Expectations

Posted admin on July 28th, 2008 | Filed under Community, Expectations, Role of a Teacher, Setting an Example, wingsed.com | Comment now »

Whether or not you are a proponent of homeschooling as is the author of this article, as an educator, I found the following to be absolutely absurd and reprehensible. 

“The school district of Rochester, New York, provided students and teachers with the questions and answers for a required test for seventh- and eighth-graders. The test covered four subjects: English, math, science, and social studies. Not only did the district deny that there was anything wrong with providing students with the answer key — but half the students failed the test anyway.”

What need is there for teachers then?  Why not just hand students the teacher’s editions of all books with answer keys?  What happened to developing individuals who are capable of thinking for themselves?  And for goodness sake, learning to use the resources at hand.  Half of the students failed even with the answers in front of them?  PLEASE!   Doesn’t inspire a lot of confidence in what are supposed to be our “future leaders”.

Come on people!  Get a grip!  The superintendent of the district says it is just to give them a better idea of what is expected from them.  Hello!  Anybody home?  Teach them!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!  Don’t spoon feed them and encourage laziness and ineptitude.  (I’m actually not picking on the Rochester school district, but this is just one example of many…)

With all the legitimate crises going on in society, who needs perfectly healthy kids, who have no reason to show up to class (no reasoning or thinking is required, just copy like a robot), sitting at home on the couch and playing X-box etc. because nobody taught them how to think for themselves,  fill out an application form or look for a job. 

What about priorities?  How about working for what you want?  What about not settling and aiming to get a college or university education?  Should we really set our sights and the bar so low for our youth because we, as educators, don’t feel like exerting the effort?  What about the role of parents? 

Some educators feel that too much is expected of them.  It is true that you need to draw the line somewhere, but please.  Parents can’t resonably expect teachers to do the majority of their child raising and teachers can’t expect parents to be the only educators of children.  That’s why, in my opinion, the saying, “It takes a village to raise a child” is very appropriate.  Children and youth need many positive examples in their lives in and outside of the home and classroom.

If society expects little of our youth, little growth, development and success will be achieved.  As parents and educators, we are the ones who are supposed to be setting the boundaries and examples for our youth.  What about teachers and parents working together to not “take the easy way out”?  What about working together to raise the bar of expectation in our schools and school districts?

Life’s problems and societies needs don’t lessen with time.  Let’s prepare our youth to be forward thinking, problem solving, productive members of society.  How will they ever know what they can achieve if not challenged and encouraged?

Hugs

Posted admin on July 17th, 2008 | Filed under Hugs, Role of a Teacher, Setting an Example, Teacher Influence, wingsed.com | Comment now »

This post is full of more questions than answers. 

It is such a hot topic and has been for a while, what about non-sexual, physical contact with students?

Should teachers be afraid to hug their students for fear of lawsuits or allegations of abuse?  Should the hugs only be done in what is considered a “safe” manner, by making loose fists and while embracing, touch the back or shoulders of the students with the back of the hands, while fisted?  In this way, there can be no allegations of carressing etc.  What does it say about the paranoia of society and eagerness to sue, if we all have to greet and embrace each other in such a manner?  How impersonal can we get?  It is like saying, “Okay, I will hug you, but I’ve got to keep my distance.”  Who needs affirmation more than a child or someone who is beginning to develop self-worth? 

What if the student gets little or no positive physical contact at home and the only positive affirmation he or she gets is at school?  Are hugs okay then?  With all that is going on in the world today and the many things kids experience and endure that they never had to in the past, doesn’t giving a hug to someone to say, “Hey, I care about you”, “You’re a good person” or “Congratulations” seem like the least we can do?  

There are many ways that child learn about caring, by example or by the way they have been treated themselves.  If a chid has never experienced positive physical contact with others, doesn’t that encourage them to act the same way as they grow up… keep your distance… don’t get too close to others…be afraid to show how you feel or that you care…worry about yourself and not how others are feeling…  What kind of members will they make in society?

You may say that I am placing too much emphasis on hugs, but sometimes high fives just don’t suffice.  Doesn’t everyone need a hug and need to know that they are cared about, at least sometimes?!  Haven’t the words to encourage, comfort or congratulate someone ever failed you? Hasn’t a hug ever made your day better or made you feel like you matter?  Isn’t giving someone a hug worth the risk?

