are not met then it can lead to distrust. In order to have the ability of dependability the employee needs to be able to understand the teachers’ and the students’ and be open to suggestions Integrity may be one of the most valuable aspects in the work place. The employee that has this ability prioritizes and plans work activities, uses time efficiently and develops realistic action plans. They can demonstrate accuracy and thoroughness and monitors own work to ensure quality. The employee is honest and informs all members of the team with the same information. They are able to maintain confidentiality, remain open to others’ ideas and exhibits willingness to try new things. The knowledge they need to posses these skills is what is important to tell the team members and how to balance work and play.

Employees need to be able to work well with others. If there is always tension in the workplace then it will affect work production. In order to work well with others one needs to speak clearly and persuasively in positive or negative situations, demonstrates group presentation skills and conducts meetings effectively. They adapt to changes in the work environment, manage competing demands and are able to deal with frequent change, delays or unexpected events.

Fairness is another area of interest. Fairness is not necessarily making things evenly distributed, but reflects more on the ability to give each team what that teammate needs. A teacher who shows fairness treats teachers equally, assesses and handles students fairly. In order to be fair and professional the teacher needs to know the standards, policies and procedures at the state, local and national level.

Employers are looking for hardworking employees and employees look for hard working employers.In a school setting it is especially important to teachers that the administration expects no less of them then they themselves would do. When teachers and administrators are hard workers they consistently give their energy, efforts, thoughts, and expertise to help the school be successful.

The human factor that has the highest impact is ones attitude. A positive attitude can motivate and make the work place a great place to be. The teacher who has a positive attitude has the ability to see the positive side of a situation and work towards an anticipated outcome. When the teacher uses negativity to manipulate or complain, many times the lowers the productivity of those around them.

Although many schools don’t want to admit it appearance is a definite factor in developing a relationship in the school. Appearance starts as a simple reaction to another person, a first impression. Making sure you are clean and well groomed has a large impact on a school setting. After the first impression comes the professional impression. If a teacher wants to be treated as a professional then their appearance should be professional as well.

The eighth human factor that affects schools is the acceptance of others. In today’s schools teachers and administrators deal with different personality types and cultures. Whether in a meeting, discussion or collaboration teachers must have a general respect and acceptance of the other educators. When acceptance and respect leave a school then the atmosphere in the school becomes very tense and unable to provide the basic need of safety and security.

Lastly socialization plays a large roll in the atmosphere of a school. Educators need to be able to socialize with one another to create a sense of comradely within the school. When teachers feel at ease to discuss their goals and personal life then that feeling of friendship carries over to providing support to one another in the school.

How do these factors affect the Douglas County School District?

These factors all play a vital role in the school system and have an effect in the Douglas County school district. In the Douglas county school district all employees are required to dress and act professionally which fits into the human factor of appearance. Douglas county also self professes itself as a school district that not only is professional but is also a family. It is that family feeling that takes into account the other eight factors previously mentioned. Teachers need to have the basic feeling of safety and security in order to create a safe and secure classroom for their students. By being surrounded by professionals that have integrity, dependability, fairness, and a positive attitude and are hardworking, they can maximize their potential to have a great classroom atmosphere.

What is the roll of human factors in making board decisions?
During two recent board meetings hot topic items were discussed that demonstrated the importance of knowing how human relation issues affect the outcome of a decision. On May 5th, 2009 the Douglas county school board had its monthly meeting and on the agenda was the issues of decreased transportation to rural areas. This was a very controversial subject due to the heightened feelings of budget cuts threw out the district.

A recent bond issue did not pass in the November election limiting the amount of money that Douglas County has. The failure of the bond issue caused havoc in the district with cut backs, lay offs, and putting the district into millions of dollars of dept.

To combat some of the expenses Douglas County re-routed their bus routes, cut many routes off and stated charging the rental of buses to go from 3 dollars per student to 9 dollars per student. The issue brought forth many parents that were located in the southern sections of the county. These areas are mainly rural and have a difficult time getting their children to school. At the meeting there were several parents and they were given the opportunity to speak on the behalf of their area. It was interesting to see how the parents interacted with the board.

