Below is the vital equation that must exist in order for a student not to fail in our schools:
Family + Student + School + Policymakers/Voters = Student Achievement
Each variable is co-dependent on the other. Each link in the chain must do its part, pulling its weight for the goal to be achieved. To tackle this polynomial equation takes deconstructing its parts. Therefore, much like a Top Chef contestant deconstructs a grilled cheese sandwich to analyze its ingredients, I am going to break down our education equation into parts and analyze what each must contribute for a student to succeed.
The Teacher’s Responsibilities
What’s rough about defining a teachers’ necessary contribution to the equation is that it has become an evolving job description, with obligations added to our plates without appropriate increase in compensation or the necessary ongoing training. Nevertheless, there are still responsibilities which make up the foundation of our profession and ones that we must be willing to adopt as the world around us changes if we are to really hold our own in the equation of student success.
1. Be experts at our content. This means continuing to invest in updating our knowledge.
2. Be experts in communicating our content. A good math teacher not only knows math, but can transmit their knowledge to students in a way that the clientele understand. A good history teacher not only appreciates the past, but can pass on their passion in a way that makes students appreciate it too.
3. Be up to date on skills students will need to know for their future. I’ve written about this in the past. Teachers must find ways to teach forwards, to teach in a way that helps prepare students for their future, and that often means moving beyond the methods in which we ourselves were taught.
4. Collaborate and model collaboration, for the future world in which they will live will not be an isolated one. It will be a global community that requires adults to work together in ways we cannot begin to predict. Cut the losses that go hand-in-hand with our inability to see the future, and teach an openness to collaboration.
5. Be a role model. Yes, you signed up for that.
6. Communicate with the student and the family in multiple ways, in methods that work for them and for you. You have email but they don’t? Find a way. You have given a paper to the student and it never reached home? Call until you reach someone or wait at the curb for an inescapable meeting at drop-off.
7. Continue being a student yourself, and model being a lifelong learner.
8. Make lessons applicable. Don’t be a part of the disconnect between school life what real life. Take time to explain the relationship and why what kids are learning now is important later on.
9. Be willing to adapt. We are in the business of teaching the group that is before us at any given year, and as times change, so must our methods and lessons.
10. Enjoy your job and your clientele. The minute you find yourself not looking forward to spending your day with those kids, find another profession.
For some teachers, this may seem obvious. For others it may be more than you bargained for when you signed up for teaching. But it’s the basic fundamentals of what we need to do if we are to keep up our end of the equation. And I’ll be honest; I think we should be evaluated on how we accomplish these steps. We should be held accountable for how we uphold our end of the social bargain. Even though I believe teachers and schools can’t be held accountable for other variable’s failures, we cannot allow that discrepancy to dictate our own contributions and efforts.
The Final Variable in the Equation of Success
Of course, the last vital variable is what we all, the voters and the policymakers who work for us, must do for education to succeed.
This is the challenge: make education a priority in the voting booths and the campaigns. Retired baby boomers can’t dismiss educational issues as no longer their problem to solve. Younger families coming up through the system can’t cut-and run from our public schools in their indecision of how to educate their own children. The problems that plague some of our schools belong to us all.
Public schools are a miracle of this country. The mission, to educate all for free, is one that anyone on any side of the political fence should be fighting for as a top priority. But it’s up to voters to send the message that it is important, and its up to policymakers to do the right thing despite party politics and lobbyists.
Cutting education will only cut the future of this country, and that hurts us all. With every vote that does not pass and with every “nay” on the floor, our voters and policymakers condemn our system to further failure.
The equation of student success isn’t about who is to blame. Rather, it forces us to ask the question: how can each variable that involves us all, better do its part?
In regards to what teachers can do to contribute to the equation, what would you add to this Top 10 list to avoid student failure?
Written by heather in: Ed News, Educational Policy, Teacher Resources | Tags: education, edutopia, equation of student success, huffinton post, k-12, student achievement
Monday, December 6, 2010
Sunday, October 3, 2010
Using Effective Study Strategies
THE LEARNING NETWORK
TEACHING and LEARNING with THE NEW YORK TIMES_
_______________________________________
September 13, 2010, 3:05 pm
Learn Your Lesson: Using Effective Study Strategies
By SANDHYA NANKANI AND HOLLY EPSTEIN OJALVO
Overview | What makes a student a good learner? What study habits are truly effective? In this lesson, students examine research that debunks myths about effective study habits and participate in one or more experiments to test proven strategies. They then create “dos and don’ts” brochures with studying tips and/or implement personal study strategy plans.
Materials | Student journals, computers with Internet access (optional), course content and assessment tools for the experiments described in the Activity section below
Warm-up | Invite students to imagine they are advice columnists who have just received the following letter from a student:
I’m determined to be a better student and bring up my grades. Do you have tips for good study habits that will help me succeed?
Have students work in pairs or trios to brainstorm a list of advice to give the student, using these prompts to stimulate thinking:
• What study practices have been suggested – or required – over the years by your parents and teachers?
• Has any advice or strategies not worked for you? If so, what was it, and why didn’t it work? What did you do instead?
• What habits do you practice? What works for you? What doesn’t?
After a few minutes, have the groups share their ideas. Are there any common themes? Do any habits seem to work for everyone, or do individuals have specific strategies that work for them?
Invite students to post their responses as comments on our Student Opinion question “Is Everything You’ve Been Taught About Study Habits Wrong?”.
Related | In “Forget What You Know About Good Study Habits,” Benedict Carey reviews cognitive research about study habits and learning styles:
Every September, millions of parents try a kind of psychological witchcraft, to transform their summer-glazed campers into fall students, their video-bugs into bookworms. Advice is cheap and all too familiar: Clear a quiet work space. Stick to a homework schedule. Set goals. Set boundaries. Do not bribe (except in emergencies).
