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Tag: teaching strategies

  • All Kids Can SUCCEED – Be the "1"

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    All Kids Can SUCCEED – Be the “1”

     

    There has been much debate in education on who is ultimately responsible for a child’s learning.  In a perfect world the parents would be the child’s first teachers. They would then work closely with the best educators in the best schools using the best curriculum.  The students would receive an equitable education in a beautiful facility and then attend college for free, or enter the work force or military with strong values and appropriate skills. If this were happening with every child we wouldn’t have debate on how we educate our children in America.  But as you know, this is the exception, not the rule.
    IT STARTS WITH 1
    I don’t mean to trivialize such a complex debate, but I will attempt to simplify.  It starts with 1 caring adult who shows genuine interest in a child and believes wholeheartedly that they can, and will SUCCEED.  This adult must then commit to doing “whatever it takes” to help that child succeed.  This adult can be a parent, teacher, sibling, friend, relative, administrator, grandparent, etc.  An emotion we don’t often talk about in education is LOVE.  We have too many children in our schools that don’t feel loved.  This 1 adult offers this through caring, sharing and advocating for the child.  My personal education philosophy is to treat each child as if they were my own.  That means care for them, love them, discipline them and treat them with respect.  If every child had at least 1 adult in their corner, they could succeed.  Will that adult be you?
    PERSONAL STORY
    I can relate to children who may have it tough, and that is why I always knew I would be a teacher.  I was fortunate to have two loving parents, who instilled in me that school, sports and a strong work ethic were important.  I grew up in the projects on government cheese & food stamps.  But I was happy and enjoyed school, because I was loved.  I would go to the school gym on Saturday’s for “Boys Gym” where we’d play bombardment and other fun games.  I’ll never forget when the instructor of Saturday school pulled me aside and told me that an EDUCATION was the meal ticket to success.  He told me to get out of the projects.  I remember asking myself at 10 years old- how can I get out of the projects I’m only a kid?
    Looking back, I realize that by relentlessly pursuing an education I was able to reach my goals and enjoy a quality life.  I also realize that I was fortunate enough to have more than 1 adult care about me.  I wasn’t concerned with my socio-economic status, how nice my school building looked, or how many great teachers I had.  I was intrinsically motivated to succeed because people I trusted and respected valued education & did “whatever it took” to make sure I understood that.

    Imagine how many children out there have NO adult support, attention and love?  I hope that after reading this you can think of a child who may need your attention, support and love and become the 1.

