понедельник, 7 декабря 2009 г.

Learning the Multiplication Tables - Skip counting by two and three

If your child or student is learning to multiply, a good way to have them start out is learn skip counting.

Skip counting is simply counting by a whole number other than one. It's counting by twos, threes, fours, etc. For example, skip counting by twos is the same thing as reciting the two-times tables.

So what are the benefits of using playing cards to learn skip counting compared to staring at multiplication worksheets?

* Well, for one thing, it's not boring!

* For another, if you are actually counting objects, you have the tactile experience of feeling what you are counting.

* And there's the fact that you are saying the numbers (for a reason - after all you are actually counting something.)

* So with skip counting, you get the trifecta of seeing, feeling and hearing. You experience the numbers in three ways.

* And it can be fun. If you teach your child to count, say, playing cards by twos, not only will s/he count the cards faster, but s/he will lock in the two-times tables in his/her head

without having to stare at boring worksheets, watch or do any of those typical dumbing-down activities like watch cartoons teach them math, sing inane songs, or listen to baby-rhymes.

* One of the advantages of using normal playing cards (not flash-cards or cards from some contrived kiddie-math games) is that playing cards can remain life-long friends. They are objects that exist in the adult world, so your child will not have that feeling in the back of his/her mind that they are being pandered to.

Children can sense when their minds are being respected. When you teach them with methods that respect and foster their thinking abilities, instead of talking down to them, you are doing them one of the biggest favors you can do. You are also doing one for yourself, too.

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пятница, 4 декабря 2009 г.

Rule 161: Inspection of Schools

ation for Teachers > Inspection and Probation > Rule 161: Inspection of Schools

Rule 161: Inspection of Schools

Rule 161 of the Rules for National Schools as amended by Circular 11/’76 refers to Inspection of schools.

Six months’ notice

Sub-section 6 of this Rule refers to the issuing by an inspector of notice to a teacher that a General Inspection of her/his work will be held after an interval of six months. This notice is sent to a teacher who is rated 'satisfactory' but who no longer merits that rating in the opinion of the inspector. A six months’ notice is a written notice sent by registered post by an inspector to the teacher.

Rule 161(6) provides that:

Where the work of a teacher has deteriorated to such an extent that the estimate 'satisfactory' is no longer merited, and where, on at least two previous occasions during the preceding twelve months, an inspector has pointed out the defects observed in the teacher’s work and suggested remedies for them, an inspector (other than an unattached inspector) who is not satisfied that a genuine and reasonably successful effort has been made to remedy the defects, should give the teacher a formal written notice that it is the intention to hold a General Inspection of the teacher’s work after an interval of six months. An inspector shall not lower the estimate of the work of a teacher, other than a teacher on probation, except at a General Inspection following such notice.
The written notice referred to at subsection (a) of this section should be sent to the teacher by registered post, following oral notification on the day of the inspector’s visit.
In the interval between the issue of the notice and the holding of the General Inspection, the inspector should visit the school at least once, in order to afford the teacher such assistance as may be possible.
A clear interval of six months, exclusive of periods of illness or vacation, must elapse before a General Inspection is held following the issue of such notice. Furthermore, such General Inspection should not be held for at least six weeks after the reopening following the summer vacation or other prolonged closing.
The General Inspection held following the issue of a formal written notice need not necessarily be held by the inspector who issued the notice.

Kids Learn Better With a Song in Their Hearts

Do you recall the multiplication tables, grammatical terms, or historical documents through song? Many educators recognize that teaching with song makes learning not only more fun, but more effective and long-lasting. When you want to inspire your students, take time to tickle the ivories, pluck the strings, or turn on the boom box and “tune-in" to song. Included: Learn why songs benefit learning and how to choose the right material for the school or classroom.

"Pop culture has known for some time that music is an effective way to influence how children think of themselves," says David Craft. "It's about time educators began using music to positively influence how children see themselves in this world."