And check out the classroom. Does Junior’s learning style match the new teacher’s approach? Or the school’s philosophy? Maybe the child isn’t “a good fit” for the school.
Such theories have developed in part because of sketchy education research that doesn’t offer clear guidance. Student traits and teaching styles surely interact; so do personalities and at-home rules. The trouble is, no one can predict how.
Yet there are effective approaches to learning, at least for those who are motivated. In recent years, cognitive scientists have shown that a few simple techniques can reliably improve what matters most: how much a student learns from studying.
The findings can help anyone, from a fourth grader doing long division to a retiree taking on a new language. But they directly contradict much of the common wisdom about good study habits, and they have not caught on.
Read the entire article with your class, using the questions below.
Questions | For discussion and reading comprehension:
1. What are some common prescriptions for good study habits that have been debunked by recent research?
2. What, according to recent research, are some simple study habits that can improve how much a student recalls when studying?
3. What are the advantages of studying different kinds of material in one sitting versus studying one kind of subject?
4. What analogy does the author of this article use to describe the brain’s learning and recall processes? Why?
5. Why is testing considered a powerful tool of learning? Is this surprising?
Activity | Here are ideas for testing the four main learning strategies highlighted in the article. After each activity, work as a group to assess and reflect on the process.
1. Alternating Study Settings
Strategy: Studying material in different environments instead of a single location.
Experiment: Divide students into two groups, a test group and a control group. Provide each group with a list of information to learn, such as vocabulary words and definitions, key U.S. history facts or other material related to your curriculum.
Have the control group stay in the classroom and study the information for 20 minutes, with a five-minute break. Have the test group spend ten minutes in the classroom and ten minutes in a different environment, such as the library, the cafeteria or the outdoors. Afterwards, administer a quiz to all students and evaluate performance. Which group performed better?
2. Mixing Content
Strategy: “Varying the type of material studied in a single sitting” instead of focusing on just one skill or piece of content at a time.
Experiment: Below are some ways to test this strategy in different areas of study, working again with a test group and control group; after the activity, assess student retention, recall and comprehension of the material.
• Math: Teach a new concept. Have the control group work on a problem set for that specific concept, while the test group works on a problem set that includes other skills and concepts. For example, if you are teaching how to solve basic proportions, you might provide students with worksheet that also includes basic equations, word problems and FOIL method multiplication.
• World Languages: Provide a list of basic words in the target language that anyone traveling to a country where the language is spoken should know. Have the control group study the list silently, while the test group studies the same words by using them in spoken conversation, writing (in context), and reading.
• American History: Present a timeline of key dates surrounding a historical event. Have the test group study this list in the traditional method by reading and memorizing it. Have the control group read the list, then read a prose passage about that same historical event and write a short essay about it, as well as examining a related photograph or illustration.
• Language Arts: Introduce the control group of students to a poem or monologue by having them read it aloud a few times over an assigned block of time. Have the test group approach the same poem in the following ways: first, reading it silently, then reading it aloud and then writing it out in their journals.
• Fine Arts: As described in the article, give the control group three sets of 12 works, each set by a different painter. Give the control group a mixed collection of works by various artists, including two or three paintings by the three artists assigned to the control group. Allow students ample time to examine and study the works. Then administer a quiz on the painting style of the three artists whose works they all examined, or play a “memory” game to test recall and identification.
3. Spacing Out Studying
Strategy: Studying material over time – say, an hour at a time on different days – as opposed to “cramming.”
Experiment: Teach a new concept or skill. Then divide the class into two groups. Have one group study the same material over time — such as one hour that night, another hour over the weekend, and then a third hour a few days later. Have the other group cram (or study intensively on one night). Give a quiz on the material, and then a second quiz on the same material a week later. Then assess: Who performed better on each quiz? Who was better able to recall the information immediately after the study sessions? Who retained the material better after a few days’ time?
4. Rehearsing Recall
Strategy: Taking practice tests and quizzes.
Experiment: As in the other experiments above, give the entire class a set of information to learn or memorize, such as vocabulary words, functions or facts, and assign the class to study the material for homework.
Assign a short “pretest” to only the test group (or have students develop their own), to be taken as part of their study session, and merely tell the control group to study the material. The next day, test the entire class on the material.
Going further | Students create and illustrate a “Dos and Don’ts” brochure with tips for effective study habits, and make them available in the school library, learning center or study hall, or on the school Web site. (You might introduce students to Stephen Covey’s “Seven Habits for Highly Effective Teens,” then have them write their brochures as “Seven Habits of Highly Effective Studiers.”)
Alternatively or additionally, students choose one or more strategies from the article to implement into their own study practice. They keep a journal over the course of a unit or semester, chronicling their use of the habit(s) and the results in the form of quiz, test and course grades.
In a future class, you may wish to have students investigate the concept of learning styles and review the recent research, mentioned in the article, suggesting that there is “almost zero support” for the notion that students have different learning styles that require different approaches.
