Pigs, Relativity, Statistics and What Sells

#1. Pigs, Relativity, Statistics and What Sells

Pigs, Relativity, Statistics and What Sells

I am blown away by the psychosis going on worldwide about this new flu virus that very sadly killed a number of people in Mexico.  It is not at all my intention to undermine the danger or the gravity and tragedy for the families who lost their loved ones to this virus. 

Pigs, Relativity, Statistics and What Sells

However, I would like a little bit of relativity and perspective in media coverage and allow people to live a normal life, without the phobia of some obscure virus.
Here are some statistics:

In 2007, there were 41,059 road deaths in the US.  This, by the way, was the lowest since 1994.  It is a pretty high number really if you bring it back to the reality of distraught families, children, parents, husbands and wives.  Everybody can somehow relate to that.  I lived in the Cayman Islands for 7 years.  That number is more or less the population of the island I lived on.  So in one year, it would be like almost an entire -albeit small - country destroyed.

Now let's look at it from another perspective:  There are just over 300 million inhabitants in the US.  Going back to my 4th or 5th grade class (or was it later or earlier?), let me see if I can come up with a percentage.  Please correct me if I am wrong: 41,059 out of 300,000,000 comes to about 0.013% of the population.  It doesn't seem like a lot any more, does it?

Cancer deaths are in the 500,000 yearly.  That's approximately 0.17% of the population. Cardiovascular diseases claim around 900,000 lives on average, i.e. 0.3% of the population.  The total death rate in the US in 2008 was 8.27 per 1000 population, in other words 0.8%.  The average death rate in Africa is about 13 or 14 per 1000, which is almost double.  Some African countries reach the sad record of close to 30 per 1000.

So back to the US:  As I am writing this, the airwaves are raving all over the world about 40 cases of a new form of flu that has not killed anyone yet in this country.  40 cases!!!!  Out of 300 million people living in the US!  Do you want to know what percentage that is of non-dead people?  0.00013%!!!  Since when is that an epidemic?

Why have we been hearing about this constantly over the last few days?  Airlines are cancelling flights to Mexico, people are cancelling their vacation...  We have created a phobia!  There are, as I write this, about 1600 alleged cases of the swine flu in Mexico, 149 confirmed deaths.  There are almost 110 million inhabitants in Mexico, about 20 million of which are in Mexico City.  Do I need to do the math? 

Can we focus on the fact that 99.99987% of the American population does not have the swine flu?  Can we focus on the fact that, this year, 99.2% of the American population is actually going to live and enjoy life?  Can we remember that thousands of people drive their car every day and come back home safe?  Can we be aware of all the life around us and enjoy it?

I would like to dare the media, just for one week, to show only positive news, to show the reality of the world and not just the drama, blood and twisted news that they always show.  For each car crash that makes the headline, there have been thousands of safe trips in the very same spot.  For each case of the swine flu, there are thousands healthy and happy kids in schools' playground.  Let's put things into perspective and carry on living life!

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What is the Value of Private Instruction?

#1. What is the Value of Private Instruction?

What is the Value of Private Instruction?

Many parents might ask the question: If my child receives academic instruction all day at school, how could he possibly benefit from instruction private instruction from a tutor? If my child plays the clarinet in the beginner band at school, why should I enroll her in private music lessons? There is much value for students who undertake private instruction, either for academics or for music. These may be divided into two categories - learning benefits and social/emotional benefits.

What is the Value of Private Instruction?

Learning Benefits

The first and most obvious learning benefit for students in private instructional situations is the individualized attention that they receive. Tutors are able to provide specific, individualized help. An algebra tutor may be able to quickly determine that a student lacks the understanding of factoring, for example, and address that first, so that students can take that new learning back to the classroom. A private music instructor may recognize that a student's fingering technique on the clarinet could be improved easily, and provide suggestions to the child for improvement. Because tutoring is most often a one-to-one teaching and learning situation, a private tutor is able to tailor his or her instruction to the child's dominant learning style, and address the child's specific learning needs.

In fact, one of the main strengths of private tutoring is the tutor's ability to immediately identify student errors and correct them. Consider a typical classroom setting; a teacher has 20 students. She has just taught an initial lesson on long division, and has given her students 25 practice problems. Michael did not completely understand the division process, but completes all 25 problems. Incorrectly. That means that Michael has just practiced the process WRONG 25 times. This procedure is now somewhat ingrained in his memory as the way to divide. A tutor who sits one-on-one with Michael would be able to stop him immediately - right at the point he is making a mistake. That will "break the chain" of misunderstanding, and allow Michael to begin to re-learn the procedure correctly.

A second learning benefit is that children often feel that private instruction provides a "risk-free" environment, so they are willing to "go out on a limb", even if they are unsure. Often, in classroom settings, students are reluctant to raise their hand to ask and answer questions. They are worried that others may think they are asking a "stupid question", and they do not want their peers to think they do not understand. However, private tutors and instructors are able to establish that it is all right for the student to admit he or she does not understand. Tutors are able to address any misunderstandings of academic content or music performance in private - a situation to which students are very responsive.

A third learning benefit is that students are able to advance at their own rate of learning, free of competition. In academic classrooms and music classrooms, there is always an undertone of competition, as there are some children who always want to have the highest score on the timed math fact test or who want to be first-chair in the flute section of the band. A student who plays trombone in the 5th grade orchestra, for example, may exhibit difficulty with scales, exercises, or music pieces. Working with a private instructor will allow him to improve his technique gradually, as he masters skill after skill at his own pace. The student is then able to take those mastered skills and apply them in the classroom or band room.

Social/Emotional Benefits

In addition to the learning benefits of private tutoring or private music lessons, there are also several social and emotional benefits. First, private instruction allows children the opportunity to develop relationships with another adult who is knowledgeable in the area of study. The tutor is just like another teacher, and the instructor giving private voice lessons is just like another chorus director. These relationships provide another facet for rich and meaningful learning of the content.

A second social/emotional benefit to students who undertake private instruction is that they often experience improved self-esteem, confidence, and attitudes. Think how much better Julie's attitude would be toward math if the "gaps" were filled in for her, and she went from making D's on her math tests to B's? These gains in self-esteem and confidence often results from the increased feedback, praise, and encouragement that they receive in one-on-one learning situations.

Perhaps the most significant benefit of all is the ability of a private tutor and his or her student to focus on the mere process of learning, rather than only the outcome. Instead of emphasizing the completion of a project or the grade earned on a paper, the child can focus on HOW to do things: how to solve problems, how to set goals, and how to be proud of his accomplishments.

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SSAT Preparation Test - Taking the SSAT

#1. SSAT Preparation Test - Taking the SSAT

SSAT Preparation Test - Taking the SSAT

Thinking about sending your child to a private school? There are a lot of options across the country for parents to consider. From Boarding Schools, to Military Schools, along with a host of other excellent private schools to choose from. Once you and your child select the right school, it's time to focus on the admission requirements. Along with prior school transcripts, grades, and any personal recommendations, you're son or daughter will be required to take an admissions test. The two most commonly used tests are the ISEE, and the SSAT. We will be discussing the SSAT (secondary school admission test) in this article.

SSAT Preparation Test - Taking the SSAT

The SSAT test is available in two different levels. The lower level, for students in the middle school range (5th to 7th grades), and the upper level for the high school years (9th to 12th grades). The test can be taken at several locations throughout the US and Canada.  The SSAT test is administered during the Fall and Winter months (October thru June). Total test time is 155 minutes. Test components consist of 1 writing element and 4 multiple choice sections.

 Writing Element Students are required to write an essay on 1 topic. They are provided 25 minutes to complete the work. This portion of the test will not receive a grade, but a copy of the essay will be sent to the school.

Reading This section consists of 40 questions with a 40 minute time limit. The reading element is designed to measure the student's ability to comprehend what he/she reads.

Verbal The verbal section has 60 questions and is 30 minutes in length. This element will test the student's knowledge of vocabulary. There are 30 questions on synonyms and 30 questions on analogies.

Quantitative /Math a total of 50 questions with a 60 minute time limit. The math portion of the test is divided into two 25 question sections with 30 minutes each. The questions include basic mathematics, algebra, and geometry. The quantitative section measures the student's basic math skills similar to those he/she would use in everyday life.

The SSAT test is designed to be used in conjunction with a student's transcripts, gpa, and any personal recommendations to determine whether they are a good fit for a particular school. This test measures how your child stacks up against other student's taking the exam. It also serves the purpose of observing each potential student's learning curve in regards to the academic studies taught at the school of choice. 

Having the basic knowledge of what is on the SSAT test will go a long way in helping each student begin their preparations for the exam. These preparations should begin months prior to scheduling and taking the SSAT test. Success rates are proven to be much higher for student's who take a practice SSAT test 2 to 3 times prior to the real test. There are many different editions available making it unlikely a student would ever see the same test twice. SSAT Review

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Girl Scout Engineers!

#1. Girl Scout Engineers!

Girl Scout Engineers!

Although the number of women in engineering is growing, the growth has been modest compared to other careers. That's because even though girls have the smarts, if they don't take the required math and science in high school, engineering school is a far reach. As a group, girls get less math and science training. That's where women engineers help.