The first parent was Cindy Applegate. She was dressed very professionally and introduced herself with the title of professor. By telling the board she was a professor it gave the board a deeper respect just based on appearance. The board was very professional and listened to Ms. Applegate and her concerns. The next parent to was Cindy Parker.

Cindy did not have a title and although she was dressed nicely it wasn’t a professional outfit. The board was less receptive to Cindy and her concerns. Cindy’s attitude was not as positive and left a negative feeling in the room. The next speaker was a local principal and the bard changed the direction of the meeting by thanking the principal for his years working within the school district and said they would address the transportation issue later. The feeling in the room was one of general let down and distrust.

The parents no longer felt that their voices were heard and understood that the discussion was over. It shows that with the human factors of trust taken away the parents realized that they would not get the answers or results they anticipated from the meeting. This is a very good example of when the positive attributes of human relations start a meeting in a positive direction until those attributes start to take on negative feelings and the meeting followed the negative reactions.

At another meeting taking place on March third there three parents present that all had different agendas for the board to hear. The first parent talked about the need for better aquatics in the school district. Se was very passionate about her belief in the increased need to maintain and improve the counties swimming pools.

She presented herself in a way that was very warm and excepting. The board explained the finance troubles the district is under and promised to re-visit the issue. The second parent was concerned with security and parking at the local high schools. This was a very emotional topic since Colorado was coming up on the 10th anniversary of the Columbine shootings. The board explained that every precaution is taken into account when dealing with student safety and those specific instances would be looked into.

The final parent to speak commented on educational policies. Although the board was direct and professional it was defiantly felt that they were in charge. I do not think the parents at this meeting felt as if they had any voice in their concerns. When dealing with human factors it is vital that participants feel a balance between their actions and those of the leadership. I am not sure the balance was gained hear. When there is a misbalance it productivity decreases and the issues did not get resolved.

Conclusion

The job force is indicated with different cultures, personalities, and beliefs. Education is not immune to these variations. How then with all the differences do we find a way to work for a greater goal? The answer is discovering what factors with allow the school to have positive growth and which factors will have a negative impact.

Teachers need to have a basic feeling of safety and security and this comes from a balance in what the employer gives and what the employee contributes. By addressing simple human relationship factors such as acceptance, socialization, integrity and dependability the school can build a strong foundation on which students can grow.

Education Articles - Thank for your visited to my blog " Human Factors in Education" , and click here you can read another Educational Articles

References

Martinez, M. C. (2004). Teachers Working Together for School Success. Thousand Oaks, CA: Corwin Press.

Murphy, Joseph (2005). Connecting Teacher Leadership and School Improvement. Thousand Oaks, CA: Corwin Press.

By Author: hfortelka

More TV in the Classroom Please

2014-11-06T06:18:00.000-08:00

More TV in the Classroom Please

Educationarticle4u.blogspot.com - More TV in the Classroom Please - Growing up in Puerto Rico means being strongly influenced by American culture probably more than in any other part of the world. Radio stations constantly play American music, and the TV is full of American programs; most of them dubbed since Spanish is the first language of the majority. One of my favorite forms of entertainment is going to the movies, which in Puerto Rico is a completely different experience.

Most movies in cinemas in Puerto Rico have subtitles in Spanish and are rarely dubbed (except for children's movies). This meant reading the dialogue in Spanish while simultaneously listening to it in English. As a beginner reader, this proved to be a challenge. Trying to read the words before they disappear forever from the screen was a race against my reading skills I usually lost. But little by little, as my skills got better, I got to the point of being able to understand a whole movie. What a triumph that was! But then my journey switched, and that fluency reading practice became one of the best English teachers I ever had, which says a lot since children in Puerto Rico take English as a core subject since kindergarten.

Today, as a bilingual teacher in Texas, I see children struggling with reading and the English language on a daily basis. This has made me wonder if there are instances in which subtitles and captions have been used successfully to increase reading skills and English proficiency. My experience was not by any means a systematic approach, but maybe with some researched techniques I can improve and replicate it to help struggling readers.