Standards | This lesson is correlated to McREL’s national standards as follows (it can also be aligned to the new Common Core State Standards):
Behavioral Studies
3. Understands that interactions among learning, inheritance, and physical development affect human behavior
Life Skills: Self-Regulation
1. Sets and manages goals
2. Performs self-appraisal
4. Demonstrates perseverance
Life Skills: Thinking and Reasoning
2. Understands and applies basic principles of logic and reasoning
3. Effectively uses mental processes that are based on identifying similarities and differences
4. Understands and applies basic principles of hypothesis testing and scientific inquiry
5. Applies basic trouble-shooting and problem-solving techniques
6. Applies decision-making techniques
Language Arts
1. Uses the general skills and strategies of the writing process
5. Uses the general skills and strategies of the reading process
6. Uses reading skills and strategies to understand and interpret a variety of literary texts
7. Uses reading skills and strategies to understand and interpret a variety of informational texts
8. Uses listening and speaking strategies for different purposes
9. Uses viewing skills and strategies to understand and interpret visual media
TEACHING and LEARNING with THE NEW YORK TIMES_
_______________________________________
September 13, 2010, 3:05 pm
Learn Your Lesson: Using Effective Study Strategies
By SANDHYA NANKANI AND HOLLY EPSTEIN OJALVO
Overview | What makes a student a good learner? What study habits are truly effective? In this lesson, students examine research that debunks myths about effective study habits and participate in one or more experiments to test proven strategies. They then create “dos and don’ts” brochures with studying tips and/or implement personal study strategy plans.
Materials | Student journals, computers with Internet access (optional), course content and assessment tools for the experiments described in the Activity section below
Warm-up | Invite students to imagine they are advice columnists who have just received the following letter from a student:
I’m determined to be a better student and bring up my grades. Do you have tips for good study habits that will help me succeed?
Have students work in pairs or trios to brainstorm a list of advice to give the student, using these prompts to stimulate thinking:
• What study practices have been suggested – or required – over the years by your parents and teachers?
• Has any advice or strategies not worked for you? If so, what was it, and why didn’t it work? What did you do instead?
• What habits do you practice? What works for you? What doesn’t?
After a few minutes, have the groups share their ideas. Are there any common themes? Do any habits seem to work for everyone, or do individuals have specific strategies that work for them?
Invite students to post their responses as comments on our Student Opinion question “Is Everything You’ve Been Taught About Study Habits Wrong?”.
Related | In “Forget What You Know About Good Study Habits,” Benedict Carey reviews cognitive research about study habits and learning styles:
Every September, millions of parents try a kind of psychological witchcraft, to transform their summer-glazed campers into fall students, their video-bugs into bookworms. Advice is cheap and all too familiar: Clear a quiet work space. Stick to a homework schedule. Set goals. Set boundaries. Do not bribe (except in emergencies).
And check out the classroom. Does Junior’s learning style match the new teacher’s approach? Or the school’s philosophy? Maybe the child isn’t “a good fit” for the school.
Such theories have developed in part because of sketchy education research that doesn’t offer clear guidance. Student traits and teaching styles surely interact; so do personalities and at-home rules. The trouble is, no one can predict how.
Yet there are effective approaches to learning, at least for those who are motivated. In recent years, cognitive scientists have shown that a few simple techniques can reliably improve what matters most: how much a student learns from studying.
The findings can help anyone, from a fourth grader doing long division to a retiree taking on a new language. But they directly contradict much of the common wisdom about good study habits, and they have not caught on.
Read the entire article with your class, using the questions below.
Questions | For discussion and reading comprehension:
1. What are some common prescriptions for good study habits that have been debunked by recent research?
2. What, according to recent research, are some simple study habits that can improve how much a student recalls when studying?
3. What are the advantages of studying different kinds of material in one sitting versus studying one kind of subject?
4. What analogy does the author of this article use to describe the brain’s learning and recall processes? Why?
5. Why is testing considered a powerful tool of learning? Is this surprising?
Activity | Here are ideas for testing the four main learning strategies highlighted in the article. After each activity, work as a group to assess and reflect on the process.
1. Alternating Study Settings
Strategy: Studying material in different environments instead of a single location.
Experiment: Divide students into two groups, a test group and a control group. Provide each group with a list of information to learn, such as vocabulary words and definitions, key U.S. history facts or other material related to your curriculum.
Have the control group stay in the classroom and study the information for 20 minutes, with a five-minute break. Have the test group spend ten minutes in the classroom and ten minutes in a different environment, such as the library, the cafeteria or the outdoors. Afterwards, administer a quiz to all students and evaluate performance. Which group performed better?
2. Mixing Content
Strategy: “Varying the type of material studied in a single sitting” instead of focusing on just one skill or piece of content at a time.
Experiment: Below are some ways to test this strategy in different areas of study, working again with a test group and control group; after the activity, assess student retention, recall and comprehension of the material.
• Math: Teach a new concept. Have the control group work on a problem set for that specific concept, while the test group works on a problem set that includes other skills and concepts. For example, if you are teaching how to solve basic proportions, you might provide students with worksheet that also includes basic equations, word problems and FOIL method multiplication.
• World Languages: Provide a list of basic words in the target language that anyone traveling to a country where the language is spoken should know. Have the control group study the list silently, while the test group studies the same words by using them in spoken conversation, writing (in context), and reading.
• American History: Present a timeline of key dates surrounding a historical event. Have the test group study this list in the traditional method by reading and memorizing it. Have the control group read the list, then read a prose passage about that same historical event and write a short essay about it, as well as examining a related photograph or illustration.
• Language Arts: Introduce the control group of students to a poem or monologue by having them read it aloud a few times over an assigned block of time. Have the test group approach the same poem in the following ways: first, reading it silently, then reading it aloud and then writing it out in their journals.
• Fine Arts: As described in the article, give the control group three sets of 12 works, each set by a different painter. Give the control group a mixed collection of works by various artists, including two or three paintings by the three artists assigned to the control group. Allow students ample time to examine and study the works. Then administer a quiz on the painting style of the three artists whose works they all examined, or play a “memory” game to test recall and identification.
3. Spacing Out Studying
Strategy: Studying material over time – say, an hour at a time on different days – as opposed to “cramming.”