Girl Scout Engineers!

Through programs like Girl Scout Engineers, women engineers show girls that math and science is fun and challenging. The girls are amazing. They have brilliance and technical ability second to none. So many have a natural inclination for the maths and sciences, so it is often easy to get young girls interested in engineering topics. But studies tell us that unless we reach girls by the 5th or 6th grade, they probably won't get the courses needed in high school. That's why programs that reach girls and young women are so important..

The activities used to demonstrate hands-on engineering are teams tasks like building an electrical circuit, puff vehicle relay race, ship-a-chip packaging and designing simple machines. When teams design and build something, they get a glimpse of what it is like to be an engineer. Often the end product is destroyed to see its durability, but that's part of the process and often the most exciting part. Whether it's robot wars, egg catapults or ship-a chip packaging, in the end survival rate says it all. Engineers of both genders like controlled destruction!

Engineers make this world a better and safer place. From the tallest building to the deepest well, from clothes to furniture, each product made by man has been designed, manufactured and improved by an engineer. Often women choose engineering because they love technology and want to help people. That excitement and sense of purpose is easily transferred to the next generation of female engineers.

Women bring a unique dynamic to engineering, tending to be more nurturing and involving. Women are communications experts, continuously talking about what is seen, thought and felt. Females remember the smallest of details, sometimes for decades. And circular thinking complements linear thinking.

So encourage your daughters and sisters to explore math, science and technology. And there will be a female scientist or engineer to provide the inspiration!

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Middle School Case Study

#1. Middle School Case Study

Middle School Case Study

I met "Gloria" when I first went into my assigned observation classroom - 9th period Native American Connections. She is a 13-year-old seventh grader with brown hair and brown eyes. She is Native American. She is left-handed. She has one sister (16-years-old). She is not very tall, but is showing the first signs of puberty. I noticed occasionally that she wears light eye shadow (like white or pale pink) and lip-gloss

Middle School Case Study

When I asked "Gloria" a few introductory questions, I discovered that her favorite subject is math, her favorite color is red and her favorite music is rap. "Gloria" is not involved in any clubs and doesn't really watch television.

When I asked "Gloria" for her class schedule, she did not have a copy of it; but was able to tell me what classes she takes and when. She starts her day out with PRO-Time (People Relating to Others). Then for second period it's on to reading. Third period is math, fourth period is Native American Connections, and then she goes to lunch at fifth period. After lunch is Language Arts for sixth period, science for seventh period, keyboarding for eighth period, Native American Connections - guided study for ninth period and lastly, Social Studies for tenth period.

On Tuesday, March 22, 2005 I followed "Gloria" around all day. When I first found out that I was supposed to follow a 13-year-old seventh grader around her school all day, I was nervous. I was worried that she would feel self-conscious and embarrassed that I was there; however, this was not the case.

1st Period - PRO-Time: "Gloria" showed up at 8:40 am for class that began at 8:45 am. She had wet hair, a cute black sweatsuit, and white Nike tennis shoes. She quietly went to her locker, got her notebook and went to class. She had quiet participation in a conversation with other classmates before class started. Some girls were talking about gymnastics - "Gloria" just listened. "Gloria" got out a sheet of fruit stickers, which the girls passed around to see what they wanted to wear. "Gloria" selected a sticker that looked like a bunch of grapes and placed it on her left cheek.

Class started with the Pledge of Allegiance and Announcements. The teacher then read off history/ social studies trivia questions. "Gloria" never raised her hand.

PRO-time was a free period where some kids were playing some sort of basketball game with garbage cans, and others sat around talking. "Gloria" sat in on a conversation with four girls who were discussing hair. The girls decided it would be fun to "change names." "Gloria" decided to now go by "Cody" (a boy student's name).

2nd Period - Reading: The students were given a worksheet. "Gloria" sat quietly, taking out a pen to circle the answers. "Gloria" completed the worksheet rather quickly and sat quietly, looking at her neighbor's textbook cover and biting her pencil. Then the students were instructed to exchange their paper with a neighbor to correct. "Gloria" listened very well, while looking around the classroom. One of the kids said they had the Oscar Mayer Bologna song in their head. The teacher said, "well don't start singing it or it will get in ours too." After the worksheets were reviewed, and they were transitioning to a period of silent, sustained reading, the student began singing the song. The teacher used this as an opportunity for some lighthearted transitional humor. She began singing songs for very little kids, such as from The Wiggles, Barney, etc. This amused "Gloria".

"Gloria" brought a book to read, called "Swallowing Stones," by Joyce McDonald. During the first eight minutes of this silent reading period, "Gloria" was distracted from reading (looking up) 7 times and only turned the page once. Then she put a bookmark in her book and got a Teen People magazine from her neighbor. She only looked up three times from her reading this time (the last time - to look at the clock). After 20 minutes of reading this magazine, with two minutes left of class, everyone stopped reading, and "Gloria" used this time to stretch and chat.

3rd Period - Math: The class started with a short quiz. Then an overhead was turned on showing the class schedule:

o Content Objectives - students will learn properties of various shapes

o Language Objectives - students will take notes on shape

o Warm-up - quiz

o Homework Assignment - correct test

o Materials Needed - notebook, pencil

"Gloria" did the quiz, then got out her assignment notebook. When everyone was done with their quizzes, the students traded their quiz with a neighbor. "Gloria" got all five of her questions correct. The class was reminded that the worksheets are due at the end of the quarter (in two days).

Then the class was given a lecture on polygons. "Gloria" was attentive, and took notes. She appears to get concepts quickly, then ceases to pay attention - zoning out. "Gloria" also never raises her hand; however, when called on by the teacher, she tends to know the answer. She continued to write notes then stare off into space. "Gloria" took two pages of notes.

After the lecture, the students were instructed to work on their flip charts with a neighbor, which is also due in two days. While working with her neighbor on their flipcharts, "Gloria" explained some questions the other student seemed to have about the worksheet. She seemed very comfortable and confident with the material.

Because it took the class two minutes after the teacher first tried to get them to quiet down at the end of class, she made them stay two minutes after the bell. Although "Gloria" was sitting quietly the whole time, I was surprised that she was not upset that she was getting in trouble for other students' misbehavior.

4th Period - Native American Connections: The class started out with a test - the students were supposed to have a pencil and sheet of paper out. At first "Gloria" only got a pencil out (wasn't paying full attention). There was a Native American man from the Multi-cultural Center leading class (as he does every Tuesday). The instructor said that new students were not required to take the test, and "Gloria" joked, "I'm new!" The instructor laughed, and "Gloria" got paper out and prepared for the test, which was 20 questions regarding Lakota / Sioux language, history, and culture. Some of the questions were Lakota vocabulary such as directions, and he would say a word or phrase and ask what it means. "Gloria" appeared bored through much of this. The instructor's last test question was, "Who's a better teacher, your regular instructor, or I - - - think carefully. There IS a correct answer to this!" The class really liked this joke, and when they went through the answers to the test, many of them loved telling him the answer to the last question was either him or the regular instructor, and why. He pretended to be proud or offended as applicable.

The instructor taught the students the words / message / 'tune' to the Sun Dance Song. He explained a little about the ceremony, and said that he has participated in the Sun Dance before, which is one of the Lakota's most sacred ceremonies. While they were going over this, "Gloria" was laying her head on her desk, and whined, "I don't like that [having to sing the song]." She sat there, smirking most of the time, and not singing.

At the end of the class, The instructor said the class would be learning and playing the Moccasin game next week, which is played with four pieces of deer hide and 1 chip (kind of like '3-card monty'). Each team will have seven sticks. If they guess wrong (playing the game) then they have to give a stick to the other team. They are to play until one team has all the sticks. During all of this explanation, "Gloria" was leaning back in her chair, clearly bored. Since there was a little time left-over, the class did a game with multiplication flash cards - 'Around the World'. Instantly, "Gloria" was alert and engaged, and begging to go first. The class had a great time playing this game until the bell rang.

5th Period - LUNCHTIME: When we got to the cafeteria, the children were expected to sit at assigned seats. While going to her table, a boy came up and was pushing / wrestling "Gloria" down, teasing her. It was clear that "Gloria" both liked and hated the attention. I noticed that the girls, for the most part, were all still wearing their stickers. One girl wasn't, because she said that a teacher felt that she was being disruptive by wearing the sticker on her cheek, and made her remove it from her face. The girls were still playing the game where they were to use different names.

During lunch, the girls talked about who's going out with whom. On the way to the next class, "Gloria" and her best friend "Melissa" walked down the hall shouting out to boys, ""Gloria" wants to go out with you!" "No, No! She's joking. HEY! "Melissa" wants to go out with you!" "No I don't, "Gloria" does..." etc.

6th Period - Language Arts: The kids came in and immediately started reading (without instruction). "Gloria" wrote in a notebook "Hello, my name is Cody." The teacher noticed "Gloria" wasn't reading, gave her a look, and she put the paper up and got out her book and started to read. For the next six minutes, her eyes wandered five times. She continued to zone, staring off into space, not really reading and playing with something hanging off of her notebook. She picked up her book like she was going to read, then began drawing on her notebook cover. The class stopped reading six minutes after they started, and it did not appear "Gloria" read at all during that time.