Craft started playing guitar in his junior year of college because the piano wasn't transportable and he wanted something to add to his "bag of tricks" for teaching. In his 18 years as a classroom teacher, he used the guitar to introduce songs that focused on the curriculum and to entertain during group camping trips. Today, as principal of Greenvale Park Elementary School in Northfield, Minnesota, Craft sings daily during whole-school morning meetings, and the focus of the songs he shares is on building-wide expectations and a "common identity."

"This is my first year at Greenvale Park, which has many experienced teachers on staff," he explained. "I wasn't sure how they would respond to the building-wide morning meeting with the group singing, but after our first one, some of them expressed how impressed they were with the addition of music."

Ask Greenvale Park students who they are, and the response will be, "We are hard workers!" The building message is Work, Respect, Belong. As students enter for morning assembly, they hear recordings that are representative of that message. Song selections include "Working in the Coal Mine" by Lee Dorsey, "Respect" by Aretha Franklin, and "Somewhere Out There," performed by Linda Ronstadt and James Ingram.

Why Make
Time for Song?

Early childhood educator and teacher trainer Sharon MacDonald believes there are many reasons why song deserves attention in classrooms.

Music helps children hear rhyme. They hear the similar sounds the words make and the cadence of the rhyming word patterns and word segments.

Music has a rhythm. Children listen to the series of beats in the lines of song and the patterns created by the beats in the words. (Beats are syllables.)

Music helps develop vocabulary. Children increase their knowledge of word meanings and word use by using new vocabulary in a variety of song contexts.

Craft plays classics like "She'll Be Coming Around the Mountain," along with selections for his many Spanish-speaking students, like "La Bamba" and "La Cucaracha." He introduces genres of music by allowing students to pick the style and tempo for familiar songs that he plays. A favorite among the students is "Big Booger," an anti-bullying song by Tim Noah.

"Music is a powerful medium to help kids see themselves as who they are and who they can be," Craft told Education World. "Singing with the students allows me to let my hair down and be seen in a different role -- not the iron fist, but the encourager, the supporter."

Craft invites musical performers to visit his students. When one told stories of bullying from his childhood and sang "Don't Laugh at Me," written by Steve Seskin and Allen Shamblin, even the toughest child in the crowd was moved. He plans to use this song to promote mutual understanding and "belonging" at Greenvale Park.

"Sharing songs is one way we promote healthy self-respect and perseverance," added Craft. "A mindset is nurtured and reinforced through the songs -- set a goal, persevere, succeed."

For example, Craft played "Johnny B. Goode" by Chuck Berry, which conveys the tale of a kid who mastered the guitar, and pointed out to the students that the "guitar" in the lyric might represent something else for them -- maybe math or spelling or… Later, individual students left notes for him stating things like, "I wasn't doing well in spelling. I worked hard, and now I'm doing better."

Says Craft, "The message conveyed is more important than the music itself."

Effective Educational Services For Students With Special Learning Needs

15 million school age children in the US have learning problems that public and private schools can’t solve. There are 72,000 special education students in LAUSD, alone. Every day these students sit unhappily in class, losing hope of ever realizing their dreams. Students are living in pain and shame. They are not learning to be successful students.

Their parents are frustrated in their attempts to find suitable education for their child. They’ve tried working through the public schools. They have hired tutors. Parents are calling for real solutions.

In order to thrive, these students need special educational methods that address their unique profile of strengths and needs. But even more importantly, these children require a new mindset of success.

Educational therapy offers help and hope to children and adults with learning challenges such as ADHD, autism, dyslexia, and learning disabilities. Educational therapy is an appropriate and highly successful approach to helping students of all ages achieve their maximum potential.

Educational therapists use state of the art educational programs and methods that have been proven to teach students with learning problems the skills they require to be successful. Educational therapy shows students how to overcome their learning problems and lead successful lives.

All throughout the school years, foundations for future success are laid down. Not only are students learning essential skills such as reading, they are also learning to value education. But most importantly, they are learning to believe that they are successful students!