Experiment: Teach a new concept or skill. Then divide the class into two groups. Have one group study the same material over time — such as one hour that night, another hour over the weekend, and then a third hour a few days later. Have the other group cram (or study intensively on one night). Give a quiz on the material, and then a second quiz on the same material a week later. Then assess: Who performed better on each quiz? Who was better able to recall the information immediately after the study sessions? Who retained the material better after a few days’ time?
4. Rehearsing Recall
Strategy: Taking practice tests and quizzes.
Experiment: As in the other experiments above, give the entire class a set of information to learn or memorize, such as vocabulary words, functions or facts, and assign the class to study the material for homework.
Assign a short “pretest” to only the test group (or have students develop their own), to be taken as part of their study session, and merely tell the control group to study the material. The next day, test the entire class on the material.
Going further | Students create and illustrate a “Dos and Don’ts” brochure with tips for effective study habits, and make them available in the school library, learning center or study hall, or on the school Web site. (You might introduce students to Stephen Covey’s “Seven Habits for Highly Effective Teens,” then have them write their brochures as “Seven Habits of Highly Effective Studiers.”)
Alternatively or additionally, students choose one or more strategies from the article to implement into their own study practice. They keep a journal over the course of a unit or semester, chronicling their use of the habit(s) and the results in the form of quiz, test and course grades.
In a future class, you may wish to have students investigate the concept of learning styles and review the recent research, mentioned in the article, suggesting that there is “almost zero support” for the notion that students have different learning styles that require different approaches.
Standards | This lesson is correlated to McREL’s national standards as follows (it can also be aligned to the new Common Core State Standards):
Behavioral Studies
3. Understands that interactions among learning, inheritance, and physical development affect human behavior
Life Skills: Self-Regulation
1. Sets and manages goals
2. Performs self-appraisal
4. Demonstrates perseverance
Life Skills: Thinking and Reasoning
2. Understands and applies basic principles of logic and reasoning
3. Effectively uses mental processes that are based on identifying similarities and differences
4. Understands and applies basic principles of hypothesis testing and scientific inquiry
5. Applies basic trouble-shooting and problem-solving techniques
6. Applies decision-making techniques
Language Arts
1. Uses the general skills and strategies of the writing process
5. Uses the general skills and strategies of the reading process
6. Uses reading skills and strategies to understand and interpret a variety of literary texts
7. Uses reading skills and strategies to understand and interpret a variety of informational texts
8. Uses listening and speaking strategies for different purposes
9. Uses viewing skills and strategies to understand and interpret visual media
Saturday, October 2, 2010
The Absolute Classic of a Book....As A Man Thinketh (New Version)
I have read book and I HAVE READ BOOKS! and this book falls in the second category. This book actually it is a booklet is a must read for a searching soul!Check it out and get your free downloadable version!
AsAManThinkethNewVersion.com
AsAManThinkethNewVersion.com
Monday, September 20, 2010
Monday, September 13, 2010
Tuesday, August 31, 2010
Suggestions for the start of the new school's year
From a Social and Emotional Learning (SEL) point of view, the most important consideration at the start of the new school year is to create positive feelings and optimism about school. This has many practical implications for both educators and parents.
Here are six suggestions to keep in mind:
Number One
Make a special effort to greet children in a positive and uplifting way at the start of school. Create a festive atmosphere, not a "get down to business" factory atmosphere. For example I am preparing posters with positive affirmations to decorate my classroom and I am having a session on Goals Setting.
Number Two
Highlight all the good and exciting things that will be happening at the beginning of the school year, as well as throughout the year. For example in this school year we at Bishop Anstey High will be celebrating our 80th Anniversary so I will tell them how privileged they are to be a part of this historical occasion.
Number Three
Give students a chance to share good memories about their holidays, what they are looking forward to for the new school year, and something about themselves that they would like classmates to know (even for returning students there maybe something new or special that they would like the class to know). Time spent helping the students in a class bond in positive ways will bring large dividend later in the year as students work together in pairs, teams, and groups.
Number Four
Allow students to have input into setting the rules for the classroom, in terms of both "do's" and "don'ts." Use the first couple of days to formulate these rules and ensure that it is posted for all to see.
Number Five
Give students an opportunity each day to reflect on what they are learning (this is my favorite!). Ask them to keep a journal (an electronic journal via the computer is a great idea) and write down, at the end of the day, three things they are taking with them from the school day. Have them keep daily journals in one or some or all subject areas where, at the end of a class period or unit or project, they write down three things they are taking away from that unit of work.(Teachers can create a 5 minutes time slot at the end of their class for students to write in their journals)
Number Six
You can create a website where you and your Form Class (or any other class) can communicate in privacy. These are only two (there are others) of such sites that offer free websites for teachers and classes http://twiducate.com/ and http://classjump.com/index.php
Here are six suggestions to keep in mind:
Number One
Make a special effort to greet children in a positive and uplifting way at the start of school. Create a festive atmosphere, not a "get down to business" factory atmosphere. For example I am preparing posters with positive affirmations to decorate my classroom and I am having a session on Goals Setting.
Number Two
Highlight all the good and exciting things that will be happening at the beginning of the school year, as well as throughout the year. For example in this school year we at Bishop Anstey High will be celebrating our 80th Anniversary so I will tell them how privileged they are to be a part of this historical occasion.
Number Three
Give students a chance to share good memories about their holidays, what they are looking forward to for the new school year, and something about themselves that they would like classmates to know (even for returning students there maybe something new or special that they would like the class to know). Time spent helping the students in a class bond in positive ways will bring large dividend later in the year as students work together in pairs, teams, and groups.
Number Four
Allow students to have input into setting the rules for the classroom, in terms of both "do's" and "don'ts." Use the first couple of days to formulate these rules and ensure that it is posted for all to see.