After the brief reading period, the teacher lead them through an assessment practice - working on revising and editing through the use of the overhead and a language arts assessment worksheet. They then finished reading a story called "Immigrant Kids" from their textbook, followed by a quiz. The class was learning about finding the main ideas in a story and drawing them out of the paragraphs. While the teacher was reading, "Gloria" read along. Then the class was expected to write in their notebooks the main idea and three supporting details. "Gloria" wrote like this:

MAIN IDEA

a. Immigrants had to help officers...

b. Before immigrants....

c. When the immigrants...

The teacher's instructions were suggestive that the students should write something more like:

IMMIGRANTS ARRIVE AT ELLIS ISLAND

a. Had to be examined

b. Had to answer a series of questions

c. Had to ....

She worked quietly on the next Main Idea assignment, and then had a quiz to complete. Once she was done with the quiz, she was supposed to have free reading (choice reading) - if time allowed. "Gloria" finished the quiz and went on to the word search on the back of the quiz.

7th Period - Science: This class was all about preparing for the end of the quarter by getting an assignment turned in to be graded by Thursday. The students were working on their science logs.
I noticed a trend among the teachers throughout the school day during this visit - they continued to remind the students of two things:

1. The third quarter ends in two days

2. Since "we've been talking about / doing x-y-z for 3 quarters now..." "There's only 9 more weeks of school..." "You need to start thinking like 8th graders, since you're practically there..."
"Gloria" sat, waiting patiently to have her science log stapled by the teacher, who came around to each student individually, to do this himself.

I found that "Gloria" does very well with:

o Following instructions

o Doing assignments with ease (quickly)

o Not disruptive in class - doesn't join in when others are disruptive

The students were instructed to give their logs to a neighbor, and put point values for certain types of information present on each page (basics such as page number, title, # of items expected on page, etc. - - - not for content). The student would get a 1 if it was all there, and a zero if it wasn't. When "Gloria" was done looking at the other student's science log, she sat quietly, nibbling on her nails. When "Gloria" got her science log back from her neighbor, the teacher walked by and glanced down at her paper (where the points were assessed), and said, "Good job!" "Gloria" smiled quietly to herself.

8th Period - Keyboarding: This was BY FAR the hardest class for which to shadow a student. The students work independently - there was next to no interaction with each other or the instructor (which was a substitute today). "Gloria" first worked on a Words per Minute (WPM) timed test, and was required to record her results on a log. Then she did spelling and punctuation tests, and worked on skill builders. There were a lot of options available for skill building, such as various word/ mouse games, but "Gloria" chose straight keying practice lessons (for speed/ accuracy).

9th Period - Native American Connections - Guided Study: This is the class that I normally observe on Thursdays. During this day, I noticed that "Gloria" had photos on the cover of her notebook. I asked who they are pictures of, and she said they are two cousins and three friends. One of the friends is a boy over whose picture she has written the word "hottie". "Gloria" put three more pictures on the back of her notebook (using teacher's scissors and tape), which was not exactly studying; however, the teacher did not take notice of this.

"Gloria" used this class period to complete the flip chart from math class. She was actually pretty focused for study hall. This was the quietest I have ever seen this room. Everyone appeared to be on task today. Of course, the louder students were not in the room today. Two boys and two girls were sent to go work on their language arts research papers with their teacher and/or go to the library to avoid getting an F for the quarter in that class.

I noticed that "Gloria" has one of those "hope" pink rubber bracelets on her left wrist. She has written the name of her best friend "Melissa" on it. On her right wrist, "Gloria" has a blue hair scrunchy, although she has not had it in her hair all day. Near the end of the class, the math project was complete, so "Gloria" spent the rest of the time taping pictures to her notebook. I find that observing an "at risk" student in study hall is a good setting because they are off-task so much; however, this was not the case for anyone on this day (at least not in this class). The instructor looked at "Gloria's" math flip chart when she was done and told her, "This looks really nice, 'Gloria!' "

10th Period - Social Studies: There was a student teacher, for this class. He put the following objectives up on the overhead for the day:

- Daily Focus

- Section 4 assessment

- Chapter 17

- Geo test today (Asia test tomorrow)

"Gloria" had focus issues in this class, and was writing on the desk behind her. She was supposed to be writing a hypothesis regarding "The Bedouin Tent" - from overhead slides reflecting tent terminology (i.e. mog'ad - or sitting place for men entertaining guests; ma'had - woven curtain between men's/ women's sitting place; maharama - place for women). The teacher tried to engage the students in a discussion regarding this material (i.e. "why do you think the mag'ad is used by only men and guests?"). The class was less than enthusiastic with the material. "Gloria" was staring off again, not writing answers, writing down the ideas people came up with and talking to her neighbor.

Apparently, yesterday they did group projects on page 496 of their Geography books and now were required to write in their journals regarding what they learned. The teacher instructed the students to pair off and work together. Left to their own devices, the students did not get into pairs right away, wasting a lot of time. A couple of people paired up, but most of the class worked on the task individually. "Gloria" chose to work on her own, answering questions to the chapter. All sorts of disruptions were going on in the room, but "Gloria" stayed on task. During class discussions and assessment, "Gloria" never raised her hand, and stared off while chewing on her pencil.

The students were given a Geography test covering weeks #21 through #24. The teacher told them they could prepare/ study while he sets up the quiz. "Gloria" was writing on the desk (cheating? - - -I never looked to confirm). "Gloria" completed the quiz and put her journal on the back table.

Over the weeks, I have observed that "Gloria" is typical for a girl her age, according to NMSA (2003), in the following ways:

Physical Development -

o Often restless and tired (everything is 'boring')

o Increased sexual awareness (as evidenced in her spoken and written comments about boys being "hotties" and previous observations of her assignment notebook, etc.)

Cognitive - Intellectual Development -

o Prefers passive learning (observing rather than volunteering to give answers)

o Prefers to work independently when given a choice of working alone or in pairs

o Challenges rules / authority (gum-chewing a big issue for "Gloria")

Moral Development -

o Has problem with "cultural acceptance" according to her instructors - feels is superior to other 'more Native' students

Psychological Development -

o Self-absorbed

o Aware of ethnic identity, but struggles with accepting it in herself / others

o Likes recognition for accomplishments - even a simple 'thank you' or 'good work' are important to her

o Has a positive outlook

Social - Emotional Development -

o Strong need for approval

o Strong need for peer acceptance

In speaking with "Gloria's" instructors, I learned some more interesting insights into what makes this child "tick." According to her Native American Connections instructor, "Gloria" is extremely bright. She is more motivated socially than academically. She is struggling with her identity and is a bully. She picks on other students who are more "Native" than her. She talks about them, threatens to beat them up. She is struggling with her Native American identity. By targeting the "more Native" students, she is attempting to define her place in the pecking order. In comparison to these other Native American students, her family is more affluent (more financially well to do). "Gloria" also struggles with the Lakota value system - she fails to take it seriously. She is more assimilated with white / dominant culture and torn / turns away from Lakota culture.

The instructor and I have both observed that "Gloria" likes to break minor rules (i.e. gum-chewing...she did this several times throughout the day - a teacher would call her on it and ask her to spit it out. "Gloria" did this reluctantly, but then in the next class she'd have gum again. Part of this was achieved by "pretending" to throw the gum away, and partly getting the gum from somewhere. I have no idea when and/or where the gum ever came out and was put in her mouth. It just materialized.

The Native American Connections instructor believes that "Gloria" will graduate from High School. Math engages her. She focuses and gets right to it. "Gloria's" Grandmother lives with her and she believes in the importance of education. "Gloria's" mother is less focused on education for her daughter; therefore, the child is torn as to what is best, because she doesn't want to hurt either important authority figure in her life. When I asked what the instructor thinks "Gloria" needs most, she said discipline for unacceptable behavior (inappropriate notes, bullying, etc.) for which she has received In-school suspension (ISS), Staying After School (SAS - detention), etc. as a result.

I then spoke with the PRO-time instructor, who felt "Gloria" is very quiet, shows independence - blatant disregard for rules (i.e. gum-chewing) - which is a control issue for "Gloria". She wants someone to tell her she has to spit the gum out. The PRO-time instructor said that "Gloria" definitely works below her potential. She is missing some basic skills. This instructor said that "Gloria" is good in class, is very organized (and detailed in her planner) but will be left behind because she's quiet. "Gloria's" Mom missed her 1st quarter conference (called and said couldn't make it). Her Mom came to the 2nd quarter conference and was asked by the PRO-time instructor to allow her daughter to be put in an 11th period. This is an opportunity for students to catch up on work, since they may not have time at home; plus they can get assistance with assignments with which they are struggling (like additional guided study time).

I would recommend the following for "Gloria" - increased use of games as a learning tool - according to Wormeli (2001, p.49) games are "intrinsically motivating...When people have fun, they don't realize they are learning." I completely agree. During my day of observation, all of "Gloria's" classes had the students engaged in seatwork, quizzes, and reading / lecture activities. "Gloria" seemed to really respond to the game that took place in the Native American Connections class - and that was clearly an opportunity for kids to show their knowledge of subject matter - multiplication and division flash cards.