  • How Tutoring Can Save Your Retirement as a Teacher

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    That certainly sounds like a grandiose title but it is 100% true and I will prove it to you in under 850 words. Based on that claim, I have no time to waste…except for right there…and there  : )
    The unfortunate fact is that in the past several years, almost half of our country’s states have altered their pension system in some form: either by reducing future employee benefits or increasing employee contribution percentages (or both). More states are considering doing the same or states that have already made amendments are looking to further alter their pension to the further detriment of their employees.
    Most state governments (and certainly the federal government) are facing budget deficits, debt, & pension deficits that range from moderate to significant. A 2010 study done by the Pew Center on the States, “The Trillion Dollar Gap”, graded each of the 50 state’s pension systems and 34 of them rated as either ‘Needs Improvement’ or ‘Serious Concerns’.
    If you think state teacher pension systems are in trouble now, wait for the next decade to pass. According to a 2010 McKinsey & Company report titled “Closing the Talent Gap”: more than half of today’s teachers, 1.8 of 3.3 million, will become retirement age eligible in the next decade. What will happen when these already stressed pension systems see massive outflows of their highest paid teachers from the ranks of paying into the pool of pension dollars and pull a 180 by starting to take money out of the system.
    Even if every teacher that retires is replaced, how can an unstable pension recover when waves of baby boomer aged teachers retire each year and with them take 75-80% of their higher end of the pay-scale salaries from the pension each year only to be replaced by new teachers at the lowest end of the pay-scale contributing no more than 10% of their salary into the system?
    Hopefully that doesn’t scare you too much as there is a solution. Back to the title of this post, what does this have to do with tutoring? How can that save your state’s pension plan and ensure that you are provided fully with the benefits you’ve earned and deserve? Plain and simple, it can’t.
    Okay, end of post.
    Just kidding.
    While tutoring can’t save your pension, it can save your personal retirement. It isn’t exactly a secret that teachers are under paid and underappreciated. And since teachers are already contributing a significant amount of their earnings to their state’s pension, it is understandable that there isn’t much money left over to save for retirement outside of the pension.
    This is where tutoring comes in. Many parents are looking for tutors for their children and are clearly looking for qualified people for the job. Who is more qualified to teach than teachers? Your experience and expertise gives you a huge advantage in the tutor market as well as could (and should) allow you to command a higher rate than others looking to tutor (and certainly if you have a specialty subject that further distinguishes you above the rest). Especially when you consider finding the most effective tutor for the child is the top priority for parents over trying to find a “bargain”.
    At My Town Tutors, rates range from around $30 – $85 per hour. Let’s say a 35 year old teacher hoping to retire at age 65 started tutoring just one hour per week at the lowest rate in that range and saved every penny of it in a retirement account outside of their pension. With a modest long term average investment return of 7% over the 30 years from age 35-65 (for comparison’s sake, the stock market as a whole was around 9% for the past century), the teacher would retire with an extra $157,674 at retirement.
    That is a very nice buffer to protect against anything potentially happening in the future to decrease your pension benefits. And if nothing adverse happens to your pension (cross your fingers), then you have that much more at your disposal to be able to do and see more of the things you’ve always hoped for. Just for fun, if that teacher received 9% average per year instead of 7%, they would have retired with $231,777 in the account.
    It isn’t hard to imagine what would happen if you charged more per hour or worked more than one hour per week as a tutor.
    Teachers have a great deal to offer as tutors, it can be a nice change of pace from working with full classrooms, and the potential long term rewards to your retirement for giving personalized teaching attention to individual students are now clear.
    Clocked in under my quoted 850 words, I hope I was able to prove to you how tutoring can save your retirement.
    However, having that knowledge is only half the battle. Teachers have many different types of retirement plans available to them and they aren’t all built the same. In fact, the difference between simply choosing your best option as opposed to your worst available option can result in tens of thousands of dollars more in your account at retirement. The even more shocking fact is that 80% of teachers choose the worst type of retirement plan available to them.
    To learn what the best plan for you is most likely to be, the dirty secret of why so many teachers choose the wrong plan, and how to significantly improve the quality of your retirement; sign up for this teacher-only webinar on Teacher Retirement Plans.
    Steven Daar is a published author & blogger on financial issues facing teachers and their retirements. He graduated with a degree in Finance from the University of Illinois in Urbana – Champaign and has since learned from and/or directly collaborated with some of the brightest and most decorated individuals in personal finance. He is also a constant student of his craft, looking for new or better information to pass on to teachers. You can read more from Steve at http://teachersretirementhelp.com/.