Number Five
Give students an opportunity each day to reflect on what they are learning (this is my favorite!). Ask them to keep a journal (an electronic journal via the computer is a great idea) and write down, at the end of the day, three things they are taking with them from the school day. Have them keep daily journals in one or some or all subject areas where, at the end of a class period or unit or project, they write down three things they are taking away from that unit of work.(Teachers can create a 5 minutes time slot at the end of their class for students to write in their journals)
Number Six
You can create a website where you and your Form Class (or any other class) can communicate in privacy. These are only two (there are others) of such sites that offer free websites for teachers and classes http://twiducate.com/ and http://classjump.com/index.php
Thursday, August 26, 2010
Reading is Fundamental
In the new learning paradigm what is required is “Learning to be, learning to learn and learning to do as a means of developing the members of organizations and their environment in a purposeful way...European Journal of Management Fall 2008 by Marilyn A Harris et al
Read everything that will help propel you toward your Goals.
Reading a fundamental is a saying that I grew up with.
Reading is one of the best ways to learn.
Reading is just the reverse process of writing. It puts information into your brain for future use. You will have storage and access to that knowledge whenever you need it.
Read everything that will help propel you toward your Goals.
Reading a fundamental is a saying that I grew up with.
Reading is one of the best ways to learn.
Reading is just the reverse process of writing. It puts information into your brain for future use. You will have storage and access to that knowledge whenever you need it.
Tuesday, August 17, 2010
Components of a Balanced Literacy Program (Part 1)
Photo taken by E Rochford
In this blog I am looking at the four types of reading that should be encouraged in the classroom if we are to effectively contribute to producing literate citizens of the 21st Century.
I remember how I loved story time whether at home or at school. I remember listening to the storyteller’s (mother or teacher) voice and creating mental images. Now I teach at a Secondary school and the pace is hectic, but, you know what I still find time to read for my students. My Form 1’s to 3’s absolutely love for me to read to and with them! Reading aloud for your children both at home and at school create a special quality bonding time as well as enhancing the following:
• Provides adult model of fluent reading
• Develops sense of story/text
• Develops vocabulary
• Encourages prediction
• Builds a community of readers
• Develops active listening*
When was the last time you and your students participated in shared reading where you the teacher and your students read text together? Research has shown that this activity when done consistently helps students in that it:
• Demonstrates awareness of text
• Develops sense of story or content
• Promotes reading strategies
• Develops fluency and phrasing
• Increases comprehension
• Encourages politeness and respect *
Guided Reading is a great activity that allows you the teacher to introduce reading material that is at your students’ instructional level. This type of reading benefits all but, especially the struggling readers in your classroom as for them to be given material specially chosen by their teacher just for them is a confidence booster.
• Promotes reading strategies
• Increases comprehension
• Encourages independent reading
• Expands belief in own ability *
How many of us who were able to read really well at an early age remember how we were taught to read? I can’t, it seems as if I just knew how to read, and that may be the case, but what these four types of reading have shown me is that there’s a time for reading aloud and a time for sharing; a time for guiding and a time for letting go. Independent Reading allows your students to do just that to let go and read independently!
• Encourages strategic reading
• Increases comprehension
• Supports writing development
• Extends experiences with a variety of written texts
• Promotes reading for enjoyment and information
• Develops fluency
• Fosters self-confidence by reading familiar and new text
• Provides opportunities to use mistakes as learning opportunities *
Saturday, August 14, 2010
A TRINI TEACHER'S DREAM CLASSROOM
LEARNING AREAS
Whole-Group Area
For whole-class lessons-this includes informal discussion, direct instruction, and student presentations. This is a good place for an Author's Chair from which students can read their writing to the class.
Small-Group Area
Here you can give small-group instruction or allow groups of students to gather for peer-led discussions.
Reading Area
This is a place for students to read independently or quietly with a partner. It should provide comfortable seating, a variety of books, and a quiet, secluded atmosphere.
Writing Center
Here students write independently and collaboratively. The area should contain comfortable space for writing and a variety of supplies.
Cross-Curricular Center
This is an active center where students explore relationships across different curricula, including literature, science, social studies, art, and math.
Computer Station
This area is for computer use in writing, math, reading, keyboard practice, research, telecommunications, and creative games.
Creative Arts Center
This area is where students can get involved in visual art and dramatic play. It should have a variety of art supplies, costumes, and props.
Communication Area/Post Office
This area has mail slots for students and teacher to exchange written messages and suggestions.
Listening Station
Here students listen to tapes of books, stories, Ole time stories, calypsos, songs, and poems.
Friday, August 13, 2010
THIS THING CALLED POETIC JUSTICE...IT SWEET TOO BAD!
There is such a thing called “poetic justice” and for all my colleagues who sweated, fussed, cussed (yeah some godly people turned b...), had the jitters, over ate, lose sleep, lose weight, lose hair, lose work, lose their mind, nearly lose faith, nearly lose their spouse, made multi-tasking look like a joke (fus dey were good), copy ‘n paste with their eyes close, were the reason for all de flooding in Trinidad, and by extension were the cause for the OdPM boss resigning, and dengue outbreak.
All because of an activity that I will love to call one of utter futility but I will wait and see. But back to my first statement about poetic justice, as teachers we know more than anyone else when you give your students assignment you automatically give yourself the same assignment and so colleagues you realise now why the mantra that helped me through this dark night of the soul period was so supportive, “There is a God, yes there is a God and that which you give out shall be returned to you multiplied, tripled, shake down...” need I say more? I am sure you get my drift. Someone said to me I would love to be there for the process and my response was, “I don’t want to be there when the .... hit the fan!”