I did not observe any "true" collaboration in any of the classes, other than kids working together on their own individual projects in math, and being given the option to pair up in Social Studies. I would like to have seen the student teacher actually pair the students up himself, so the children didn't feel they had a choice. As I indicated above, when left to their own devices, the students did not pair up; however, there is definite benefit to such activities, and I would like to see "Gloria" learn how to participate in such.

I would like to see more integration of coursework between classes - I saw no evidence of such activity; however, I did observe it on one of the Thursdays when I came to observe. The kids were working closely with some Native American individuals from Wisconsin who were teaching them to make model "Tipistolas" (tipis). Apparently the activity integrated concepts from (and was worked on during) math class, art class and Native American Connections. Later in the semester, I also observed children working on 'bead looms' in the Native American Connections classroom; however, I never learned if this was coordinated with any other class such as art or even math (patterns).

I noticed that "Gloria" never voluntarily speaks up in class; but when called on, is attentive and usually has the correct answer. This is touched on in Wormeli (2001); however, I found an interesting article regarding learning styles of Native American adolescents which also talks about this subject matter (More, 1989). In this article, Mr. More indicates that Native American culture focuses on a more "think-then-do" approach to learning rather than the traditional classroom's "trial-and-error" approach. Native American students would rather think about the question and make sure they have the correct answer before just "blurting out" the answer and getting it wrong.

I would like to see more of her teachers providing differentiated instruction, to reach children's differing intelligences. I realize that the day I observed was so close to the end of a quarter, that there was a lot of "house-keeping" being done. This may explain the 'boring' instructional techniques. According to another article that I read regarding teaching styles for Native American students (Swisher & Deyhle, 1989), Native American students "tend to approach their world visually and by quiet, persistent exploration...a style of teaching stressing overt verbal performance is alien to such a child." So lectures are not always the best way to go with these students, at least not all the time.

I don't completely agree with this perspective as it relates to "Gloria" because she showed a great deal of competence in taking notes, and was content with quiet activities. I would just like to see things "shaken up a bit" in these classrooms, to engage the students in their off-task behaviors. For example, during the Social Studies lesson, I believe that the students would have better responded to a game of jeopardy regarding the tents of Bedoins rather than a worksheet / review. I understand that the teachers needed to assess the students for quarter-end, and that grading a piece of paper is easiest; however, Middle School students need variety and creativity from their teachers and their lessons. Most of the teachers only were instructing to the "verbal / linguistic" intelligence of their students. Maybe a game like the one presented in the Native American Connections class, where the kids stood and when they got a question right, they got up and didn't have to sit again until someone else got one right. Then that person had to sit in the first person's seat, etc. It was fun, kids had to "think on their feet" and they got to move around a bit. Plus it let them reinforce material they had already learned.

According to an article I read in the Middle School Journal (McCabe & Greenwood, 2005), "People tend to avoid tasks and situations they believe exceed their capabilities, but they undertake and perform assuredly activities they judge themselves capable of handling." This appears to be true for "Gloria." When I asked her what her favorite subject is, she said Math, with no hesitation. It is evident that math comes easily for her, and that she enjoys it. In fact, I think it might not be a bad idea to try to give her a chance to perform more challenging math work.

I found that "Gloria" might not enjoy reading. Although I never asked her why this is, it is possible that she does not feel it is something she does well. This negative self-efficacy toward reading is evident in the amount of off-task behavior exhibited during periods of quiet reading time. Perhaps instead of just giving students 10 - 20 minutes of sustained reading, I would like to see more accountability for that reading. Keep a journal about what they are reading, how much they have read, what occurred during the reading, etc. With specific direction as to the application of that reading, "Gloria" may find it easier to stay on task. During her Reading class, I'm pretty sure "Gloria" couldn't tell you what was happening in her library book, but she probably knew everything from who's dating whom to what Hillary Duff or Lindsay Lohan wore to recent red-carpet events (from the Teen People magazine).

With regard to "Gloria's" acceptance of her cultural identity, I think the school is doing the right thing, having the students involved in learning about traditional Lakota culture, via Native American Connections classes. The things about bullying and self-created "class distinctions" are no different than any other 'bullying' type of behavior. The school has a strict bullying policy, which apparently she has been held accountable to in the past (ISS, SAS). I would encourage something along the lines of a behavior analysis which can be a helpful tool to focus students on acting responsibly and learn accountability (Wormeli, 2001, p. 202). When incidents occur, this form requires the student to:

o Describe the behavior / incident in their own words

o Talk about their feelings about the incident (and look at how others involved might have felt)

o Indicate what the student will do to prevent similar incidents from occurring

o List what they plan to do to re-build trust (with the other student, teacher, school, etc.)

I found that the school is filled with positive messages reminding students of the six pillars of good character (Character Counts), as well as other positive messages. I noticed that the Reading classroom had a poster regarding RESPECT, which said:

Realizing

Every

Single

Person

Expects

Consideration of

Their feelings

I really liked this message, and think that it is an easy way for kids to remember to respect each other and their feelings. I believe it should be changed to say "Their feelings and individuality".

I learned a lot through this experience, and feel that overall "Gloria" is a good kid, with a good head on her shoulders. Hopefully, she will discover a way to balance her need to be social with her need to get a good education. She requires good, positive adult role models in her life, such as her family (mother, Grandmother, sister) as well as her instructors at this school, which I think do a great job of keeping her grounded and focused as best they can. I liked the way the instructors worked together as a team, sending each other e-mails keeping on top of what each student is doing, what they are lacking, etc. In that way, the students are treated as individuals, and shown individual respect, which is very important at this age.

REFERENCES:

Jerkins, R. (2001). Not a Girl, Not Yet a Woman [recorded by Spears, B.] Britney. Zomba Recording Corporation. Lyrics retrieved 05/09/05, from http://www.lyricsdownload.com

McCabe, P. & Greenwood, S. (2005). Using learning contracts to enhance students' self-efficacy for reading and writing. Middle School Journal. 36(4) 13-19. Ohio: NMSA.

More, A. (1989). Native Indian learning styles: A review for researchers and teachers. Journal of American Indian Education - Arizona State University. Retrieved 04/16/05, from http://jaie.asu.edu

National Middle School Assoc. (2003). This We Believe. Ohio: NMSA.

Swisher, K. & Deyhle, Donna (1989). The styles of learning are different, but the teaching is just the same: Suggestions for teachers of American Indian youth. Journal of American Indian Education - Arizona State University. Retrieved 04/16/05, from http://jaie.asu.edu

Wormeli, R. (2001). Meet me in the middle. Maine: Stenhouse Publishers.

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When to Hire a Tutor For Your Child

#1. When to Hire a Tutor For Your Child

When to Hire a Tutor For Your Child

More parents today see tutoring as a natural add-on to their child's classroom learning. They realize even top schools can't focus individually on their child. And with private lessons in athletics and music so common, a private tutor for math, science or other subjects often makes good sense. Here are common times when hiring a tutor for your child is smart.

When to Hire a Tutor For Your Child

Your child is struggling in a subject or two.

If algebra class is 50 minutes but your son needs 60 minutes to learn the concept, he's going to fall behind in algebra and get discouraged. A math tutor will help the child who needs a little extra time. Tutors also re-teach past concepts and answer questions that kids are reluctant to ask in class. Tutors are expert in helping kids regain the motivation and confidence to succeed in math, science, writing, Spanish, or other classes.

Your child would benefit from homework and organization help.

Parents often seek a tutor for their child who isn't naturally organized. Some kids just need more supervision to get all their homework done to a high level. A 60-minute nightly tutoring session will nudge apathetic or scattered kids to work to their potential. Tutors will help kids manage due dates, get kids un-stuck by clarifying ideas or answering questions, and quality-check homework assignments.

Your child wants to achieve a goal or fulfill a hope.

Some families have a specific goal in mind when they start with a tutor. They want to raise a C to an A in calculus, or boost an SAT score 150 points. Other families have more abstract goals. They wish their child liked school more, or sympathize with a child who is trying hard but seeing only mediocre results. A tutor will listen to your hopes, and create a plan to help your child succeed.

You feel your child can improve study skills and test taking.

Many kids study the same way each year. But what works in 5th grade isn't enough in 7th grade. And the big leap from junior high to high school demands an upgrade in study skills. Kids with lagging study skills benefit immediately from a tutor who helps them increase homework time, pay attention to details, prepare for tests, and read more thoughtfully. A tutor can also ease test anxiety by teaching test-taking skills.

You hope to side-step a bad family dynamic, or provide stability.

By the teenage years, kids often will listen to any adult other than their parents. If that's the case, it's better for the child's grades (and family happiness) to bring in a tutor and remove the parent-child dynamic from the picture. Tutors understand teens and how to motivate them. And with younger children, parents can be too involved - doing all the homework themselves. A tutor gently returns responsibility to the child, while still providing consistency and support.

You have discovered your child likes to be tutored.

Parents often hire a tutor for a quick fix - usually to help their child bring up a grade in a tough class. But they'll continue with tutoring for years because their child really likes it. The one-on-one sessions help kids master even the hardest material, and signal that the family prioritizes their school success. Kids look forward to bringing home great test results, and to having undivided attention as they work on school assignments.