  • A Montessori Education

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    Author Bio: Shawn is the founder/writer at thekidexperience.ca, a “dad blog” about the experiences of raising kids and offering ideas, insights and opinions to other parents and families on everything “kids.”
    Montessori schools have been sprouting up for a number of years now and they have become a popular option for many parents, particularly for their very young children.
    With my wife being a certified Montessori teacher for more than a decade and our older daughter having gone through both Toddler and Casa programs, I thought I’d dedicate some space to helping parents evaluate if a Montessori education is right for their child.
    First, a little background on the woman behind the philosophy: Dr. Maria Montessori was an Italian educator who originally developed the program for underprivileged children in Rome, in the early 1900’s. (ironic that in North America it has largely developed as a costly private school option).
    The program is developed for children in specific age ranges: 0-3 (Infant/Toddler), 3-6 (Casa) and 6-12 (Elementary). Programs will vary by individual school. Many will only take children at 12 or 18 months and could end after Casa or carry on right through high-school. But by far the most popular program these days is Casa, for three to six-year-olds.
    The Montessori method involves a “prepared environment” with specifically developed materials for children to learn teach-guided lessons in language, math, culture, sensorial and practical life.
    Over the years, we’ve found that understanding of the Montessori program from those only vaguely familiar with it ranges from gimmicky to elitist. In reality, it is largely dependant on the individual school and how invested they are in the Montessori philosophy.
    Some of the negative impressions are likely associated to the wide-ranging standards within each individual school. The term “Montessori” is actually within the public domain so anyone can slap the name on their school and claim to follow the philosophy. Which is why you’ll see private Montessori schools ranging from someone’s six-child basement daycare to grand buildings with 300+ students in pressed uniforms.
    So how can you tell the good from the… well, not so good? The best way is to visit the school you have in mind, observe a class and ask a few simple questions.
    “Are your teachers accredited Montessori teachers?”  “Is your school accredited?” “Do you use the specific materials designed for the program?” And I would second guess any schools that claim “Montessori-style” classrooms.
    The accredited teachers and materials are probably the most important ones and should be your primary concern. Many schools will have a robust Montessori curriculum without an actual certification. To obtain that official stamp of approval for the school can often be a long, invasive and expensive exercise.
    Many schools will also have “Demonstration Nights” a couple of times a year where teachers (and often students) will display work and outline the operation of the classroom and the materials. This is probably one of the best ways to get a quick crash course on the Montessori environment.
    The final consideration of course is cost and that can range as dramatically as the types of schools themselves.
    Another common question is how children will fare once they leave the Montessori school and enter the “regular” public or private system. Our daughter’s transition has been very smooth into public school Grade 1 and it’s rare feedback that a Montessori student has struggled with their transition. More often than not my wife will hear how well the student compares with his or her new peers.
    In the end it’s not to say Montessori is any better than any other private, public or other type of school. It all depends on what parents feel is the best fit for their children.
    We’ve been very happy with our first daughter’s experience and are looking forward to when our next daughter climbs in the back seat and drives to school with Mom for her first day in Casa.

  • BULLYING BEHAVIOR: BEHAVIOR THAT NO ONE FORGETS

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    I speak to teachers all over New Jersey, Pennsylvania, Maryland, and Virginia so I was thrilled when I got a call from my hometown school district, and they asked me to do a workshop for their teachers. Some of the teachers I had when I was a student were still there, and it was a lot of fun for me to be teaching them something.
    The topic that they asked me to speak about was “Student Behavior Management.” I started to talk about bullying which is a significant part of behavior management today, and what an impact this horrible behavior can have on the school climate, individual classrooms, students, teachers, and even the community where the students live.
    When I gave the group a break one of the teachers in the audience came up to me and said, “When we were kids, you and I were both bullied by Tommy.” I looked at him and realized that he was the cousin of two boys that I played with when I was in elementary school. One of those boys was Tommy, who had bullied me. As soon as he mentioned Tommy and the fact that I was bullied by this boy I automatically started to look around to see if Tommy was there, even though I knew he probably wasn’t.
    This young teacher shared with me that even though Tommy was his cousin, Tommy had bullied him. He told me that his cousin used to hold him under water, push him, shove him, slap him, and to sum it all up, terrorize him. Both of us agreed that we were still scared to death of him, even though we were grown men.
    We talked about how he had been much bigger than we were and used his size to intimidate and frighten us. The part of our conversation that concerned me the most was that even after more than 30 years we both still remembered every bullying thing Tommy had done to us; we still had the experience of being bullied tucked away somewhere in our minds.
    It is no surprise to me that bullying has gotten worse over the years. Bullying has gotten so bad that the government has had to step in and make it mandatory that programs be created to stop bullying in our schools and in society. Not all people understand this behavior, and some people don’t even realize what bullying actually is. Many people don’t understand how they contribute to the continuation of the behavior, and in their own way make it worse.
    What is bullying? Bullying among children is most commonly defined as intentional, repeated, hurtful acts, words, or other behavior such as name calling, threatening, and/or shunning committed by one or more children against another. These negative acts are not intentionally provoked by the victims, and to be defined as bullying, an imbalance in real or perceived power must exist between the bully and the victim.
    Bullying may be physical, verbal, emotional, or relational. Bullying interferes with learning. In schools, acts of bullying usually occur away from the eyes of the teacher or responsible adults, consequently, if the bully goes unpunished, a climate of fear envelopes the victims.
    A comprehensive approach to bullying is necessary. Many children and adults seriously underestimate the effects of bullying and the harm that it causes the victims. Educators, parents, and children concerned with violence prevention should be concerned with the phenomenon of bullying because it is linked to more violent behavior.
    Jim Burns is best known for his presentations on Bullying, Motivating Disaffected Students, Defusing Power Struggles, Character Education, and Leadership. Jim has worked as a teacher and administrator since 1977. He is also an accomplished college instructor who teaches graduate level courses. He just completed writing and co-designing “The Bully Proof Classroom,” a graduate course that is now being offered at The College of New Jersey in partnership with The Regional Training Center.  He has recently published a new book titled The New 3Rs in Education: Respect, Responsibility, and Relationships.  This book is designed to create an awareness of the problems that teachers face today, and to give teachers the tools to create a classroom climate that is safe, secure, and conducive to learning. Please visit his website at www.bullyproofclassroom.com