 

Social Studies and Community Involvement

Posted admin on June 15th, 2008 | Filed under Community, Setting an Example | Comment now »

The greatest recent emphasis in the educational system, it seems, has been in the areas of Science and Math.  Appropriately so, with the growth of technology throughout every aspect of our lives and education.  However, I believe that a broadening and practical application of the field of Social Studies needs to take place.

It is great to learn about other countries, the names and locations of states/provinces and their capital cities, cultural acceptance etc., but what about closer to home?   Do the students know about the resources available to them within their own community?  Have they learned about the various cultures within their own community?

I’m not just talking about community helpers such as fireman, policeman, doctors etc., which are incidently great classroom guest speakers or hosts at their places of work for student class trips. 

Do they know what their own library has to offer?  Where do they get all their books?  Do they take books by donation?  Is there anything the student/child may contribute?  It is not just a place to take out books or find reference materials.  Often there are scheduled story times for the public, guest speakers which may be authors or other community outreach programs organized or performed by the library. 

What about the service the local food bank supplies?  How many people do they serve?  Do they have enough to fulfill the needs of the community?  Where do they get there donations from?  How important is the food bank?  Do they need any volunteers?  Are there things which students/children can do to help?

What about the local nursing or old-age home?  What does the student/child know about this institution?  What services does it provide?  To who?  What role of importance does it play in the community?  Volunteering at a place such as the former can not only broaden the students horizons by learning about needs and diseases of the elderly, but can “expose” them to great resources within the older population of the community.  First-hand stories can not only teach them about cultures and origins, wars, family etc. but about practical life experience.  The elderly are a great source and resource of wisdom!

It is easy just to sit back and expect community services to be available to you.  But how much do you really understand about the behind the scenes needs, opportunities, work to organize the programs available to the public?

Students need to experience first-hand visits to the services available in order to understand the functionality, environment, importance and practicality of these services.  It will not only provide them with a greater knowledge of their own community and provide them with more options, but it will help them to understand personal and community service roles and responsibilities.  Encourage them to become involved through volunteerism.  It may help them to develop their personal interests and talents and will help them to appreciate what they have and understand the idea of working for what you get or what is given to you.  Volunteerism can also be important in changing the focus of youth from themselves (Me! Me! Me!) to others and unselfish acts.

What about visiting the mayor or the mayor’s office to understand what it takes to administer a community?  What are the responsibilities of the mayor and/or the town/city council?  How do their decisions affect the community?  What about community growth and change?

Help students and children of all ages to understand that each person can contribute to their community and it can be in a variety of ways.  Each person has their own interests and talents which they can develop and share, at the risk of sounding corny, making the community a better place for all.  Isn’t that what Social Studies should be all about?  Would our communities be more peaceful or happier if people understood the importance of everyone making a contribution?

 

Student Activity and Movement

Posted admin on June 9th, 2008 | Filed under Educational Resources, Student Activity and Movement | Comment now »

I feel that student activity and movement, both physical and intellectual, is extremely important throughout the curriculum, not just in P.E. class or at recess time.  Even adults have coffee breaks to stretch, take a breath, get a new perspective…

Activity within the classroom related to curriculum promotes students taking an active interest and role in the learning process.  Students should be involved in individual and group projects which require them to utilize various areas of the classroom i.e. the computer lab, the library, the art or as I like to say, “creative supplies” areas….

Students need to learn how to fulfill their needs and goals by planning and utilizing what is available to them.  After all, the goal of education is to prepare the students for the “world out there” after graduation.  How will they learn to take care of themselves and work for what they want, if they are taught from day one to be passive, still, dependent on others and “spoon-fed”?

A large part of the learning process is done through discussion and group work, research and application of knowledge.  How will they learn if they just sit there all the time? 

Learning through building, experimenting, researching, group feedback and projects, movement orientated songs which teach subject matter etc. , these provide much more personal satisfaction and a greater sense of achievement than sitting still and being “spoon-fed”.  As in the real world, sometimes they will fail in activities they attempt, but failure should drive the student’s desire to try again, see what they did wrong, come up with a solution.  That is the real world! 