With today's school cutbacks, it's likely that more parents will try a private tutor and discover the benefits. Tutors are a smart way to ensure your children get the top education they need and deserve for later success in college and life.

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Kids Yoga and T'ai Chi - Playing Like Animals

#1. Kids Yoga and T'ai Chi - Playing Like Animals

Kids Yoga and T'ai Chi - Playing Like Animals

How would you like to give your child(ren) the most precious gift imaginable?

Kids Yoga and T'ai Chi - Playing Like Animals

A gift that would keep giving and giving to them their entire lifetime!

A gift of physical health!

A gift of mental health!

A gift of emotional health!

Imagine what your child might accomplish with these gifts as a foundation for their life.

The great sage, Dennis the Menace, said:

"The best thing you can do is to get very good at being you!"

Every child has unique talents.

Your child has unique talents.

Imagine what a gift it would be if every child knew what their unique talents were and could then develop them.

Would you love to give your child this gift too?

Dennis the Menace might say, "The best thing you can do for your child is to help them get very good at being THEM-WHATEVER that is!"

And Mark Twain said, "Inherently, each one of us has the substance within to achieve whatever our goals and dreams define. What is missing from each of us is the training, education, knowledge, and insight to utilize what we already have."

You can gift your children with a significant portion of this training, education, knowledge, and insight very easily by showing them how to imitate eagles, bears, dragons, gorillas, tigers, deer, and monkeys through t'ai chi and yogic movements and positions.

Imitating animals was the first form of qigong ever created--long before t'ai chi or yoga.

Imitating animals is a safe, fun, and effective way for children to maintain excellent physical and mental health that they will carry into adulthood and help them master whatever else they love to do, now and in the future.

They will get better at whatever they love-computers, athletics, art, singing, dancing, playing musical instruments, science, inventing, investigating, and even studying.

A third grader said, "T'ai chi cleanses my body and helps me with my work."

Studies show that children practicing various t'ai chi and yoga programs do better in school and become more proficient in basic learning skills.

A third grade teacher in America said, "I feel the deep breathing, flexibility, balance and coordination they experienced while doing t'ai chi increased their physical and mental well-being, and enhanced their learning! They came back to class positive, confident and focused."

A 5th grade student, failing math for his inability to focus, said, "Well, I do just what you said when I don't remember the answer to the math test. I sit very still, focus on the energy ball in my abdomen, take 5 breaths, and then I know the answer."

As your children master the various movements and poses of their favorite animal, they are gaining an unshakeable sense of confidence and accomplishment.

These are profound gifts they can carry into the world one day as they too become parents, doctors, singers, business professionals, adventurers, farmers, police, clowns, pilots, astronauts, or whatever else they choose.

While having fun pretending to be their favorite animal, your children are naturally and easily developing their minds and bodies, learning social and behavioral skills, connecting their inner world with the outer world, and absorbing values and habits that will serve them throughout their life.

As they mimic animals, your children are embodying the playfulness, courage, strength, love, and internal power of the animals. They are embracing the agility, balance, patience, focus, and freedom with which their furry friends frolic. They are effortlessly taking on the animals' gracefulness, alertness, calmness, and natural, robust health.

Imitating and moving like animals in these special yogic and t'ai chi ways can help your children discover and develop their own unique imagination and creative abilities.

Albert Einstein said, "Imagination is everything- more important than knowledge.It is the preview of life's coming attractions."

Imagination, attention span, power of concentration, and memory will become stronger and stronger as your child increases and stabilizes their own internal energy or chi.

Frolicking like animals helps integrate the mind and body, balance the left and right sides of the brain, increasing your child's capacity to handle stress.

Kids are the embodiment of change, and change can be very stressful.

The proven stress relieving qualities of frolicking like animals creates a wonderful sanctuary amidst the hectic schedules of play dates, school, and extra-curricular activities, as well as the many fearful encounters children face.

Zac, a 5th grader, says "I enjoy tai chi. It is relaxing and fun."

Frolicking helps kids become calmer and more aware of what's going on inside them. Kids learn to listen to the messages their bodies are sending them.

A third grader says, "T'ai chi relaxes and stretches both sides of the body. It makes your body nice and calm."

Playing and pretending to be a powerful animal builds self confidence and teaches your child(ren) that real strength comes from an awareness of themselves and their surroundings.

Children are inundated with images of aggression-television, movies, wrestling, news, video games, cartoons and so much more. Instead of teaching your children how to fight, animal frolicking shows them how to be in control of their body and mind, stay away from harmful situations, and how not to get hurt by giving way.

Children learn that they can flow around obstacles like water in a stream and still be as powerful as a mighty flood. That they can experience the relaxation of a cat while remaining alert and capable of super fast reactions.

Pretending to be an eagle, deer, tiger, monkey, gorilla, dragon, and bear instills real values of inner peace versus hurry and worry, assertiveness versus aggression, humility versus arrogance, and playfulness versus perfection.

The calmness, concentration, and focus arising from animal frolicking also makes this unique program a wonderful adjunct therapy for treating Attention Deficit Disorder.

Medical doctors Edward Hallowell and John Ratey, experts on the management of ADD wrote, "Exercise is positively one of the best treatments for ADD. It helps work off excess energy and aggression in a positive way, it allows for noise-reduction within the mind, it stimulates the hormonal and neurochemical systems in a most therapeutic way, and it soothes and calms the body."

Animal playing like these special t'ai chi and yoga animals helps your children harness and focus their vibrant but often scattered energies.

Second grader Abbey agrees when she says, "T'ai chi quietly calms my body down."

And 9-year-old Rebekah confirmed this too saying she felt only "calm and relaxed" after frolicking like animals.

Albert Einstein also said, "The most beautiful thing we can experience is the mysterious. It is the source of all true art and all science."

It is my experience that animal frolicking holds many mysterious and incredible gifts for you and your children to discover and unwrap for years to come.

In addition to some of the benefits set forth above, animal frolicking can generate feelings like the thousands of tiny bubbles that arise when a bottle of champagne or 7 up is popped open are bursting in every cell of the body.

Remember what those fizzling bubbles feel like when they're sliding down your throat? Now, imagine that feeling going on and on, nonstop, in every cell of your body simultaneously.

Sometimes, those feelings may get much stronger--like you're a rocket ship on a launch pad in those moments between ignition and lift off.

Moving like a t'ai chi or yoga animal can also leave your mind almost completely free of unproductive thoughts too. Free to savor the remarkable feelings pulsating in your body. Free to experience yourself as one with others, nature, and the Source of all Life.

Some of these benefits can be experienced right away. And, with many years of practice, they become our normal, everyday, waking experience. But, just like the most luscious dessert, you can only savor and relish the unlimited treasures of frolicking like a magnificent animal by digging in.

Frolicking will naturally nurture a child's body, mind, and spirit like sunshine, soil, and water magically nurture a rose bud. They make people glow from the inside, generating a smile that arises from a heart full of gratitude and compassion.

Frolicking helps people of all ages stay physically healthy and mentally happy.

Fear, pain, anger, addictions, anxiety, depression, procrastination, and greed run away from people who do animal frolicking.

A consistent practice of playing like these special t'ai chi and yoga animals can help your children, you, and your entire family feel better than you ever imagined possible.

Galileo said, "You cannot teach people anything. You can only help them discover it within themselves."

Gifting your child(ren) with the time and skills to play at t'ai chi and yoga like a powerful and graceful animal can truly help them discover and attain their full potential in all areas of life.

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Lessons on Education and Learning in the 21st Century - Part 1

#1. Lessons on Education and Learning in the 21st Century - Part 1

Lessons on Education and Learning in the 21st Century - Part 1

How do you think Socrates did in 5th grade spelling? What grade did Plato get in Mathematics in his freshman year of college? How did Ben Franklin do in his class at vo-tech for printing? Obviously these are ridiculous questions, but they bring up an interesting point about education. The "modern" education system hasn't been around for very long and public education is a very recent invention.

Lessons on Education and Learning in the 21st Century - Part 1

Up until the 1600's the idea of public education was a foreign concept. Even then the 'education' given was mostly of a religious nature. Amazing to think that prior to that most of the world population was functionally illiterate, even having their religious beliefs spoon fed to them through their priests, because they couldn't read the Bible for themselves. By the 1800's a system of public education was forming in the United States and elsewhere. Finally, a well thought out education for the masses.

Well, not really. Education was piecemeal and curriculums were hardly standard at all. As time moved forward standards started to emerge and gradually state mandated testing and curriculums developed, but even today those standards are far from a national norm. President Bush tried to even that out with his "no child left behind" program, but again, it's all about who decides what should be taught and what shouldn't and then we have to live with that for "X" amount of years until again new standards are deemed necessary.

But many people are starting to look at education and say, 'wait a minute, that's not what I want my little Johnny to learn." The problem with that, IMO, is that parent want their children to become "mini-me's" and the teachers believe they should be instilling community values and mores. But what about education?

Truly education and the system that is in place today is not as effective as it could be. This is through no fault of teachers, administrators or politicians so much as a fault of the system that is in place. Obviously as Einstein was a miserable failure in traditional schooling techniques, we need to re-evaluate how, what and why we teach and also, more importantly, how, what and why students learn.