  • Guest Blog – Why do we do things the way we do?

    One of the first questions I’m asked when a parent or colleague walks into my classroom is ‘Where are all the tables and chairs?’ At the beginning of each term the students and I spend a week experimenting with different layouts e.g. rows, groups, no desks at all, sitting on any side of the desk, any combination they can think of. At the end of this week we sit down and discuss how they would like the room to be set up, with each student giving a reason as to why they would learn better in their chosen layout. Based on this discussion we set out the tables students need and use the rest to create alcoves, or remove them from the room, giving us greater floor space and room to move within our classroom.

    When asked why I don’t have rows of set seats in my classroom, I ask ‘why do we need them, how do they help our students learn? Is being able to sit at the same desk for 6 hours a day an essential skill for an 8 year old child?’ In regards to behaviour management I have found that when given a choice as to their seat, students are also given responsibility over their decision and require fewer reminders to be in the right place, allowing me to focus on teaching.

    Whilst I understand many teachers would not like to teach this way, I believe that asking ourselves why we do things the way we do is vital to improving our teaching practices. Our world has evolved so much, and with the integration of technology we are going to see drastic changes in the ways in which we participate in the global economy. Thus the skills the students we are teaching today will require are going to be different, and our teaching styles must evolve and change to meet these new needs.

    As ‘digital natives’ our students are often going to exceed our knowledge of technology; even as a 3rd grade teacher I have students who can teach me something when using an Itouch, or assist to fix glitches with the SMART Board. I embrace this. With copious amounts of research dedicated to the benefits of collaborative learning, different learning styles, and deep understanding through hands on, in depth discovery, we must ask ourselves why we so often revert back to the model of the teacher as expert, standing in front of the class lecturing whilst students whisper or stare out the window tuning us out! When we allow students to take on the role of the expert, we teach them that their ideas are valid, that their learning has a purpose.

    Just as we as adults like to know why we’re doing something, so to should students have a purpose for their work. Some ways we have done this in our class have been used for years – such as students publishing their narratives into book format to be displayed in the classroom, others have arisen through the new technology we have available – such as practicing our proof reading skills by editing the comments left by classmates on our class blog during literacy groups, for spelling, punctuation, and structure. Students were completing the same content, but because they had a purpose their engagement and learning far exceeded that of when asked to edit a paragraph of writing they had no relationship with. Technology is not used as a token addition, rather it is a tool used regularly to foster student engagement through provision of purpose for their learning.

    Greater student engagement and genuine excitement about learning content has provided me with some hugely rewarding days as a teacher. I have yet to find a better feeling then hearing students lined up at the door excited to come to class!