When students experience repeated frustration and failure, they develop self-doubt along with dislike or distrust of educational experiences. These negative views influence how much students can learn, at every level from elementary school through college!

Special needs students experience three major problems with learning:

Teachers and tutors use the same methods for every child. Children are unique and each learns in his or her own way. Teachers and tutors usually do not understand how to modify their approach to address different learning styles.

Teachers and tutors only teach subject matter. Students who experience repeated academic failure lack the underlying foundational skills to be successful students. They often don’t know the best study methods, how to manage their time, or what the real secrets are to academic success.

Teachers and tutors do not address the root cause of continued academic failure—learned helplessness. When students experience failure after failure, they develop a mindset that they are “stupid” and “can’t learn.” They give up on ever being a good student! But, when students believe they can succeed, they begin to try. When they believe they can learn, they begin to study. When they believe they can have impressive futures, they make powerful choices. Students have the right to believe in their innate intelligence and skill!

Educational therapists generally begin their professional careers in special education, child development or counseling. The Association of Educational Therapists is the national professional organization that sets the training standards for educational therapists. There are three levels of membership in the Association of Educational Therapists: Associate Professional (introductory level), Professional (experienced), Board Certified (seasoned).

According to the Association of Educational Therapists: “Regardless of previous background, all Professional members of the Association of Educational Therapists (AET) have met rigorous professional requirements in the academic areas of elementary and/or secondary education, child development, educational assessment, learning theory, learning disabilities, and principles of educational therapy. All members have a B.A. degree and are required to hold a Masters Degree or equivalent in post-BA course work. They have completed at least 1500 supervised direct service hours, and are required to complete 40 clock hours of Continuing Education every two years.

To become a Board Certified Educational Therapist (BCET)®, a member must meet the following additional requirements: Masters Degree (required); one year membership in AET at the Professional level; 1000 hours of professional practice; formal written Case Study evaluated and passed by the AET Certification Board; a written examination that demonstrates professional expertise in educational therapy.”

To locate an educational therapist near you or obtain more information about educational therapy, visit the Association of Educational Therapists website.

About the Author

Dr. Kari Miller is a Board Certified Educational Therapist and Director of the Center for Empowered Learning, Educational Therapy in Los Angeles. She began her career almost twenty-five years ago as a special education resource teacher. She has worked with students in a vast array of capacities, including special education teacher and educational therapist. Dr. Miller has a PhD in Educational Psychology and Mathematical Statistics, a master’s degree in Learning Disabilities, Gifted Education and Educational Diagnosis, and a bachelor’s degree in Early Childhood Education and Behavior Disorders.

To contact Dr. Miller
Email: klmiller555@sbcglobal.net
Website: www.empoweredlearning.info
Phone: 310-280-9813

четверг, 3 декабря 2009 г.

Inspection of Schools: Summary

The following are the functions of inspectors as set out in the Rules for National Schools and in Department of Education and Science circulars:

to act as agents of the Minister for Education and Science;
to supply the Minister for Education with such information and advice on matters pertaining to individual schools and on educational matters in general as s/he may require for the effective administration of the system;
to co-operate with management authorities and teachers in the work of schools;
to stimulate interest in curriculum content and methodology;
to help young teachers and others who, in the inspector's opinion, are in need of assistance and advice;
to advise teachers, particularly principal teachers, on the implementation of a suitable school programme;
to assess the work of each school as a whole;
to call the attention of teachers and management to any breaches of rule;
to carry out a general inspection annually of the work of:

a) teachers rated 'unsatisfactory'
b) teachers on probation
to carry out a general inspection at the request of a teacher;
to carry out a general inspection (following six months' notice of intention to do so) in the case of teachers who, in the opinion of the inspector, no longer merit the rating ‘satisfactory’;
to perform an inspection of schools for the purposes of a School Report;
to select highly successful schools which teachers from other schools may visit for the purpose of observing methods of organisation and teaching;
to communicate personally, or in writing, with the board of management with reference to the general condition of the school or to matters requiring the attention of management, making such suggestions as they may deem necessary; and
to carry out such other functions, as agents of the Minister, which the Minister may from time to time require.