What are we teaching kids in the public system and is it relevant to their future lives? How is it that we have a system that stresses sciences, but debates rage on what is science and what is religion? How does this aid the student as they eventually live their lives? How can we teach math, but kids don't know how to balance a checkbook? Or we teach reading by classic literature, but kids don't develop a love of reading, and lose a lifetime of learning. That is crippling to individuals and society.

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The Foundation of Your Charlotte Mason Education

#1. The Foundation of Your Charlotte Mason Education

The Foundation of Your Charlotte Mason Education

Although Charlotte Mason does not use many standard textbooks, it still requires a curriculum of carefully selected books (history, biography, and the like) to provide the child with a well-rounded body of knowledge on each of the subjects. The typical schedule will feature short lessons (10 to 20 minutes per subject for the younger children, but longer for older ones) with an emphasis on excellent execution and focused attention, whether that is in thinking through a challenging math problem, looking carefully at a painting and then describing it, copying just a few words neatly, or listening to a short Bible episode and telling it back. It is especially important to encourage the development of good habits, and quality of work is stressed over quantity. It is much better to think through just a few difficult math questions rather than simply church out hundreds of simple math problems in order to take up time. Typical subjects of a Charlotte Mason Education include:

The Foundation of Your Charlotte Mason Education

The Bible: The knowledge of God, as found in the Bible, is the primary knowledge and the most important. Traditional Charlotte Mason encourages the use of the King James version for its writing style and poetry.

History: History is taught chronologically, using well-written history books, source documents and biographies. I was surprised to see that my first grader was expected to learn early European history and equally surprised to see that she not only understood it, but loved re-telling the stories to her brothers.

Literature: Literature is taught along with history, using books from or about the same time period. Language arts skills are learned through narration, which consists of the child telling back a story. Younger children will do so orally and in later years(approximately 5th grade and on) in written form. They also learn literature through copywork (which also contributes to penmanship) which consists of the child writing down a piece of literature or passages from their books. Memorization is used to give children material to meditate on, so typically scripture and poetry are selected for memorization.

Science: Science in the early years emphasizes nature study with an emphasis on close, focused observation of creation as a means to knowledge of God. Science is taught through observation and experimentation as well as reading.

Foreign Language: It is suggested that children start learning a foreign language in their early years. Latin is added in early elementary school. Don't let this discourage you from Charlotte Mason. Just know that it is possible, however, you can still use the Charlotte Mason method and save the introduction of a foreign language until later.

Math: Math is taught through manipulatives as well as through understanding how math concepts work, not just the memorization of facts.

Other Subjects: Other subjects such as spelling and grammar are taught through the above subjects. Charlotte Mason also believed in handicrafts and life skills as well as improving the general observation skills of children that could be learned from playing outside. Music and Art appreciation as well as music lessons and learning hymns is an important part of developing all the interests and abilities of a child.

There are other ways to break down the subjects that are recommended by the Charlotte Mason Method for example, many will separate Nature Study, Science, and Natural History into three separate subjects rather than place all under the "Science" category. But the above is a general overview of subjects and a great way to get started when organizing your Charlotte Mason curriculum.

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Educational DS Games - Which One is Right For Your Child?

#1. Educational DS Games - Which One is Right For Your Child?

Educational DS Games - Which One is Right For Your Child?

There are many educational games for the Nintendo DS. From subject-specific games to all-in-one generalized teachers, from IQ-testing to barely-educational, Nintendo's catalog of educational DS games is a sprawling list. How does a parent make heads or tails of such a wide variety? How can a parent choose a learning game to fit a child's needs?

Educational DS Games - Which One is Right For Your Child?

Well, we're here to help.

First thing's first with educational DS games:
Who's it for?

Some educational DS games are made for the younger crowd, 2nd grade and under. Some are aimed at the middle-school set. Yet more, usually created for the high schoolers or even university-level crowd, can hardly be called games in the traditional sense.

Decide which of your talented, happy children will be the beneficiary of your educational DS game purchase. If he's a young buck, you'll need to move towards the more colorful, easy learning games. These games often have famous characters like Spongebob or Mickey Mouse plastered all over the boxes - a sure-fire way to help the younger crowd engage with the educational game.

The middle crowd is often the most difficult for which to buy a learning game. They're smart - there's no tricking them with cartoon characters. Assuredly, they've played video games before, so the bare fact of being handed a Nintendo DS won't be enough for them to be satisfied with playing some dorky educational DS game. Unless you're blessed with a child who "takes" to learning like every parent dreams, the trick with the upper-grade school level and middle-school kids is to find a game that's entertaining enough for the child to look past the fact that he's learning.

Finally, with the older crowd - there's no trick. They'll likely get their own educational DS games, or know to ask you for a specific game, making the whole search much easier for you. With them, it's often unnecessary to mask the learning in the form of "edutainment," so "game"-makers focus on packing in as much learning material as possible. There are, of course, exceptions.

Educational DS games Part Deux - what do you want to teach?

There are ESL-teachers, basic arithmetic learners, vocab-busters, and IQ-testers, amongst many, many others.

What are you trying to do? Reinforce a skill? Teach the basics of a subject in which they're falling behind? Instill a life-long love of learning and educational gaming?

Much of what you end up buying will be dependent on what your intent is. Some games are fairly limited in scope - they promise to teach the rudiments of spelling, perhaps. Some will "stick to what they know," and do it well; for instance, there are a number of game makers who sell an entire line of educational DS games that teach one subject, and one subject only. Some games go even further, teaching a specific subject to a specific grade or age-level. And finally, there are the more generalized games, which usually offer a greater and wider variety of games, and are geared to last longer than a typical DS game's entertainment life.

Educational DS games Part Three - how much are you willing to work?
Here's the hard-look-in-the-mirror part.

Educational DS games are often a hard sell. Put a word like "learning" or "mathematics" in the title, and you kid's gut instinct will likely be to either cringe or smile and let it sit at the back of the closet, unplayed, forgotten.

The truth is, for ages 5-15 or so, you might have to show them how an educational DS game can be bearable. Even: fun. So, what kind of game can you stand to play? What kind of game will your kid put up with? Think about it: if you don't enjoy adding columns of numbers, your kid likely won't, either.

So: can you afford to sit down and play a few rounds of "math" with your child? Can you bear it? A child will play a game as dry-sounding as "Vocab for 5th graders" if you're there to make it fun. If you don't have the time or patience to invest, you're best finding a game that trends towards edutainment, or a generalized learning game.

And finally: how to choose an educational DS game for your kid
Take part one - your child's age. Take part two - what they'd need to learn. Then, part three - your level of investment. Finally, take a look at on-line reviews, see what other parents have to say.

For busy parents with kids of all ages, the best type of educational DS game is one of the generalized IQ-testers and learners. The "think" games, the "Brain" games; the ones that track a kid's IQ (or branded-equivalent) seem to last longest with children of all ages - the competitive nature inherent in an IQ-tracking game seems to stimulate and drive children, teens, and young adults to keep playing.

For parents with enough time to guide and cajole their kids into playing an educational DS game, games aimed at particular age groups, teaching particular subjects, are often the best idea. The targeted learning approach, when coupled with a parent's coaxing, usually show stronger results within the subject the educational DS game teaches than the generalized games. However, note that these improvements are limited to the subject the software teaches in the case of these specified teaching games, whereas with the generalized software, smaller improvements are generally seen across the board.

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Why We Educate at Home, A Discussion of the Classical Education Method

#1. Why We Educate at Home, A Discussion of the Classical Education Method

Why We Educate at Home, A Discussion of the Classical Education Method

The Smithsonian Institution's recipe for genius and leadership:
(1) children should spend a great deal of time with loving, educationally minded parents;
(2) children should be allowed a lot of free exploration; and
(3) children should have little to no association with peers outside of family and relatives. --H. McCurdy

Why We Educate at Home, A Discussion of the Classical Education Method

My husband and I have no qualms about our style of parenting, which is so tied up in home education. He grew up beside his father in a greenhouse. Our first apartment at 500 sq ft, had 31 houseplants in it. He now works as a landscape designer. So we understand this analogy: Children are like little plants. You take the seed and put it in a little cup of the best topsoil. You give it lots of light. You gently sprinkle it with drops of water so the delicate leaves aren't broken. When it gets a decent root system, you transplant it to a bigger pot. You protect it from the wind and the hottest sun. You bring it in when there's a freeze. You don't put it out where the dog will trample it or a deer will eat the buds. When its well-established, and the season is right, you can transplant it finally to its place outside your home. Then it will do well on its own in the downpours and coldest winters.

So we plan to raise our children, protecting them and ensuring they are firmly established before they go out into the world. It is our hope that they do much better at surviving their relationships and careers with such a secure beginning. Our family follows the Classical Education model. The basic premise of the classical method is the breakdown of education into three sections which each build on each other. First is the Grammar stage, generally 1st-4th grades, in which a child's curiosity is encouraged by just stuffing them full of images and facts. The next stage is the Logic stage, generally 5th- 8th grades, where an adolescent begins to find the answers to the how and why of what they learned in the Grammar stage. Last is the Rhetoric stage, in which 9th -12th graders learn how to coherently express what they have learned. In Classical Education, all learning follows history as its base and the other subjects work around it. In addition, a student goes over the same material three times in his education (cycling through the material once in each stage).