What are we teaching through inactivity?  As mature young people or adults, what are they going to do?   This is the ideal way to develop youth who “live off” the system and never set developmental (whether educational or personal) goals for themselves.  “Why should I work for it?  It will come to me…”

Way to go!  Assist in the development of future leaders and active members of the community!  Great role models were set in school, weren’t they?

Influence of a Teacher

Posted admin on June 4th, 2008 | Filed under Role of a Teacher, Setting an Example, Teacher Influence, wingsed.com | Comment now »

It is not just about the “teaching” of students.  In my opinion, there are a lot of great teachers out there, but there are a lot who are there just to “put in time”.  You can not even imagine how much a teacher’s actions and words can influence the direction of a student’s life.   That is a HUGE responsibility that YOU CHOSE to take on when becoming an educator.  Don’t take it lightly!!!

Not only are you “molding” their brains, you may actually play an important role in determining the direction of their lives.  As far as I am concerned, this relates to teachers, principals, homeschoolers and parents alike.

A few questions…

1.   Is covering the curriculum outlined in your lesson plans encouraging student interests and investigation into the world around them or is it just, “Read this….”  and “Do these workbook pages…”?   It is all fine and good to use textbooks and workbooks in their time and place, but what about the practical application of education in REAL LIFE?

2.  Is your attitude one of energy, positivity and encouragement when you enter or begin the class?  How can the students be excited about education and learning when you are relating material in a monotone or a “Let’s just get through this…” kind of manner?   Don’t you think your attitude sets the tone for the learning environment and teaches students how to approach tasks on hand, whether at home, school or eventually in the workplace? 

3.   Children notice everything!  Do you consider how you influence the other students in the classroom by the way you relate to one student or a group of students?

A while ago, I received a high school graduation invitation from a student whom I had taught in grade 8.  Each student got up and shared about the people who had influenced them the most.  I was in utter shock when she said my name.  I had her in my classroom for only one year.  Little did I know that I had influenced her. 

When she was in my classroom, it was a multi-grade setting and she was among the older students.  There were a few of the younger students which I shall only describe as “rascals”.  I often use a sense of humor while teaching or correcting student behavior in such a way as to get my point across without raising my voice or lecturing.  Students get and got the point. 

Apparently, while I was dealing with the rambunctious ones, she would often lift her textbook slightly and try to hide her grin.  Four years later, this was what she remembered.  I had no idea that I was having any sort of impact on her while dealing with the behavior of other students. 

While I was sitting in the graduation ceremony, still in shock, she announced that because of her experience in my classroom, she had decided to become a teacher.  Wow!  I have to say, after that, I was much more conscious of my dealings with other students in the classroom.  You never know!

4.  Do you ensure that your attention is given fairly and equally to all the children?  This is a very difficult balancing act at times as the more outgoing students tend to receive more of your focus.  What about the quiet students?  Do you encourage them to speak up?  It is too easy to let them slip through the “cracks” in the education system.

I had a teacher in elementary school who used to tell me how stupid I was, when I asked a question.  He would frequently respond in this manner when I asked for additional clarification of help on a new concept.  As a result, I became very introverted and insecure for many years, afraid to speak up about anything to anybody.  But, on the positive side, I also became very determined to figure things out for myself.  

One day when I asked this same teacher about an occupation, he scoffingly laughed and told me not to worry about it because I would never graduate from elementary school, let alone high school.  Some students would have just said, “Why bother to try…” and “I’ll never be able to do it anyway…”.  Fortunately for me, I come from very stubborn “stock”.  Right then and there I determined to prove him wrong.  Happily, I can say that it was a success.  I not only went farther than he did in college, I earned more degrees and was able to find work with no problem.  Years later, his influence is still with me at times, but I remind myself NOT to be that kind of teacher.

Every student deserves to be encouraged in their educational and personal growth.  They should be built up, not torn down.  No child deserves negative reactions for giving their best efforts and being wrong.  We all learn from experience and mistakes, or at least we should!

 

 

Wings Educational Resources

Posted admin on April 21st, 2008 | Filed under Educational Resources, Technology in Education, wingsed.com | Comment now »

In recent years, it has become a priority for technology integration into education.  As an educator, sometimes it was frustrating because of either lack of supplies i.e. computers or the increasing amount of material to cover within the same time period. 