Inspectors are not authorised to decide on any question affecting a national school or the general business of the Minister and may not give direct orders in a school (other than in a Model School). (Rule 161(2) Rules for National Schools).

The following are the responsibilities of members of the inspectorate:

to carry out their functions (as outlined above) through incidental and/or pre-arranged visits to schools;
to inspect schools;
to assess the work of teachers; and
to acquaint themselves with the work of the schools in their districts and with local circumstances which influence the work of both teachers and pupils.

Executive Gives Arts a Boost Where He Got His Start

Long before Richard Fields became chairman of Coastal Development, LLC, which develops resort properties and entertainment venues, he was a student at C.S. 102 in the East Bronx, New York. It was there that a teacher introduced him to music, in the form of the clarinet, and broadened his perspective beyond the borough where he lived and went to school. To help other kids thrive, Fields founded the Fields Family Foundation in 2005, which supports several organizations whose aim is to protect the rights of children and ensure their safety.

Richard Fields

The foundation supports Good Shepherd Services, a non-profit organization that provides social, residential, and foster care services to struggling children and their families in several New York City boroughs. Recently, through that organization, the Fields Family Foundation pledged $1.8 million to pilot an arts education program at C.S. 102, to give children the chance to grow through involvement in the arts.

The importance of art education also is regaining prominence on the national scene. In August 2009, U.S. Secretary of Education Arne Duncan issued a letter to school and community leaders stressing the importance of art education and announcing an upcoming survey that will be used to develop the first comprehensive profile of art education in the United States.

Fields talked about his long-time commitment to arts education with Education World.

Education World: How did you become interested in the arts and arts education?

Richard Fields: As a child, when I attended C.S. 102 elementary school, I was given my first instrument, a clarinet, which exposed me to a world beyond the neighborhood. That experience was a turning point. I now have been given the opportunity to give back to a place that changed my life, allowing me to influence the lives of other deserving children. I want to ensure that a high quality arts education is rooted in C.S. 102, though all students throughout the city deserve access to the arts.

EW: Why did you think it was important to have such an extensive program at C.S. 102?

“Out of all of my years in school, from elementary to college, I only remember three teachers. One of those was the music teacher at C.S. 102 who taught me to play the clarinet. It’s remarkable that 50 years later, I still remember Mrs. Cuna.”

Fields: The arts are a powerful tool and encourage the development of well-rounded children. All kids should have access to quality arts education opportunities. All young people deserve diverse cultural experiences and the opportunity to express themselves through the arts. My donation to this school ensures that teachers and children have that access. Over the course of three years, the Fields Family Foundation has pledged $1.8 million for an Arts Academy program at C.S.102 elementary school.

The program’s goal is to infuse arts education and music instruction into the regular curricula while offering additional arts programming to students participating in after-school and Saturday programs. The program is run with the direction of Good Shepherd Services, which operates more than 70 programs in high-need communities throughout New York City, and allows students to develop their artistic talents through music, dance, theater, and visual arts programs.

EW: How has the arts program affected students’ academic performance and social growth?

Fields: The program at C.S. 102 not only impacts students and their learning, but it is designed to be interactive with the families. Making families a part of the program ensures its success. Parents work on exercises with children; they also have a measurement system so when their children come home from school, they know what they should be practicing after school.

We also have an interactive program for parents. Last semester, it was ballroom dancing. I remember watching one parent perform, and I actually thought she was the teacher. She was amazing and so graceful. Later on, I walked up to speak to her and was shocked to learn that she was a student in her own right, and had never danced before she took part in our program.