One of the best examples on how subtitles can help with literacy comes from India. In a 2008 article, Brij Kothari, Tathagata Bandyopadhyay, and Debanjan Bhattacharjee study the impact of Same Language Subtitling (SLS) in readers from three different levels: good readers, early-readers, and non-readers. In the study they track the progress in literacy of viewers of two song programs, Chitrahaar and Rangoli, with and without SLS. Researchers found literacy levels improved considerably on viewers with SLS in all three levels. After five years of schooling, only 24% of children who did not have exposure to SLS became proficient readers. On the other hand, 56% of children with regular exposure to SLS programming became good readers. Researchers stated that, "It is claimed that SLS creates a context in which reading skills are practiced, automatically, incidental, and subconsciously by millions of children and adults. In the process, SLS leads to reading skill improvement" ("Same Language Subtitling on TV: Impact on Basic Reading Development among Children and Adults," planetread.org, January 2008). In other words, not only did viewers practiced their reading skills, but they did it without even knowing it.

As we can see, captions and subtitles can be a great tool to increase literacy skills, but they can also provide help with second language acquisition. Hsin-Chuan Huang and David Eskey studied its effect on English as a second language students (ESL) with intermediate level. These researchers found many areas in which the use of captions can benefit ESL students and improve a variety of linguistic abilities like: general comprehension, vocabulary acquisition, and listening comprehension. Researchers quote

"As Newman and Koskinen stated, students might establish the relationship between words and

meanings through TV’s combination of pictures and sounds. TV’s entertaining qualities make it an easier medium to access than text, and it also minimizes fear of failure in learning" (The Effects of Closed-Captioned Television on the Listening Comprehension of Intermediate English as a Second Language (ESL) Students, Journal of Educational Technology Systems, 1999). In other words, not only it helps with linguistic skills, but it can actually reduce the anxiety students experience when dealing with a second language by making it more accessible and engaging. In fact, Deborah Linebarger describes the level of engagement as: "In sum, television captions, by evoking efforts to read, appeared to help a child focus on central story elements and away from distracting information, including sound effects and visual glitz" ("Learning to read from television: The effects of using captions and narration", Journal of Educational Psychology, Jun 2001).

Although Hsin-Chuan Huang and David Eskey focus their research on students with an intermediate level of English, we can infer that with certain adjustments this can also be used with all levels. Chrissine Rios from the Kaplan University Writing Center states, "Watching programs in English and referring to subtitles in your first language to maintain the show’s context or clarify a new word can improve your listening skills and show you how English speakers use gestures to construct meaning" ("Practical Ways to Improve Your English", kucampus.kaplan.edu, March 2013). Put differently, ESL students with low proficiency can use captions in their own language to clarify words they don't understand. According to the author, caption videos can even help with body language, a language skill many forget to address in ESL classes.

The idea of using subtitles and captions in the classroom is not new. From the late 1980's, when the technology started to spread, many researchers and educators have spoken in favor its use as a powerful educating tool. None the less, over twenty years later, its presence in classrooms could still be underappreciated. The amount of lesson choices it provides for teachers to help with reading and language proficiency skills should make it an essential and versatile tool. Teachers could have kids watch videos repeatedly without sound to improve fluency skills or with sound to increase hearing comprehension. The amount of possible uses could be as big as the ingenuity of the teacher, and with the help of parents, students could be watching TV with closed captioning at home turning a normally non-educational activity into something that might help students from all levels succeed academically.

Education Articles - Thank for your visited to my blog " More TV in the Classroom Please" , and click here you can read another Educational Articles

Author: Calib Sael

Learning disability in children

2014-11-06T05:49:00.002-08:00

Learning disability in children

Educationarticle4u.blogspot.com - Learning disability in children - A learning disability is defined as a mental disorder which makes a person incapable of processing and storing the information that he receives. It may be a disorder existing by birth or may develop in the growing age. At first may be the parents are not able to recognize the existence of this problem in their child as every child takes time to learn new things. But as soon as they realize it, it is their duty to provide the required help to their children.

Learning disabilities of a child can be major or mild. In some cases, these are found to exist due to hereditary, i.e. if anyone from the parents and grandparents is affected by it, the chances of children developing this problem are high. Learning disabilities are permanent and they cannot go with time however with advanced learning techniques, such children can be helped by many associations which provide services for learning disability NJ. Sometimes these children are smarter than the other children of their age but due to certain difficulties like listening, reading, writing and spelling, they are slow at following what is taught to them.