For one, I don’t believe in just ploughing through textbooks and saying “Read pages…” and  “Do workbook pages…”.  Where does the practical application come in for the student(s) so that they can better understand why they are learning what they learn? 

Secondly, with the preparation time, teaching time, administration time, grading time, supervision time, parent contact time and numerous other responsibilities placed on teachers, when do they have the time to spend hours on the computer finding appropriate technology or websites that can be used for their students?  Frankly,  you have to go to about 50+ to 100+ sites to find one good one and usually that one is limited to one or two subjects.  Been there!  Done that!

I’m not saying that technology is not important in education, it is!  However,  I think there needs to be a balance between requirements, student practicality/application, quality (not just babysitting of the students by the computer/games) and personal interaction. 

In my opinion and experience, students who have not experienced a balance of the above, can greatly lack in interpersonal communication skills.

I also believe that teachers and homeschoolers could/would greatly benefit from a variety of quality resources and subjects in one place,  saving hours searching through garbage sites, many of which are not developed by individuals with educational credentials, background and/or experience.  So many things are developed with playing and not development of skills in mind and then labelled “Educational”.

Keeping this in mind, I have developed a quality, online educational resources website for K-4 (5 & 6 may be added later) which contains not only Math, Science, Social Studies, Language Arts etc. in one place, but it also fulfills learning outcomes required by provinces/states/regions.  Additionally, there are materials which will educate one on practical skills i.e. Home Ec, Survival Skills, Secondary Languages, Music, Art …

It is very important to me for students with various styles of learning (visual, auditory, tactile…) to have quality educational materials available to them.  Thus, there are text, worksheet, video, music, downloadable and interactive educational software programs etc. available within each subject area.

Check out wingsed.com!

 

Missing the point…

Posted admin on April 18th, 2008 | Filed under Setting an Example | Comment now »

Too often, I think, teachers and parents do not take their words and examples seriously enough.  What you say is taken to heart, even if that is not readily apparent.   And, what is taught in either place, homes or schools, is taken to the other.

A short example of this happened years ago with one of my students…

One day as my class was filing outside for Physical Education, a little blond, blue-eyed girl was in front of me.   As the other students were walking past the principal’s office to go outside, they were involved in their own quiet conversations and blissfully unaware of anything else.

This little girl was a different story.  As she walked past the office and looked in the open door, only to see the unprofessional principal sitting with his feet up on the secretary’s desk, she whispered to me, “He is going to be in SO MUCH TROUBLE!”  I couldn’t help but grin.  In a conspiratorial tone, I whispered back.  “Yes, I know.  He shouldn’t be sitting with his feet up on the desk.”   “No”, she disagreed.  “He is going to be in so much trouble because he is eating potato chips.”  “Why?”, I innocently asked.  “Because he is going to get SO-O-O HYPER!”  

I couldn’t help but laugh aloud.  Talk about missing the point.  I was focusing on the behavior and not the example that was being set.  This had obviously been illustrated to her at home, whether in words or actions. 

Whatever the time or place, children are aware of the example(s) that you are setting.

The Role of Music in Education

Posted admin on April 14th, 2008 | Filed under Music in Education | Comment now »

As an educator and personally, I think that music has a huge role in education. 

Music not only creates enthusiasm for learning across the curriculum, but it also gives the students a sense of confidence.  For those learners who are auditory, it may provide a great “sense of relief” from book learning.  

Rhythm is a great teaching method to use when learning new concepts, from singing to creating raps, to clapping or tapping etc.    Repetition such as this tends to stay in the students minds longer than mere lectures or reading at times, sometimes quite humorously.  Students will find themselves humming, singing or performing while playing, doing other classwork, travelling to and from school etc.

Every child should be encouraged in the field of music, whether they have natural talent or not.  You never know what their future holds!  When I was a child and did performances with our school choir, my mother has often told me that I sang with great enthusiasm and of course, totally off key.  But, because I knew the songs, it gave me great confidence in my abilities or lack thereof.   All I knew was that I was giving 100%. 

