Schoolwide Blog

Old School Vs New School. Are there best practices for learning? By Rashad Davis

Recent trends in education have brought about the demise of some of the old ways of teaching.  The method of skill and drill has become antiquated and even heretical in today's educational arena.  Teaching vocabulary words by having students define them in a dictionary has been squashed by those who champion best practice strategies.  The result of these initiatives is lower test scores and students who underperform.  The United States trails the world in math and science and many of our children struggle in the area of reading and comprehension. More...

Should we get rid of report cards? By Elisa Waingort

 
      It's report card time again.  I dislike report cards intensely.  It is a passionate hate affair between report cards and me.  It is the only thing I dislike about teaching and the only thing I didn't miss when I was a curriculum coordinator.  Since returning to the classroom three years ago I am constantly reminded of how much I dislike report cards.  Did I say that already?

 

    Reason #1:  I am forced to give a child a number that effectively ranks him or her in at least 50 descriptors ranging from physical education to reading and writing in a second language.  This practice persists despite the fact that studies have shown that children do better, i.e. learn more and actively engage with their learning, when they are provided with timely oral or written feedback about their progress than if they are given a numerical grade.  More...

Are there materials that abuse children? Yetta Goodman on polarized educational viewpoints.

I think that a lot of teachers are probably in what you might call a middle road {on education viewpoints}, but I do believe also that when you have a strong belief system you have strong views. For example, we know a lot about how kids learn.  We know a lot about how kids read. So if you're knowledgeable about learning and reading, and you see the kids having to work in materials and with programs that control teachers so that teachers can't make decisions that control learners so that learners can't make decisions, then your belief systems are saying to you wait a minute. More...

On Obama’s Longer School Days: Quality Vs Quantity By Yetta Goodman

 

 

 

All the research that I’m aware of that relates to improvements in classrooms and better education for kids is supported by the notion that the most important element in that equation is the classroom teacher and the specific relationship between the teacher and the kids. Teachers who are committed, who are passionate, who are excited about teaching, who understand and are knowledgeable: these teachers do pretty well with kids, and they do well with ALL kids. The more knowledgeable the teacher, the more committed they are to kids—the more they care about kids and values the kids’ language and backgrounds: those teachers generally do much better with the kids than other teachers.

To me the big factor is teacher development, professional development, and teachers having opportunities and options to select materials that they think will fit their kids. So, to me this whole notion that you’re going to change test scores by lengthening school days or lengthening school days or years is off point . . .

First of all, there are lots of people who say (an I don’t know all the research in that area) that research doesn’t bear that out. It all depends on what you do during that time.  We tell parents that it’s not the quantity of time you spend with your kids but the quality of time that matters and the same thing is true as teachers; it’s not the amount of time they spend it’s what they do with the time that they have.

How do they engage the kids in learning?  How do they help their kids become excited about learning? An that’s the main focus of Saturday’s discussion here is what roles of teachers help support learners to develop their own motivation to engage in learning to get excited about it. That’s what we need in classrooms—we don’t just need more time.


Transcribed 10/18/09

How to Get Students to READ! By Celia Anderson

 

“This is boring!”

“I can’t understand what they are talking about!”

“Can you read it to me?”

If you have heard any of the following, then you must be an English teacher! Unfortunately, all people do not love literature as much as we book lovers do, but there is a simple way to get students to read. No I don’t mean by pressing firmly on the back of their neck as they stare at a book, and not letting go until they utter their last word—I mean by diversifying your reading selection. {link to last Richard Peck Post)

My last blog I wrote about my experience with reading, and I dare say, some things have not changed. Many students feel empowered when reading positive stories about themselves. It’s not only a great way to get them motivated about reading, but also about life.

Consider the demographics of your class. Now do the same for the required literature. If there is an extreme disconnect, you have now found why your students equate reading to extreme boredom. I think it’s safe to say that in the 21st century, literature that deals with the life of all races and ethnicities should be included in the classroom.

Trust me…your students will thank you!

Celia Anderson
Author and Public Speaker
www.celiaanderson.com

Author Study of Greg Neri: Writing about young protagonists.

I often say the only difference between adult fiction and young adult fiction is the main character's age. You can pretty much deal with anything you do in adult fiction--from death to war, and anything else you might find in the Great American Novel... except it's fueled by the teen mind. And seeing a story through teen eyes is the key to why I write middle grade and YA fiction. More...

ESL/ELL Topics:

This month’s topics ask educators:

     • What are the greatest challenges facing ELL and ESL instructors?   Students?

     • What are some effective strategies for increasing English Language acquisition amongst ELL/ESL student populations? What works? Success stories.

     • What are some great books to use in ELL/ESL classrooms? Why?  How are these books best utilized?

     • Clarification of ELL vs. ESL student populations. Definitions. What are the differences? And how do these differences impact instruction?

     • What does the research say?

     • What does the future hold for ELL and ESL instruction?

     • For Schools and Districts educating ELL and ESL populations?

 

How do you think ESL/ELL learners might influence the future of education? Please let us know.

 

Links for Today

Links for 3.10.09.  If any of the topics interest you we'd be delighted to hear you respond.

 

Character Education in Home

How do You Feel About Technology In Classrooms

Cross Grade Interaction Idea

Collaborative Learning Through Online Tools

Day in a Life of a Teacher with Technology