    The use of technology such as the SMART Board and Itouch’s in particular, has also led to a few interested parents wanting to know what their child is learning from ‘playing games all day’ and why there is less writing in their workbooks than usual. School has changed since we were there and this is a natural question. Having already asked myself why I do things the way I do I am able to explain how we learn through games, and show some of the great educational material out there. I also address these concerns through my class blog – uploading photos, videos, explanations, and student work samples, further inviting parents to share in our classroom activities.

    Students also post and comment on the class blog. In a world being made increasingly smaller through the proliferation of technology it is vital that students learn the skills to communicate on a global platform in an effective manner. This began with our class blog, extended to commenting on other class blogs within our school, and will this year further expand through the use of ‘Quadblogging’ where we partner with three other schools across the world. As well as teaching writing content, students learn the skills to communicate online and are provided with a real glimpse into how other children around the world live.

    Just as each student has a different learning style, each teacher has a different teaching style, however we must ask ourselves why we do things the way we do if we are to evolve with the changes and continue to meet student’s needs in this new technological era.

    Amy Berrell is currently preparing to teach 3rd grade for the second year at a Christian School in New South Wales, Australia. She is passionate about incorporating innovative practices and technology into her classroom in a real and meaningful way. Throughout the year her class blog http://missberrell.blogspot.com/ will have pictures of her classroom and insights into the new practices being undertaken in her class

  • Student Grades: How to Turn Around the Midyear SLUMP

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    Marc Hoberman is the Owner / Director of Grade Success Tutoring and Educational Consulting. His One Minute Educator Videos help students, parents, and teachers reach their full potential. Marc is available for Private or Group Educational Consulting via webcam or phone. Visit www.gradesuccessinc.com for more information.
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    No matter what grade a child is in, it is imperative to begin the second half of the school year with renewed motivation and a positive attitude. It is not fair, however, to expect students to be able to do this without proper structure and support from the parent(s). Below are examples on how you can help your child improve grades for the last half of the school year. 1.     It’s time for a NOTEBOOK OVERHAUL- Be prepared to have your eyes pop out of your head when you see what the inside of a student backpack or notebook truly reveals. You will witness crumpled paper, torn sheets, and disorganized worksheets without dates, student names, or subjects indicated. This is one of the greatest reasons that students have trouble being organized and effective in school. THEY CAN’T FIND THEIR WORK! Whenever possible, try to have loose-leaf binders available with no more than two or three subjects per binder. (Some teachers only want spiral notebooks so you must adhere to their rules) Divider labels are needed in the following possible categories. Class Work, Homework, Tests and Quizzes. If all work is dated, then your child will now be able to find work chronologically and study properly. Also, children should have a hole puncher available for ALL worksheets given so teacher handouts can be placed in the appropriate section. (Purchase reinforcements as well). 2.     Parent / Teacher Communication is Essential-In a perfect world, teachers would be able to call each and every parent often to discuss ways for children to improve their grades, Unfortunately, teachers have many students and this will never be achieved consistently. You must email, phone, or visit your child’s teacher(s) and determine what was done the first semester and what the teachers’ expectations are for your child to succeed the rest of the year. Keep notes and make sure you ask what you can do to support your child in his or her success in school. This method creates what I like to call the TRIANGLE of Educational Success. We need the School, the Parent, and the Student all involved together in order for children to reach their full potential. 3.     Time can be the enemy, or the HERO-Adults have difficulty with time management so just imagine what student challenges exist with soccer, cheerleading, band, and the SUPERVILLIANS …..PLAYSTATION AND X-Box! Fun and breaks from work are a must but you need to set aside time when children will do their school work. A break is needed when they first arrive home from school. They should NEVER work for more than twenty minutes at a time. Even a sponge needs to be wrung out once in a while. I suggest twenty minutes of studying and then a five minute break AWAY from the study area. Then, upon return to work, MAKE SURE CHILDREN REVIEW the first twenty minutes of studying and THEN move on to new work or new material. Learning does NOT take place during the initial studying process….it takes place during REVIEW. Hopefully these strategies will place your child on the path to a successful 2012! Marc Hoberman is the Owner / Director of Grade Success, Inc. Tutoring and Educational Consulting. His One Minute Educator Videos help students, parents, and teachers reach their full potential. Marc is available for Private or Group Educational Consulting via webcam or phone. Visit www.gradesuccessinc.com for more information.