Who would have thought it?  Over the years, I have learned to become more “on key” and have started and directed both choirs and bands in various schools.  It is like seeing a caterpillar morph into a butterfly with these students.  At the beginning, they are unsure and want to sing or particularly play their instrument as quietly as possible, just in case…  However, in a very short time, they are playing with confidence and not only self-correcting, but learning which harmonies or chords should be sung/played and often correcting each other.  In what seems to be no time at all, most students are happy to put their talents “on parade”.

I was a very shy student and rarely asked questions aloud in class.  Part of that was personality, but part of that was the presence of particular educators in class who made you feel lower than dirt and that you were stupid if you asked questions when you didn’t understand.  As a result, I learned to figure most things out for myself as in the following…

One day, when I was in about sixth grade, my mother came home and announced that she was beginning and directing a band at my school.  It just so happened that we lived in the Canadian prairires and it was about an hour’s drive to the nearest major city.  My mother said that we were going to the city and I was to pick out the instrument that I wanted to play in the band.  I had no clue what I wanted to play.  All I knew was that someone I looked up to played the clarinet.  So, when we went into the music store, guess what I chose? 

On the way home, my mother broke the “great news” to me that I would be showing my clarinet the next day in class.  “Sure”, I thought, “No problem”.   As long as it didn’t involve public speaking, up front in class, I was fine with it.  Of course, then came a clause.  She also informed me that I would play a few notes so that others could see what a clarinet sounded like and make decisions about the instruments that they would like to play.  

Anyone who plays the clarinet, or another reed instrument, can relate to me about now.  One of the greatest fears of a beginner is squeaking in public and what else does a beginner do, but squeak until they learn the right placement for their mouths on the mouthpiece and learn how much air is required to create sound.  Frankly, at the beginning it is definitely noise more than music.  I had that evening to learn not only how to put my instrument together, but to make a sound and learn to play some notes. 

I was sure I would die of embarassment in class, but when the other students saw the various instruments they were more intrigued than analytical.  Thank goodness!  When the realization came to me that I would have a head start, because I already had my instrument, suddenly, I felt more confident knowing that we would all be in the “same boat”.

Whether or not I had a head start, music has given me a great sense of satisfaction, confidence and enjoyment over the years.  Now I play numerous instruments including the piano.

Everybody has to start somewhere!  For those that do not have natural singing talent or do not enjoy it, they can still reap the benefits of music through instruments.

I have come across some very interesting studies and research about music in education.  Here is one example, there are thousands more… I have bolded the text which I find most notable in the selection.)

Effects of Instrumental Music Training on Brain and Cognitive Development in Young Children: A Longitudinal Study

“At baseline, prior to initiation of music lessons, there were no differences between the music and control children on any of our outcome variables.

Ellen Winner, Ph.D.

Boston College

 

Preliminary analyses after one year of music training have revealed significantly greater growth in the music group in manual dexterity and music perception skills and nonsignificant trends favoring the music group in verbal and mathematical performance and in gray matter brain volume. A parallel cross-sectional study in our lab has shown that nine- to eleven-year-olds with an average of three to four years of music training significantly outperformed a control group in verbal and mathematical performance and had significantly more gray matter volume regionally pronounced in the sensorimotor cortex.”       (By The Dana Foundation)

I recommend watching the movie, “Mr. Holland’s Opus”, if you haven’t seen it. 

NBC news produced a story a few months back, about the importance of music in education.   They stated that of students who had music education in elementary school, something like 75% were more likely to graduate from both high school and college and about half of them would have jobs with annual incomes of $100,000 +.    As stated in the previous article, the verbal, mathematical and other skills of students with music education were much stronger. 

In my opinion, it is very sad music is one of the first courses to go in school cutbacks.  People do not recognize how important it is!

 

ADD/ADHD students

Posted admin on April 11th, 2008 | Filed under ADD/ADHD, Educational Resources | 2 Comments »

I know that the latest thing is to have ADD or ADHD students in the classroom.  There are true to life cases of this, but many use it as a convenient, undiagnosed excuse for behavior.   I have had numerous students who fall into both of the former categories.  

It is not always the case, and I don’t claim to be a physician of any sort, but I have found that insecure home environments can play a huge role.