Many people have certain misconceptions about the disabled children that they have a low IQ and are lazy. Due to this thinking and a different attitude of people towards such disabled children, they tend to have a low self esteem which is a major concern to deal with. There is no scientific reason to support these wrong ideas of people. Some people are not able to process what they see or hear while others are not able to remember that. It doesn’t mean that they are physically disabled too. Such people are more hard- working as compared to others but their disability limits their performance.

All that these people require is special attention and a little bit of assistance. There are many learning disability NJ schools and associations specially opened for such children to assist them with learning and providing them certain types of help to show their abilities. The parents of such a child need to pay special attention to their children and acknowledge the other qualities that they possess. They need to bring out their positive points and motivate them to prove themselves. As a parent, it is their responsibility to make the child feel comfortable and encouraged to do the things he is good at.

There are many orientation programs are counseling sessions available for the children as well as their parents which can demonstrate the ways by which these children can be taught. No one wishes his child to have a learning disability, however, if one occurs, a positive approach is very important to be followed by the parents as well as the children. It is essential to recognize the truth about the child and accept it in a positive way to help him enhance his abilities and reduce his disabilities. A learning disability association will be a good place for the disabled child to give him exposure to the outside world. The people involved in these helping groups are good at knowing the psychology of these children and are aware of the kind of help they require.

Education Articles - Thank for your visited to my blog " Learning disability in children" , and click here you can read another Educational Articles

Author: Eblcoaching

What Really Happened To Boys?

2014-11-06T05:44:00.001-08:00

What Really Happened To Boys?

Educationarticle4u.blogspot.com - What Really Happened To Boys? - Four years ago, psychologist Leonard Sax (MD, PhD) wrote a well-received book titled “Boys Adrift.” The doctor tried to answer the question, why have so many young males fallen into passivity and indifference?

Dr. Sax had heard more and more parents complain that their boys stayed indoors most of the time, spent hours on video games, and in general seemed to lack the confidence and esprit de corps that had characterized boys throughout history.

“Something scary is happening to boys today,” Sax concluded. “From kindergarten to college, American boys are, on average, less resilient and less ambitious than they were a mere twenty years ago. The gender gap in college attendance and graduation rates has widened dramatically.”

The book’s full title is, “Boys Adrift: The Five Factors Driving the Growing Epidemic of Unmotivated Boys and Underachieving Young Men.” Sax lists the five factors right on the cover: “video games, teaching methods, prescription drugs, environmental toxins, devaluation of masculinity.”

It’s worrisome that he seems to like them all. That might be a clue that he has not solved this mystery. Indeed, let’s consider the possibility that none of these theories is the deep answer we want. Let’s start from scratch and consider the things we know for sure.

First of all, critics have often noted that schools seem organized more for girls than for boys. Most boys do not want to be confined to a desk; they would rather be outside playing and competing. Second, not only are boys kept passively inside, they are forced to deal almost the entire day with reading, writing, and arithmetic, probably not their own first choices.

But these factors are historically common. Boys have always been restless at their desks. They have often stared out the window and daydreamed. Furthermore, in many other cultures and ages, discipline was greater; serious academic work was demanded. So it’s not as if there were some golden age when boys had it better. No, they have it worse today, and for reasons that are new.

We are now arriving at the heart of darkness.

Consider that all school activity revolves around two basic skills, reading and arithmetic. Students spend a lot of each day on these and must learn them in order to advance to any other subjects. Failure in these two subjects virtually guarantees failure in all subjects, and in all of life.

Perversely, our public schools, for more than 50 years, have used dysfunctional methods that virtually guarantee failure for the ordinary boy (that is, a boy who will struggle to a degree but finally says, screw this.)

To learn to read, he is told he must memorize English words as graphic designs. He fails for all the reasons that Rudolf Flesch explained in his 1955 bestseller, “Why Johnny Can’t Read.” Almost as devastating, the boy must learn arithmetic using one of the dozen curricula collectively called Reform Math. These are exceptionally cumbersome and frustrating for children, as has been amply documented.