An example of this is our reading material. Ideally, it should be exciting to entrance and interest the first grader, in-depth for the questioning fifth grader, and even more interesting and in depth for the ninth grader. In our home, I buy books on a fifth grade level to read to our first grader, and when we cycle back to the same material in the fifth grade, they read it for themselves, and in ninth grade they read source material. For example, I read The Trojan War and the 12 Labors of Hercules to my first grader. All of my children were enthralled. There were no pictures except those that streamed through their imaginations. Then, when we return to ancient history in the fifth grade, she will curl up on the couch and read about Hercules on her own. This time she'll learn that mom edited out the reason why he was assigned the 12 tasks: he killed his wife and children in a drunken rage. Then, when she returns again to the ancients in the ninth grade, she won't be intimidated by reading Homer's Illiad itself in the poetic original version. What's to be afraid of, when you're already familiar with the times and places? Also, when she was taught astronomy in the second grade, she already knew the story behind the crab-shaped constellation, from last year when she saw Hercules toss him into the sky in her mind's eye.

I was looking at a book from a series aimed at second-graders, called Junie B. Jones. It is listed on reading lists for this age group- yet it has sentences starting with conjunctions and fragments on every page. It has adjectives like bestest. It frequently says me and her. On a whim I looked up classical literature for this age group. I found rough breakdowns of classical literature by grade level. One example was The Velveteen Rabbit by Margery Williams. The first five sentences in The Velveteen Rabbit had an average of 29.2 words in each sentence. The first five sentences of Junie B. Jones and her Big Fat Mouth had an average of 5.4 words per sentence.

An example of one of the more complex sentences which I found in JBJ & her Big Fat Mouth was "Eating things that you find on the ground is very, very dangerous." I gave it another try and found "That's because I had tingling excitement in me about Job Day." In addition to using more complex sentence structure, Williams does not pare down her vocabulary to meet the child reader. Look how this sentence from The Velveteen Rabbit teaches the meaning of the word superior: "The mechanical toys were very superior, and looked down upon every one else; they were full of modern ideas, and pretended they were real." JBJ is so full of incorrect grammar and simple sentences because it is written from the point of view of a modern first-grader, who would actually speak like that (unfortunately) and have simple interactions. However, there are quite a few older books, written in a different time, from the point of view of a five-year-old (Heidi, Little House series). They are also more complex and descriptive and are much preferred to modern books written for our young people.

Another difference found in the Classical Education model is the emphasis of the use of whole books instead of readers. In public schools today, segments of books are printed in textbooks with summary questions at the end. The publisher chops the most exciting or pertinent portions of a work out, puts it in the textbook, and asks directed questions which can be answered by that portion. Then we wonder later why kids can't dig through a whole book and find themes when it is not spelled out to them! I use the book, The Well-Trained Mind as the base for our curriculum.

I encourage you to challenge your child's reading level by not feeding them Goosebumps or Sweet Valley High, Babysitter's Club, or such books. Yes, your child is reading, but she is not really being challenged when she only reads about familiar locales in familiar phrasing. Always read what is a little difficult, not playground conversation in written form. When I was in middle school I really enjoyed the Sackett series by Louis L'Amour. A few of them are written from the point of view of a young girl. They give excellent images of early backwoods Eastern America. They encourage determination, hard work, overcoming obstacles, honesty, trustworthiness, gumption, and a host of other excellent qualities.

Those are virtues I would hope that any parent would like to see cultivated in their child. But because educating at home is solely the responsibility of the parents, these are especially crucial. As homeschoolers, we have great freedom to

-do our schoolwork wherever we want
-wear whatever we want
-go at whatever pace we choose
-drop work we already know
-spend extra time on topics we love
-do our work whenever we want
-take breaks or work through

but these freedoms give us responsibilities that families with children in regular schools don't carry. They aren't held accountable for what is (or isn't) learned. They don't have to be personally disciplined to cover the material or lessons themselves. They have an outside authority taking care of all that, who will be held accountable in a public forum. As home educators, we have to force ourselves take care of the objectives. We meet the goals which we set for ourselves, or we don't. No one else will come in and check on us. We have to be responsible for our own education, and that means getting the work done and then doing the playing. So traits like persistence, responsibility, determination, honesty and the ability to do hard work are instilled in each work day, as much as math, science, history or English skills are.

Unlike those who defer the education of their children to others, we are able and willing to drop the spelling lesson and address the poor attitude. We can put the multiplication drills on hold until the whining is under control. We can give time to grieve a lost grandparent before expecting academic performance to continue on uninterrupted. There are many, many reasons why we have chosen to educate our children at home. These are just a few.

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Back to School Preparation for All Ages

#1. Back to School Preparation for All Ages

Back to School Preparation for All Ages

If you have children, late July, August and early September represents more than summer ending, cooler weather and fall foliage. School begins once again for millions of kids across the country. Getting your child prepared, regardless of whether they are in Kindergarten or a senior in high school, is a must. Here are some tips to make the transition from several weeks of summer fun to school days and homework easier.

Back to School Preparation for All Ages

Children in Kindergarten - 5th grade

1. About a week before school starts, have your children go to bed at the time they will when school begins. Set their alarm or wake them up early. It's difficult for some kids to adjust to going to bed and getting up earlier after having an entire summer of sleeping in or staying up late. Many young children need to be on a schedule and preparing a week or so earlier will pay off, especially if you have a night owl or late sleeper.

2. If you have a school supply list (many school districts post them on their website or hand them out the last day of school), buy the supplies early. For the child who is not organized, this is a good way to begin the school year off on the right foot. Label everything and get the backpacks ready the night before school starts. Buy some extra supplies to keep at home if your child is one to lose or forget their pencils or markers at school. They will probably need some basic supplies for homework time. Nothing is more frustrating than sitting down to do homework and discovering the basics are missing.

3. If you have a Kindergartener, walk to school two or three days before school begins (or drive if they take a bus or you will be driving them). This helps acquaint them with what they will actually be doing that first day and can work wonders for alleviating the first-day jitters. If your child is especially anxious, ask if you can let them visit their new classroom for five or ten minutes the day before school starts. Many principals will let the Kindergarteners come to the campus prior to school starting.

Middle School

1. Many sixth graders will be attending a new school for their middle school years. Oftentimes, the campus is much bigger and can be intimidating. Of course pre-teens may not admit they are nervous, but most parents are. Suggest a bike ride over to the school sometime during August just to look around. Many middle schools conduct orientation anyway a couple of days before school actually begins, but an extra trip without all of their peers might be worthwhile.

2. Just as in elementary school, it is important, if not more so in middle school, to have all the school supplies ready, especially an organizer. Some schools make it mandatory for the students to purchase an organizer directly from the school. Get in the habit from day one of checking it and being sure homework assignments are recorded. Visit the school website and see if homework and grades will be posted on the site. This is an excellent way to stay involved with your child's progress throughout the year.

3. If your student struggles with the basics; math or language arts, consider hiring a tutor for some review sessions before and during the first semester. Also, it is quite common in middle school for students who are excelling to be moved to Honors classes sometime during the year. Being in an accelerated class is a good way to prepare a student for Advanced Placement (AP) classes in high school, which count as college credit.

HIGH SCHOOL

1. Find out when the PSAT and SAT exams will take place. If your student is not a good test taker, consider enrolling them in a test prep class. As colleges become more and more competitive, test scores make a difference. One can take the exam more than once if they are not happy with the score, so plan ahead and register early.

2. Stay tuned in to your student's school and social schedule. There is a tremendous amount of freedom in high school and even the most academically gifted students can be distracted by all of the things that are associated with the teenage years. Establish a curfew for school nights and limit the amount of time that is spent at a part-time job or involved in sports, especially if time management and study skills are not your child's forte.

3. If your son or daughter is college-bound, start doing your research and be sure to attend the college nights that many high schools sponsor. Know what is expected on college applications. It is no longer a simple process like it was for the baby boomer generation. Test scores, a formal essay, volunteer hours, and class selection in high school are all important factors in getting into college. Take advantage of the many companies that exist today solely for the purpose of assisting you and your student select the right college for them.

Regardless of the age and grade of your children, stay involved. Volunteering on any level, whether it be reading stories to your elementary aged child's second grade class, helping in the computer lab in middle school, or being on a committee for peer counseling in high school, it is important to know what is happening at the place your children spend a large part of their week. With so many parents working, many Parent Teacher Associations have their meetings in the evening, so more parents can attend. There are activities that need volunteers that do not involve daytime hours such as calling parents in the evening for a fundraiser or helping with a weekend car wash at high school.

These tips can help your children get back to school the right way and prepare them for a year of learning and fun. For additional articles on raising kids, starting a business, or educational issues go to http://www.hometutoringbusiness.com.