One of the best methods that I have found in dealing with these cases (and I am not claiming any cures), is to maintain a calm, patient demeanor as an educator.   Secondly, sometimes ADD/ADHD kids are doing the best they can to concentrate and focus, but they have to have some outlet.  Sometimes the student just needs to tap their fingers, rub their hands, tap their toes… I never had a problem with it in the classroom as long as the learning of other students wasn’t interfered with.  The kids are usually open to other suggestions or variations such as tapping the page of their book rather than their desk, which results in an alternate quieter solution.   I know!  It is not rocket science, but sometimes the simplest things work the best.

I have witnessed many educators who raise their voices and/or scream at these kids to listen and then get frustrated when they don’t.  What do you expect when you have someone who is struggling with concentration and/or hyperactivity?  Do you think someone getting in your face and/or screaming at you would make you calmer or make it easier for you to concentrate?  Common sense folks.

Remember the saying, “A little knowledge is a dangerous thing”.   I had one very frustrating case as an educator.  The mother of this particular ADHD student was a nurse’s aide and felt that she knew what was better for her son than the numerous doctors she had consulted.  By the way, I do feel that parents usually know what is best for their children, however making snap judgements and informed decisions are two very different things.  Anyways, on with the story.  

This particular student was naturally full of energy and the mother rarely spent one-on-one time with him, as she told me herself, because she found it frustrating when he wouldn’t focus.  Problem number one in my books. 

Secondly, the last specialist she had consulted wrote her son a prescription for Ritalin.  At the beginning, she gave him the dosage in the mornings before school whenever she felt like it.  Every day or with days inbetween each dosage.  Poor child!  Can you imagine taking medication for a problem off and on?  Imagine what your body is trying to do by way of adjustment.  No wonder the kid didn’t have consistent behavior patterns!

When approached about the importance of consistency, she reassured me that she would make a point of giving the medication to him daily, at the same time.  Great first step!  However, when he would get home after school or during holidays and show signs of exuberance or hyperactivity, she would simply add another dosage to his day.   Now he was getting the medication consistently, but what about the dosage? 

I had to have an intervention with professionals much more qualified than myself.  This poor kid didn’t know what to do with himself!   Finally, after consultation with the mother, they suggested that he slowly be weaned off the prescribed dosage and then when his body has had a chance to return its equilibrium, he should be assessed again. 

After going off the medication, his grades improved and so did his behavior.   With a few behavioral modifications and personal interest taken in his well-being/interests/hobbies etc., he returned to his normal enthusiastic self.   For me the key was to keep him interested and excited about the exploration and investigation of various topics. 

By the end of the first term, he was no longer figeting in his desk and focused as well, or maybe even better, than some of the other students.  I know this may not work for everyone, but getting to know your students personally and taking an interest in their interests, well…this kind of TLC goes a long way!

Learning Styles

Posted admin on April 9th, 2008 | Filed under Educational Resources, Learning Styles | Comment now »

One of my biggest pet peeves in education is hearing or seeing teachers who say, “read pages…” and “do the workbook pages…” day after day in every class.  Yes, there is mandated material to cover and there is a place and time for textbooks, but what about those students who are not book learners?  And, who says that particular textbook is the ultimate authority on the subject?

Try books with more visual or story illustrations of the concepts, not only will this maintain the interest of most or all students, but it gives them variety and encourages individual exploration of the topic(s) from other sources.  Teach the kids a poem or song about the concepts being covered or have fun creating one with them.  They will find this memorable and it will stick in their minds longer.  

Encourage them to use and explore other sources about the topic and/or to create computer (i.e. Power Point), audio (i.e. song, rap…) or visual presentations (i.e. costumes, posters, 3D objects…).

All of the above assists the learning processes of students who are auditory and visual learners, who may or may not have less advanced reading skills.  And, who says that the book learners don’t benefit from this and can’t apply their knowledge to their activities. 

As far as I am concerned, the more on-topic, reasonably time-framed, interaction between students the better.  They can be the greatest teachers for each other at times.   Working on these projects also promotes other skills: cooperation, problem solving, applying knowledge to actions…

Some teachers will argue that their classes are too large to do such activities or it is possible that they don’t have enough computers.   Try working in groups.  Students are not robots who need to sit still and quietly in their desks all day long.  Face it!  How many adults could?  They learn by doing.