Now imagine a boy, restless and impatient, locked in a situation he doesn’t really like, engaged in activities he might prefer to avoid. He senses that instruction is gratuitously difficult and tedious. Increasingly, he rebels. Already he glimpses a future hopeless and horrible, where he will never be allowed to succeed.

He comes to school every day depressed and is told to memorize sight-words, which is very difficult to do. If he actually does master 100, the next 100 will overwhelm his brain. Simultaneously, he is made to learn arithmetic in ways that he can’t understand. Even his parents can’t explain to him the techniques he is supposed to learn.

So every day, every week, every month, the ordinary boy stares at a sign flashing in the air: ACCESS: DENIED.

Whatever it is he is supposed to do, he can’t do it. He wants to, he really, really wants to. What else does a boy have but cockiness and confidence? Boys rule! Or they once did. But their sense of being master of any situation is no match for the dark genius of our Education Establishment.

He becomes sullen, then angry. He hears his parents whispering about him. He goes to conferences where his teacher talks about remediation and dyslexia. He’s told he has ADHD. He might need Ritalin.

Imagine when he is seven and failing. Imagine when he is eight and still failing. Imagine when he is nine and more blatantly failing. Imagine how many discussions he has had with his teacher and parents about his inability to do the simplest things. Imagine the interior collapse of confidence. If his parents and all adults in his world think, to put it bluntly, that he is retarded, then he must be.

The signs flash everywhere: SUCCESS: IMPOSSIBLE. DREAMS: CRUSHED.

Dr. Sax put a lot of emphasis on video games but perhaps he has it backwards. Consider that the school world makes boys feel helpless. But the virtual world lets many boys be the smart, extremely capable people they actually are. Which world would you choose to remain in all day?

Dr. Sax puts a lot of emphasis on early literacy instruction, as if this is a strain. Why would it be a strain if boys actually did learn to read? Reading is fun. It’s the con that is the strain. It’s adults pretending to teach children to read but not letting them learn to read that is the killer.

Dr. Sax speaks of masculinity being undervalued. Maybe it’s more directly a case of masculinity hemmed in and, as the school years pass, neutralized.

Finally. one can never escape the impression that there is premeditation in all of this. Does the Education Establishment use these methods to induce a loss of confidence? Then they are evil people. If they don’t know any better, then they are incompetent people.

Education Articles - Thank for your visited to my blog " What Really Happened To Boys?" , and click here you can read another Educational Articles

Physical Effects of Bullying

2014-11-06T05:38:00.004-08:00

Physical Effects of Bullying

Educationarticle4u.blogspot.com - Physical Effects of Bullying - A truancy report in 2006 stated that 170,000 children missed school because of bullying and with the rise of the internet and the emergence of cyber bullying, this number has only risen. Once thought as a way of ‘adding to their character’ and making children tougher, bullying is now recognized as a traumatic experience which affects children well into their adult like, if not forever. The emotional and psychological impact on the bullied individual has been thoroughly observed but the physical effects are less well-known, despite being the main indicators of the problem.

The psychological effects of bullying can vary and the severity can often be dependent on how long the individual is bullied and how quickly the problem is resolved. Many children can recover from their ordeal with minor anxiety if the bullies are dealt with strictly and quickly. However, the longer the bullying goes on for, the more risk of the effects running into the child’s adult life and effecting them in their future. Anxiety disorders, depression and even Post-traumatic stress disorder (PTSD) can all occur as a result of bullying. These can be easily hidden, however, and the bullies will often make the bullied feel as if they can’t tell anyone either through fear or shame. However, the physical signs of bullying can be far more telling as they’re harder to hide.

There’s a difference between the signs of physical bullying and the physical signs themselves. The signs of being physically bullied may be cuts, bruises and torn clothing. However, there are other physical signs which are the body’s way of reacting to stress. An upset stomach, especially before school is a symptom of anxiety; the same can be said of tension headaches or fluctuating appetite and subsequently weight. This constant stress on the body can develop into more serious health problems later on, like high blood pressure, if not addressed. If you spot these signs within your child, ask them gently at a low-stress time, for example, in the evening or at the weekend on a walk. If you ask them in the morning before school when they’re incredibly stressed, they may snap or lie in order to not confront the situation and make themselves more anxious.