You know what was the final straw when here was I deep in the throes of the final hours of a difficult labour (must have been Last Quarter as you know they say a labour in Last Quarter is a slow painful process). Anyway here was I deep into it and thinking “I can see a light at the end of the tunnel when a few days before there was only a weak glimmer” when I saw that I had received mail about EDRL 6004....hmmh they’re writing to give us an extension but not me I don’t want any, not after I burst my brain and every other part of my anatomy doing this, no way! But I wanted to see what they were writing to say and so I left what I was doing and diverted my focus to read the e-mail.
My response as I am sure was the response of all right thinking Trinis “STEUPS!” All I can say about that e-mail was that it was a downright, blatant act of subliminal blackmail and threat. Who in their right mind (granted that they might have lost it doing this activity) will fall for that? I am sure all of you work darn hard in the hope of getting an A in this activity to give it up for an extension which if I recall correctly, was just as impossible as NJAC (sorry had to be real outrageous) winning an Election. So why now? And why the Disclaimer?
Anyway I deleted the thing if I could have spammed it I would have and went back to important matters...finishing my assignment , which I would be happy to get out of my hand, my head, my life and into the hand of the giver! So you see now where I am coming from when I began writing about poetic justice?
Colleagues enjoy the beginning of your holidays!
All because of an activity that I will love to call one of utter futility but I will wait and see. But back to my first statement about poetic justice, as teachers we know more than anyone else when you give your students assignment you automatically give yourself the same assignment and so colleagues you realise now why the mantra that helped me through this dark night of the soul period was so supportive, “There is a God, yes there is a God and that which you give out shall be returned to you multiplied, tripled, shake down...” need I say more? I am sure you get my drift. Someone said to me I would love to be there for the process and my response was, “I don’t want to be there when the .... hit the fan!”
You know what was the final straw when here was I deep in the throes of the final hours of a difficult labour (must have been Last Quarter as you know they say a labour in Last Quarter is a slow painful process). Anyway here was I deep into it and thinking “I can see a light at the end of the tunnel when a few days before there was only a weak glimmer” when I saw that I had received mail about EDRL 6004....hmmh they’re writing to give us an extension but not me I don’t want any, not after I burst my brain and every other part of my anatomy doing this, no way! But I wanted to see what they were writing to say and so I left what I was doing and diverted my focus to read the e-mail.
My response as I am sure was the response of all right thinking Trinis “STEUPS!” All I can say about that e-mail was that it was a downright, blatant act of subliminal blackmail and threat. Who in their right mind (granted that they might have lost it doing this activity) will fall for that? I am sure all of you work darn hard in the hope of getting an A in this activity to give it up for an extension which if I recall correctly, was just as impossible as NJAC (sorry had to be real outrageous) winning an Election. So why now? And why the Disclaimer?
Anyway I deleted the thing if I could have spammed it I would have and went back to important matters...finishing my assignment , which I would be happy to get out of my hand, my head, my life and into the hand of the giver! So you see now where I am coming from when I began writing about poetic justice?
Colleagues enjoy the beginning of your holidays!
Saturday, August 7, 2010
KEEP THEM CLOSE
Photo taken by E Rochford
The happiest people don't have the best of everything, they just make the best of everything they have.... So, Live simply. Love generously. Care deeply. Speak kindly..... Leave the rest to GOD.
One day a woman's husband died, and on that clear, cold morning, in the warmth of their bedroom, the wife was struck with the pain of learning that sometimes there isn't "anymore".
No more hugs, no more special moments to celebrate together, no more phone calls just to chat, no more "just one minute."
Sometimes, what we care about the most gets all used up and goes away, never to return before we can say good-bye, say "I love you."
So while we have it, its best we love it, care for it, fix it when it's broken and heal it when it's sick.
This is true for marriage.....And old cars... And children with bad report cards, and dogs with bad hips, and aging parents and grandparents. We keep them because they are worth it, because we are worth it.
Some things we keep -- like a best friend who moved away or a sister-in-law after divorce. There are just some things that make us happy, no matter what.
Life is important, like people we know who are special.. And so, we keep them close!
Friday, August 6, 2010
ONE OF THE REASONS FOR MY JOY
Photo taken by E.Rochford
I absolutely love looking at and taking pictures of the sky. This shot was taken last week from my balcony.Sighting a rainbow reminds me of the GREATNESS that is there in the Universe.
"And the bow shall be in the cloud; and I will look upon it, that I may remember the everlasting covenant between God and every living creature of all flesh that is upon the earth." Gen.9:16
Thursday, August 5, 2010
REFLECTING ON ICT
Interestingly innovative
Cool and creative
Technologies that include 21st century Web 2.0 tools such as ebooks, Digital Storytelling, Wikis and Blogs just to name a few.
ICT, which stand for Information and Communication Technology for those who do not have a clue.
If you want to know more about it go read the Ministry’s Draft Policy from 2005
It's in their archive
As I have said before…
Interestingly innovative
Cool and creative
Technology!
Reflections
I believe that one of the purposes if not the main purpose of education is to empower the learner a find his or her voice…this voice can be manifested vocally or orally as in when that person speaks or sings or via the written medium. The voice is a powerful tool and people know that. Two thousand five hundred years ago, China’s most famous philosopher, Confucius, described words as “the voice of the heart.”
By now you are wondering about my topic, well as Reading Specialists we are going to be called upon to help struggling readers find their voice. In helping a student to find his/her voice we will be helping that student to grow in confidence and self esteem. As teachers we see students who do not use their voice because they are afraid other will laugh at their attempts to express themselves.
Teaching our students to read and have a voice is a powerful tool and it opens them up to the wonders of the Universe that are locked away in WORDS. When students are provided meaningful, authentic learning opportunities that spark their natural interests and goals for learning, they are transformed from passive learners to empowered learners.
The alienated student no longer exists. Students who were once passive learners are active learners all because they are given a voice. Remember for some students, their school is the only place where their voice is heard.