I had the opportunity to visit C.S. 102 earlier this year and see the students in action at the Arts Academy during their Works in Progress show. Seeing first-hand the hard work and commitment to learning new methods makes every dollar that goes into this program worth it.

We’ve learned that you must bring families and community into the school. When you do that, you have a successful program. I met another mother at this show whose son is in the program and he plays multiple instruments extremely well. He has the uncanny ability to pick up any instrument and master it. This mother went out and bought him every single instrument that he plays at school -- a huge financial undertaking on her part -- but she said the program has changed her son’s life.

EW: Was there a teacher or teachers at C.S. 102 who particularly inspired or motivated you?

Fields: Out of all of my years in school, from elementary to college, I only remember three teachers. One of those was the music teacher at C.S. 102 who taught me to play the clarinet. It’s remarkable that 50 years later I still remember Mrs. Cuna. She had a profound impact on my life. She gave me the instrument and encouragement, and it changed my world. [Editor’s Note: A number of years ago, Fields tried to locate Mrs. Cuna, but had no success.]

EW: What do you most want students to take away from the program?

Fields: The program gives students and their families a look at new opportunities, and a way to understand that the world is bigger than Taylor and Archer Streets. They see the world differently, learn new ways of thinking, and interact with one another in more positive ways.

Research shows that arts education helps all students develop more appreciation and understanding of the world around them. It is proven to develop well-rounded students with critical thinking skills. The arts have a measurable impact on at-risk youth in deterring delinquent behavior, while also increasing overall academic performance.

The school actually found some of the old instruments in the basement that had been sitting there for years. Our program enabled school personnel to refurbish those instruments, and now the children at the school are actually playing on the same instruments that alumni of the school played on years ago.

More than 500 children are now in this program, and our goal is to help expose them to the arts so they can create a better future for themselves. You never know what types of talents young children are blessed with. Without exposure to the arts, many students who have natural gifts for music, arts, or theater might never know it, and never explore those opportunities. Yet, fewer than one half of elementary schools in the New York City area offer dance, music, theater, and the visual arts programs; we’re trying to do our part to change that.

EW: What needs to be done at the national level to encourage the expansion of arts’ instruction in schools?

Fields: In order for arts education to expand and be successful in schools, you must have a city administration who supports the program. And you need a school administrator on site who understands the value of arts education. We are so lucky that the team at Good Shepherd Services helped facilitate this program.

“The arts are a powerful tool and encourage the development of well-rounded children. All kids should have access to quality arts education opportunities.”

There is full cooperation among all the parties involved. Yet, sadly, too many school districts are cutting out the arts and risking our children’s future. Giving to arts-related organizations decreased more than six percent in 2008. That has to change.

Cities across the country can follow New York City’s lead. In 2007, Mayor Michael Bloomberg and school Chancellor Joel Klein announced ArtsCount, a set of strategies geared to enhance arts education in New York City public schools. ArtsCount builds upon the Blueprints for Teaching and Learning in the Arts, which provide common benchmarks and curriculum goals for dance, music, theater, and visual arts. School districts across the country should adopt similar goals for their schools.

Mayor Bloomberg and Chancellor Klein have ramped up the city’s efforts to infuse arts into New York City public schools, but the pressure is on all of us -- our schools, arts education advocates, business leaders -- to seize opportunities for partnerships that can build the type of successful communities that we all want to live in, and support our kids -- the future of this city.

I encourage business leaders and those who support the arts to find an arts organization in their community to support. It’s a shame there are not more individuals utilizing their financial resources to increase the arts in their communities. Whether you give $100 or $1 million, we can make this happen. More than 100,000 nonprofit arts organizations’ programs across the country are working to improve the arts in our communities; however, nonprofit and governmental arts groups have faced funding gaps and budget shortfalls during the nation’s economic downturn. They shouldn’t have to suffer, and I am committed to ensuring that young children today are afforded the same opportunities I had as a child.

This e-interview with Richard Fields is part of the Education World Wire Side Chat series. Click here to see other articles in the series.