If you believe your child is being bullied, it’s essential that you talk to a teacher at their school. This way, the problem can be seen to as soon as possible. A teacher is more likely to have seen suspicious behavior on school grounds and can also deal with it in a professional, objective manner.

Education Articles - Thank for your visited to my blog " Physical Effects of Bullying" , and click here you can read another Educational Articles

Author: LisaBridcutt

How To Use Technology In The ESL Classroom

2014-11-06T05:31:00.001-08:00

How To Use Technology In The ESL Classroom

Educationarticle4u.blogspot.com - How To Use Technology In The ESL Classroom - Teaching English as a Second Language doesn’t have to be difficult at all. With the invention of modern technological facilities, life has been made much easier for language instructors. In the short discussion, we will be looking at how to make use of technology in ESL classrooms.

Our aim as English as a second language instructor is to help our students enjoy learning English so as to become effective speakers.

There are a few ways you can teach ESL with the aid of technology and achieve this:

1. Games

Everyone loves games. The old, the young, men and women are love playing games. This is because, games are usually associated with fun and anything “fun” stimulates the human mind. As an ESL instructor, there are now computer based games that focus on different aspect of English language which ranges from accent to spelling to correct applications, grammar and construction of sentences. When people are exposed to games that have been pre-programmed to achieve a specific goal, they catch fun while at it and also learn faster. It has been discovered that human find visual information more easy to process than other form of information. If they can see it and enjoy it, they can learn it. Well-designed games have been written by computer programmers to achieve this objective. The earlier you start utilizing them, the better.

2. Videos and listening programs

This is a powerful combination because it entails visual and hearing which are the two most important ways human process language in their brain. By watching specific video programs and listening to it, learners will be able to comprehend better. As an ESL teacher, you can play popular videos of shows that interest your student. By watching the videos and listening to the sound, they will develop listening skills which is a very important skill to pick up while learning a second language. There are also videos that have been specifically made to achieve a goal which can range from pronunciation to standing postures and communication gestures peculiar to the English society. Of course ICT has played a major role in making this possible. Videos, games and other invention have made life easier for both the students and the teachers.

3. Practice drills and tests

In the case of students that have to take English proficiency examinations, practice drills or dump as it is called in the IT world can be used to help student develop their skills faster. Samples of likely question is usually programmed into the test dumps which the student can use while studying for the exam. These practice drills and tests are usually available to use on a computer. In many instance, these drills present an exam-like situation where the student needs to beat time while attempting to answer all the questions contained in the drill. With advance practice, students can be helped with practice drills to get very comfortable with English language.

4. Using technology to find Pen-pals

Nothing beats communication with people that speaks the language a student is learning. Using technological gadgets at our disposal, a teacher can arrange with the students in getting pen-pals on the internet where the students can then exchange emails or chat which has been proven to increase language proficiency. Technology has made the world a global village such that people that are miles apart can at least hear and see themselves with their computers connected to the internet. With the invention of Facebook, Gtalk and Skype, this has been made much easier. Nothing gets easier than this!

5. Internet Learning

With the invention of the internet, it is now easy to put up lessons online and have your students go there and read for themselves at their own pace. This is usually increases the fun associated with learning the English language. You can find ESL lessons in sites like TotalESl, BusyTeacher, ESLHQ, among others.

Education Articles - Thank for your visited to my blog " How To Use Technology In The ESL Classroom" , and click here you can read another Educational Articles

Author: Alex Barboza

Common Core And Homeschooling

2014-11-06T05:19:00.004-08:00

Common Core And Homeschooling

Educationarticle4u.blogspot.com - Common Core And Homeschooling - Many schools are experiencing the implementation of Common Core. Parents are finding out that the regulations that determine how the child will be educated might be more involved than they might have thought.

Homeschooling parents have considered themselves immune to the effects and regulations of Common Core because, after all, they are educating their children at home. But is it realistic to believe that homeschoolers can avoid the broad umbrella of Common Core?

There are a number of ways that Common Core may affect homeschoolers, both directly and indirectly. The following information is by no means exhaustive.