We must have the courage and responsibility to listen to students. If they are to lead our society, we must be willing to learn from them. Listen to our students. Give them a voice. Empower them to learn and lead!
Sadly there are educators and the learners who believe in the adage children should be seen and not heard.
By now you are wondering about my topic, well as Reading Specialists we are going to be called upon to help struggling readers find their voice. In helping a student to find his/her voice we will be helping that student to grow in confidence and self esteem. As teachers we see students who do not use their voice because they are afraid other will laugh at their attempts to express themselves.
Teaching our students to read and have a voice is a powerful tool and it opens them up to the wonders of the Universe that are locked away in WORDS. When students are provided meaningful, authentic learning opportunities that spark their natural interests and goals for learning, they are transformed from passive learners to empowered learners.
The alienated student no longer exists. Students who were once passive learners are active learners all because they are given a voice. Remember for some students, their school is the only place where their voice is heard.
We must have the courage and responsibility to listen to students. If they are to lead our society, we must be willing to learn from them. Listen to our students. Give them a voice. Empower them to learn and lead!
Sadly there are educators and the learners who believe in the adage children should be seen and not heard.
NO MORE JUST WANTING A MASTERS TALK FOR ME
I am being very honest when I say that in the beginning of this program there were times when I felt that I could not really care how the program was going and all I wanted was my degree. I even told myself that if they didn’t hire me as a Reading specialist “at least I had my Masters.” But you know what this phase did not last long as the reality of the crisis situation that we are facing as a nation with regards to reading hit home.
As long as there are students in our Primary schools who are just moved up to the next class and can’t read the first primer level, then our role as Reading Specialists is critical. And as long as there are students entering our Secondary schools and leaving them with no subjects or worse yet dropping out of our school system because they are labelled non-readers or struggling readers and there were no one to help them, then Reading Specialists are needed.
So no more just wanting a Masters talk for me. I intend to take this role seriously I am doing extra reading on my own because people all I can say is this “We have not even touched the tip of the iceberg as yet!”
As long as there are students in our Primary schools who are just moved up to the next class and can’t read the first primer level, then our role as Reading Specialists is critical. And as long as there are students entering our Secondary schools and leaving them with no subjects or worse yet dropping out of our school system because they are labelled non-readers or struggling readers and there were no one to help them, then Reading Specialists are needed.
So no more just wanting a Masters talk for me. I intend to take this role seriously I am doing extra reading on my own because people all I can say is this “We have not even touched the tip of the iceberg as yet!”
Wednesday, August 4, 2010
IMAGINE THAT!
Did you know that when computers first came on the scene there was this deep concern that it will isolate children? Yes, parents and educators alike were all concerned but subsequent research has alleviated that.
Have you noticed how children take to technology as we’d say in Trinidad “like duck to water?” For years, I am in awe at my favourite nephew’s marvellous abilities with computer and in fact any technology. From him, I have come to realise that children have no fear, no reservation, no holding back like so many adults when it comes to working/playing with technology. I know that I am guilty of shamelessly using my nephew whenever I am stuck with a new gadget or even with my computer. His fingers just seem to know which knob to turn, which key to tap and voila! the “problem” is solved. That which to me seemed so impossible is so easy to this 21st century techno-savvy child.
By the way computers have not isolated children rather they have been the catalyst for social interaction among young people. According to (Muller and Perlmutter 1985) children at the computer spent nine times as much time talking to peers while on the computer than while doing puzzles. Notice the next time you see your students working with the computers how they are always many of them playing games, Instant Messaging or on Face-Book. Children using technology always seem to prefer to work with others rather than alone, thus fostering new friendships.
Have you noticed how children take to technology as we’d say in Trinidad “like duck to water?” For years, I am in awe at my favourite nephew’s marvellous abilities with computer and in fact any technology. From him, I have come to realise that children have no fear, no reservation, no holding back like so many adults when it comes to working/playing with technology. I know that I am guilty of shamelessly using my nephew whenever I am stuck with a new gadget or even with my computer. His fingers just seem to know which knob to turn, which key to tap and voila! the “problem” is solved. That which to me seemed so impossible is so easy to this 21st century techno-savvy child.
By the way computers have not isolated children rather they have been the catalyst for social interaction among young people. According to (Muller and Perlmutter 1985) children at the computer spent nine times as much time talking to peers while on the computer than while doing puzzles. Notice the next time you see your students working with the computers how they are always many of them playing games, Instant Messaging or on Face-Book. Children using technology always seem to prefer to work with others rather than alone, thus fostering new friendships.
Tuesday, August 3, 2010
A PUNCHLINE I JUST COULD NOT RESIST!
As soon as I saw the banner proudly proclaiming that the faculty of Humanities and Education is celebrating its 50th anniversary and its theme for this grand occasion is “A hint of the past, A taste of the present and A glimpse of the future”, I immediately saw the irony of the situation. This is my fourth trip to this institution and my main gripe with this goodly institution since my first degree was that it is living in the far past and needed a push into the 21st century. So here is this banner pronouncing that they are giving a hint of the past... (Hello, a what?) Surely it might have been most appropriate to say “A Chunk of the past and the Reality of the present with a Maybe of the future” or better yet “We are living in the past, operating in the present and hoping to be in the future”
When this goodly institution can seriously take its head out of the past especially where assessments are concern (needed creative quality ways of assessing and not the same ole same ole) and move into the present then and only then it will stand proud in the future. As for now though, all I seem to hear from students in every faculty who are forced to attend (the financial perks are great and we can’t do anything else and we want our degrees) is “This is madness, too much work, I am tired already ...”