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The ISEE Scoring System

#1. The ISEE Scoring System

The ISEE Scoring System

The way the ISEE scoring is figured out is by awarding a point per correct answer. Wrong answers are not penalized, so the questions you answered accurately are what's referred to as your 'Raw Score'. This would be improved to a 'Scaled Score' simply by utilizing the specific test tables which have been created for the task.

The ISEE Scoring System

When you get an exam statement it will incorporate test scores along with other diagnostic details. Parents and schools will get them approximately two weeks after the test. Therefore all of the schools you put on your ISEE registration form will get copies of your dissertation in addition to a score statement for their examination.

The (ISEE) Independent School Entrance Exam is utilized by most Private Schools to evaluate the potential of students applying to their institutions. Only those students with the optimum test scoring will be considered. In a few schools only one in five students that apply are admitted. It is therefore essential that your child acquires a good scoring level in this test. The test contains five segments: quantitative reasoning, verbal reasoning, reading comprehension, achievement, mathematics and an essay. There's just thirty minutes allocated for the essay.

Some preparation procedures that are suggested for good ISSE scoring are described here:
Acquiring practice tests is one of the most effective methods of study for this test. You can find the tests either through ISEE guide books or through internet sites online. Your child will not only get an idea as to what the test feels like but they will also be able to see the complexity of the questions. Therefore it will not be a shock on the day and turn them into a nervous wreck. Get your child to do some practice tests under time limits and this will point out their weaknesses and give them a chance to focus their study efforts on fixing them up and getting everything up to speed. The test itself will last around two hours. Plenty of arithmetic practice is necessary because calculators are not allowed during the test. Have a full grasp of the three test levels. The first and lower level is meant for those who'll be stepping into 5th or 6th grade, the middle level is for those intending into 7th or 8th, and the last one is for those stepping into 9th through 12th levels. Figure out the different segments in the ISEE. Some multiple choice segments include, quantitative reasoning, verbal reasoning, reading awareness and math knowledge. There's one essay section as well. Work out how the ISSE scoring is constructed. The essay isn't graded but is delivered to the prospective institution for assessment. The test does not have any precise pass or fail score. Each school ascertains who will be accepted from the results.

The number of correct answers are assessed without any deductions for wrong answers. The raw ISSE scoring is transformed into a scaled score for modification of distinctions in the exam forms. Good Luck.

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On-Line Homeschooling

#1. On-Line Homeschooling

On-Line Homeschooling

Thanks to the internet, the opportunities for educating outside of a classroom are endless. Homeschooling families are discovering what Universities all over the world have used to their advantage: Students do not need to be in a classroom with a teacher to process "the facts" and the internet is an extremely effective means of transmitting those facts in an engaging way.

On-Line Homeschooling

On-Line Homeschooling can mean a variety of things. You can use the internet to reinforce lessons learned from a purchased in-the-box curriculum or from your daily "life learning". You can use the plethora of (mostly free!) on-line resources and pull together your own curriculum specially tailored to your child and your lifestyle. You can also use the internet to participate in distance learning homeschool programs in which the curriculum is presented on Cd's and via an internet connection, tests are taken on line and transcripts are kept for you.

This is by no means an exhaustive exposition on ways to use on-line resources for homeschooling but in this article, we will dig deeper into a few of the ways that homeschooling on-line can work for your family.

Use the internet as a supplement to your boxed curriculum or your "life learning" - In our home, we utilize this method of on-line schooling quite a bit. I do not currently use a boxed curriculum but I often find activities and videos for my children to watch that will reinforce things that we are doing in our daily lesson time. When I was young, we used the encyclopedia much the same way as we use the internet today. If I found a frog in the back yard and was curious as to how in the world it was able to cling upside down to one of the gutters on my house, a quick trip to the Encyclopedia Britannica at my neighbor's house (or a visit to the Library) would she light on those questions.

Today, in addition to the encyclopedia and the Library (both of which, by the way, are still fabulous ways to find information), I can also ask my friend Google, "How do frogs stick to walls?" and I learn within seconds that not only do they use suction but they actually utilize geometry as well. You Tube is a great source for educational videos. (But be sure to preview the videos before clicking willy-nilly with your child sitting in your lap. Not all frog videos are educational, or at least not the kind of education that you want to be imparting to your 6 year old.)

Use on-line resources as your primary modality of teaching - The internet has it all; everything you could possibly imagine is available. That's wonderful, isn't it? It is wonderful if you want to have lots of information available in a variety of different ways, it is NOT wonderful if you are in a hurry and need to cut through all the useless information quickly. With all the information that is published on the world wide web, it is absolutely possible to pull together your own curriculum and have everything you need to teach virtually any subject and do it for practically nothing. That's the good news. The bad news is, because there is SO much information available, it could take you HOURS to pull together something that should take 20 minutes to teach. How do you navigate all of that information and get your child the data that they need?

One solution is to use a site like Lesson Pathways to pull the resources of the internet together for you. This is a subscription site but the rates are very reasonable for the service that is provided. I have found this site to be invaluable in my homeschooling endeavor. They have done all the gathering of information for me. It has lessons broken down by subject (math, science, language arts, reading, and history) and by grade (currently they have lessons for preschool - 5th grade). You can follow the lessons week by week or you can search the site to find information on any subject you choose. It really has been a fabulous tool for us and a smart use of on-line resources.

Use a distance-learning homeschool program - This follows more of the "do-school-at-home" method rather than the "homeschool" method in which the child's experience is very similar to what he would have in a classroom. These programs are more of a "private school at home" option and families participate in on-line forums and interact with teachers and other students, follow a curriculum prescribed by the school and are graded by the school. This takes some of the flexibility and control over what is taught away from the family but it also offers the parent the opportunity to have their child at home.

It also offers some peace of mind, knowing that their child is being exposed to a repertoire of facts that is very similar to their private school contemporaries. Often, these programs offer a multimedia approach including the use of Cd's and textbooks as well as on-line presentations. Another advantage of this type of program is that a transcript is kept and if your child ever transitions out of homeschool, this is a helpful tool. For more information on these programs, check out this article on about.com.

As you can see, there is a wealth of homeschooling resources right at your fingertips. Chances are, if you're on-line reading this article you're a "computer person" already. If you're comfortable navigating Google and YouTube, you're well on your way to effectively using on-line resources in your home education enterprise.

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The Effects Of Education Grants Reach Generations

#1. The Effects Of Education Grants Reach Generations

The Effects Of Education Grants Reach Generations

Several grants provided to colleges and universities this year are benefiting educational endeavors at the K-12 levels. The federal government, along with private foundations, has provided colleges and universities with grants that might boost interest in science, technology, engineering and math (STEM), subjects and enhance special education at the elementary school level. Researchers at one institution are even working on developing a mobile app that can help individuals who are afflicted with autism.

The Effects Of Education Grants Reach Generations

A technology institution in Rochester, New York, for example, was provided a 0,000 Toyota Foundation Awards Grant. The grant money, to be provided over the course of three years, is designed to help the institute's engineering college develop an interactive educational program for teaching STEM (science, technology, engineering and math) subjects at the K-12 levels. The Relevant Education in Math and Science Program, as it's known, is to begin with students in the 5th to 12th grades and then, through an online component, expand beyond that, an announcement from the institute suggested.

In Athens, Georgia, a university was provided a .5 million National Science Foundation grant for use also related to STEM studies. This grant money was provided to establish a project that would enhance access to STEM studies for students with disabilities and better ensure their success with them, according to a November college announcement. Through a five year Georgia STEM Accessibility Alliance that the university would create with the grant money, students from the high school through graduate school levels would be provided high-tech offerings such as social networking and "virtual" mentoring as well as instructor preparation and more, the announcement noted.

Ji Shen, an education researcher at this same university was also provided a National Science Foundation grant - this one for 8,610. The grant money that Shen was awarded is designed to study a method for teaching science at the K-12 levels. Shen, an assistant professor in the college's mathematics and science education department, plans to study the method known as Modeling-Based Instruction.

Teaching students with disabilities is the focus of a .2 million US Department of Education grant provided to a Washington university in Washington, D.C. The grant money, provided through the Department of Education's Office of Special Educations Programs, is to benefit a program known as "Innovation for Infants, Toddlers and Preschoolers." The program would prepare students for work in special educators in Washington, DC, Virginia and Maryland, an area where autism has been on the increase, an October announcement from the university noted.

Another .2 million grant, this one provided by the Institute of Education Sciences to a Georgia university, is to be used to develop an application for mobile communication devices. The "app," known as iSkills, would help people with autism and other disabilities carry out their daily responsibilities, according to an announcement from the college. iSkills would be intended to help these individuals with working, living independently and more, the university release noted.

The Institute of Education Sciences also awarded education researchers in Georgia a .9 million grant to explore the effects that an elementary school-level teaching method for English language learners has on the academics of students. The model, known as "Instructional Conversation," is designed to improve interaction between students and their classmates and students and their teachers. Other instructional methods include a "cemetery" model, where students listen to the instructor, and a "cooperative learning" model, where students learn from each other and the teacher.

One of the researchers at the Georgia college suggests that instructional conversation could particularly help reach Latino students who come from poverty and, in falling behind in high school studies, tend to drop out of high school. The study is to take place over the course of four years in high-poverty schools. Results are to be measured, at least on part, by standardized tests.

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