Data Collection

Currently homeschool students seem to be off the radar in many states. By right and by choice homeschooling families tend to want to keep their students out of the system. However, one of the components of Common Core is that it allows for a database of student information which begins in kindergarten and continues through the student’s entry into the workforce.

In states where students are not required to register in any way to homeschool the amount of data collected on that student will be minimal. However, for states that seek more control over their homeschoolers, those homeschoolers will be providing information for that database. While it may not seem like much, this database is accessible by outside sources which might not need to access student’s names and other personal information.

Standardized Testing

Homeschooling students in many states are not required to submit to standardized testing. In a number of states homeschool students who are not associated with church schools are required to participate in state testing. Homeschool students who are required to participate in state testing will have a fundamental freedom removed from them. Because they will be tested according to state standards, which are aligned with Common Core Standards, homeschool students will have to study homeschooling curriculum that will prepare them for those tests.

This removes the freedom to choose certain curricula. Homeschoolers pride themselves on their ability to choose the curriculum that is best suited for their student’s learning style and also their philosophical reasons for homechooling. By having to study curricula that are aligned with Common Core the homeschoolers are being forced to participate in a system that many of them oppose.

And College Entrance Exams

At a point in the foreseeable future college entrance exams will be rewritten and adapted to fit the curriculum that is being taught in public schools. The curriculum in public schools across the country will be aligned to Common Core Standards. Part of the reason Common Core is being enacted is to make the curriculum all across the country standard. Because of this, it makes perfect sense for the college entrance exams to reflect this.

Just as with standardized testing in elementary school, middle school, and high school, college entrance exam requirements will, by default, require that homeschoolers conform to learning the body of knowledge that will allow them to do best on these exams. If they choose to study homeschool curricula that do not currently conform to the Common Core Standards, or do not adapt to align with those standards they will be penalized for this lack of conformity by potentially lower test scores.

Finally, from the standpoint of someone who does not mind data being collected on their children, and consequently their families, and who does not mind that curriculum choices are being made for their children without their input or their control, it might seem odd that anyone would object to the implementation of Common Core standards and requirements across the country. However, there is a whole group of people, generally homeschoolers, who do not believe that the state or the federal government have the right to control how their children are educated. Neither the state nor the federal government should have the right or ability to collect, store, and disseminate information on the student or family. Common Core might seem like a step toward Big Brother and away from the freedoms that they enjoy as homeschoolers.

Education Articles - Thank for your visited to my blog, and click here you can read another Educational Articles

Five Frequently Asked Homeschooling Questions

2014-11-06T05:14:00.001-08:00

Frequently Asked Homeschooling Questions

Five Frequently Asked Homeschooling Questions
Educationarticle4u.blogspot.com - Five Frequently Asked Homeschooling Questions - Families who are considering homeschooling often have many questions. Below you will find frequently asked questions posed by new homeschooling families.

1. Is homeschooling legal?

In the United States, absolutely yes! All fifty states recognize some method of educating children at home. Some states offer free public school online, others recognize church or umbrella schools. Some states do not require parents to even notify the state if they intend to homeschool. The first suggestion if you are considering homeschooling is to check with your state Department of Education and see what the regulations are for pulling a child from their existing traditional education situation and placing them in a homeschool situation. If the child has not attended traditional school it may require a different set of notifications. Homeschooling is legal, but it is extremely important that each family be in complete compliance with their state’s homeschooling laws since those laws differ from state to state.

2. Where do I find curriculum?

There are several options for finding a homeschool curriculum. One of the best ways to find out about what curricula are available is to ask other homeschooling families. Each will have their own favorite curriculum or combination of different curricula. Some families go to homeschool conventions where curriculum vendors present the best of their wares. Other families search the internet for all or parts of their instructional material. In states where a free, online public education is offered, the department of education might even provide books, materials, even use of a computer. Libraries are a great source of educational material, especially where literature and history are concerned. For early elementary students there are many sources for basic math, spelling, and penmanship worksheets that can be printed from the internet. Don’t forget to include educational games as part of the curriculum for everything from multiplication tables to spelling and keyboarding games.