  • Guest Blog: The Art of Teaching Second Language Learners

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    The 4 D’s: Demographics/Definitions/Decrees/Development

    Demographics: Did you know that English language learners (ELLs) comprise approximately 10% of the students in the United States? That’s over 5.1 million students!
    Definitions: Although each state creates its own exact definition, the federal government gives us this general definition: An ELL is a student who comes from a language background other than English and whose limited comprehension of English is sufficient to create academic difficulties.
    Decrees: According to NCLB ELLs must meet two criteria: 1) learn English and 2) meet grade level content requirements.
    Development: It takes two to tango! Classroom teachers are responsible for the content learning of their ELLs. English Language Development teachers are responsible for English proficiency. More specifically, ELD teaches the English that students need to be successful in schools but will not learn during the rest of their school day.

    Here are some tried and true strategies from both the content teacher’s and the ELD teacher’s point of view:

    Student Interaction: Kids need to talk!

    Content teacher: Provide authentic opportunities for your student to express their learning.

    ELD teacher: Provide structured language practice that practices specific structures in English.

    The 4 Modalities: reading, writing, listening and speaking.

    Content teacher: Reading and writing provide the bulk of instruction with speaking as the culminating event: a speech or presentation

    ELD teacher: Speaking provides the bulk of instruction with writing as usually the culminating event.

    Classification: Our brains are pattern seekers.

    Content teacher: Graphic organizers are the best of the best practices. Use them as often as you can!
    ELD teacher:  Organize your instruction by function, form, and classes (vehicles, bathroom vocabulary, prepositions).  When the classification is built in, students have a framework for the new vocabulary and grammar structures.
    Routine: Create a learning environment.  Students are ready to learn when they know the schedule.
    Content teacher: Be predictable!  Set a schedule and stick to it.  Teach routines and procedures.
    ELD teacher:  With routines and procedures well rehearsed, your students will be ready to learn and you will make the most from your precious ELD time.
    Visuals and Manipulatives: Concrete and image based teaching makes the content accessible to ELLs.

    Content teacher: Use math manipulative materials, word walls with pictures, real objects (realia), provide pictorial cues along with word cues, graphics, maps, photos, word banks,

    ELD teacher: Make it visual.  Oral language development and visuals go hand and hand.

    Native Language: Use native language when possible.

    Content teacher: Partner same language students to help with translation, send homework in the native language when possible to connect school and home.

    ELD teacher: Cognates, cognates, cognates.  Also see which idioms occur in both English and the students’ native language.
    Educating English Language Learners is a team effort.  When the classroom teacher and the ELD teacher collaborate great things happen.
    Happy Teaching
    Lori Wolfe
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  • P is the Kindergarten "Letter of the Week"

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    26 Lessons for the Letter of the Week & Kindergarten Jokes

    Letter of the Week - P

    During the week, please learn to identify this letter, its sound, and formation. At home please make a list of words that begin with this letter. Also identify the high frequency words “like” and “is.” HAVE FUN! Please enjoy these activities with your child at home during the week.

    P Activities

    1. Eat a piece of fruit.
    2. Put your pants and socks on all by yourself.
    3. Paint or draw a pretty picture for your parents.
    4. Count all the purple and pink things in your house.
    5. Say “please” and “thank you.” Use your best manners and try to be polite.
    6. Count the pennies in Mommy’s purse (Ask for permission first.)
    7. Do a puzzle with your parents.
    8. With help, pour yourself a glass of juice or milk.
    9. Print your name on this paper.
    10. Please return this paper by Friday.
    This lesson was taken directly from the homework assignments of a Massachusetts kindergarten teacher. My Town Tutors connects parents with teachers who tutor. It is FREE for parents to search to a teacher in their area. Teachers can register for only $12 for a full year. That is the only fee. Teachers keep 100% of their hourly rate.