3. Is homeschooling expensive?

Homeschooling does not have to be expensive. Sources of educational material are wide-spread. For families unwilling or unable to spend a lot of money there are free and low cost curricula to be found online. The other end of the spectrum are the all-in-one box curricula which may be quite costly, however they do offer many services including lesson planning and grading as well as record-keeping and an interface with the department of education. Essentially, homeschooling can be as cost effective or as expensive as a family chooses. There are many options between the two extremes that will accommodate families in all economic circumstances.

4. What if I can’t teach a subject?

Not every parent will feel comfortable teaching every subject. While most parents will feel comfortable teaching the basics to younger students, when it comes to advanced composition, calculus, or chemistry many parents feel like they are not qualified to teach their students. Other courses such as foreign languages or music instruction often require more teaching than a parent might feel comfortable with. The answer to this dilemma is to out-source. Check with local homeschool support groups to see if a co-op offers group classes. Check with the library to see if they offer courses. Many times college students earn money through tutoring so check with your closest college or university to see if tutors are available. Often checking with fellow homeschoolers will show a need and you might join with other families to fund a course. There are always people who are willing to pass on their knowledge, some for free, some for a fee. Ask around!

5. Do colleges accept homeschooled students?

In the past colleges might have been hesitant to accept homeschoolers because they were unsure of the amount of preparation homeschoolers might receive. However, that has changed for the most part. Colleges find that homeschoolers are generally well prepared for college courses, performing better on standardized tests and required less remedial work than some traditionally educated students. Colleges also find that homeschool high school students often take dual credit courses which provide both high school and college credit. Homeschool students tend to be self-starters and are accustomed to studying and preparing projects. In fact, many institutions of higher learning seek out homeschool students because they find that homeschooled students measure up very competitively with other students.

Finally…

There are, of course, many questions regarding homeschooling and how to begin the process of homeschooling. Families looking to homeschool need to be legal with their state and local department of education. Families should look for instructional materials that teach to the student in the way that the student learns.

Support is very important, online searches will provide information on local or regional support groups. Support groups are a great source both for finding curricula, and for making sure you are legal with the state. Many online curricula provide online forums or help to assist homeschooling families.

The internet and local libraries are great places to begin researching the questions new homeschooling families may have. Homeschooling is a growing trend and as more families choose this educational option there will be more people with experience to answer those questions.

Education Articles - Thank for your visited to my blog, and click here you can read another Educational Articles

UNDERSTANDING CHILDREN AGES EARLY

2013-03-22T09:09:00.002-07:00

To understand the meaning of early childhood, the dominant view is that childhood is a period of the longest in the vulnerable person's life, when individuals where relatively powerless and tergantu to others. Early childhood / childhood dimlai after baby found a dependence, which is estimated at 2 years of age until the child is sexually mature, around the age of 13tahun for women and 14 years for men.

Childhood dibag into two distinct periods, namely early and late childhood. pediode early going at the age of 2-6 years and the final period at the age of 6 until the time the child is sexually mature.

The dividing line is important, especially used for children before they reach compulsory schooling required is very different from the children who attend school. While the mention of education as early in childhood as pre-school age.

Children at an early age as the age at which the child has not yet entered a formal educational institutions, such as elementary school, and they usually stay at home or take part in a variety of pre-school educational institutions such as play groups, kindergartens or nursery garden.

Early childhood can be said to be the age that can not be required to think logically, which is marked with the following rationale:

Think concrete, in which the child can not understand or think about things that are abstract (like justice and love)
Egocentric, ie see things only from their own point of view and not easy to accept the explanation of the other side.
Realism, which is a strong tendency to respond to everything as real or unreal.
Animism, which is a tendency to think that all of the objects in their environment as having human qualities possessed child.
Tendency to berpikirs simple and not easily accept something plural.
Sentrasi, namely his tendency to concentrate on a particular aspect of the situation.
Early childhood can be said to have a very rich imagination and imagination is often said to be the beginning of the seed of creativity in children.

From the above it can be concluded that the notion of early childhood is the condition of children aged two to six years, which is in the early development of childhood, that is characterized by concrete thinking, realism, simple, animism, sentrasi, and has the power of imagination rich.