When this goodly institution can seriously take its head out of the past especially where assessments are concern (needed creative quality ways of assessing and not the same ole same ole) and move into the present then and only then it will stand proud in the future. As for now though, all I seem to hear from students in every faculty who are forced to attend (the financial perks are great and we can’t do anything else and we want our degrees) is “This is madness, too much work, I am tired already ...”
Sunday, August 1, 2010
QUESTIONS FOR THE POLICY ON ICT (2005)
It was with great interest that I read the Ministry of Education Policy on ICT. This policy was drafted in September 2005 having been in the making since 2004. An ambitious policy as usual like all documents, policies, White Papers and Green Papers, wordy and beyond the comprehension of those worthy of understanding such.
After reading the 42 page document (and it took a while) I had two serious questions that I will like anyone of my MEd colleagues to help me with: How far along are the 5 levels of setting up ICT in schools? And the document spoke about the MOE and I quote “The Ministry shall create a technology-assisted working environment in which all MOE staff can function with ease.” Five long years and we are still being told that our file cannot be found or they are in cardboard boxes in the corridors. How difficult can computerising the Education Ministry be?
I have a simple solution though for any government institution wanting to be computerized and that is for that institution to have a Competition for University Graduates in Computer Technology to put their skill at work and you will see how quickly and easily you will have it done. Young people would love to be known for having set up the system in certain public places so use them!
What do you think?
After reading the 42 page document (and it took a while) I had two serious questions that I will like anyone of my MEd colleagues to help me with: How far along are the 5 levels of setting up ICT in schools? And the document spoke about the MOE and I quote “The Ministry shall create a technology-assisted working environment in which all MOE staff can function with ease.” Five long years and we are still being told that our file cannot be found or they are in cardboard boxes in the corridors. How difficult can computerising the Education Ministry be?
I have a simple solution though for any government institution wanting to be computerized and that is for that institution to have a Competition for University Graduates in Computer Technology to put their skill at work and you will see how quickly and easily you will have it done. Young people would love to be known for having set up the system in certain public places so use them!
What do you think?
Thursday, July 29, 2010
Whoopee! Hurray! Ah done! Ah Submit! People ...ah Turnitin!!
Whoopee! Hurray! Ah done! Ah Submit! People ...ah Turnitin!!
Mih essay ah mean and now ah smilin’
Ah doh kno’ if you like me ....type, type, type ...look at Word count
Buh wha the jail is dis only 375 words? An’ ah typing sooooo longggg?
Type type type... nah ah not lookin’ again. Dat counter cyar count!
Ah cut an paste here and ah cut an paste dere...no ah not plagiarising!!
Remember Turnitin go be checkin
An me eh want nobody tink I thiefin
So what ah really cutting an pastin’ was pieces from my own first draft
Dat is how I does write essay you kno
Ah does write mih thought down
From day one
Mih head buckin buh ah still typin
Ah seein in double...whey dis is trouble
Today is de 27th no ah not remembering 1990
Ah remembering dat the 30th is only 3 days away
Take ah look nah girl! You kno how long you typin
I sure you nearly finish...look how you fingers lookin
Take ah look! Take ah look!
Whaaaa... Helloo?
What do you mean? This cannot be happening to me?
People ah pass the 2500 mark...so you know wha dat mean?
Ah go have to turn back, take out, throw out.
You see, you see
I told you to take a look a long time ago
But nah you fraid to ...so guess wha it dX#@ good for you
Steups! Steups! Steups!
Ah chop chop here and ah chop chop dere
Here is good an there is good.
Hell everywhere lookin good good
Yeah ...yeah
You remember the beginning of dis poem?
Whoopee! Hurray! Ah done! Ah Submit! People ...ah Turnitin!!
Mih essay ah mean and now ah smilin’
Ah doh kno’ if you like me ....type, type, type ...look at Word count
Buh wha the jail is dis only 375 words? An’ ah typing sooooo longggg?
Type type type... nah ah not lookin’ again. Dat counter cyar count!
Ah cut an paste here and ah cut an paste dere...no ah not plagiarising!!
Remember Turnitin go be checkin
An me eh want nobody tink I thiefin
So what ah really cutting an pastin’ was pieces from my own first draft
Dat is how I does write essay you kno
Ah does write mih thought down
From day one
Mih head buckin buh ah still typin
Ah seein in double...whey dis is trouble
Today is de 27th no ah not remembering 1990
Ah remembering dat the 30th is only 3 days away
Take ah look nah girl! You kno how long you typin
I sure you nearly finish...look how you fingers lookin
Take ah look! Take ah look!
Whaaaa... Helloo?
What do you mean? This cannot be happening to me?
People ah pass the 2500 mark...so you know wha dat mean?
Ah go have to turn back, take out, throw out.
You see, you see
I told you to take a look a long time ago
But nah you fraid to ...so guess wha it dX#@ good for you
Steups! Steups! Steups!
Ah chop chop here and ah chop chop dere
Here is good an there is good.
Hell everywhere lookin good good
Yeah ...yeah
You remember the beginning of dis poem?
Whoopee! Hurray! Ah done! Ah Submit! People ...ah Turnitin!!
Sunday, July 25, 2010
LAUGHTER IS DE BES' MEDICINE ENT?
So you think you're computer-illiterate?
1. Compaq is considering changing the command "Press Any Key" to "Press Return Key" because of the flood of calls asking where the "Any" key is.
2. AST technical support had a caller complaining that her mouse was hard to control with the dust cover on. The cover turned out to be the plastic bag the mouse was packaged in.
3. A Dell technician advised his customer to put his troubled floppy back in the drive and close the door. The customer asked the tech to hold on, and was heard putting the phone down, getting up and crossing the room to close the door to his room.
4. Another Dell customer called to say he couldn't get his computer to fax anything. After 40 minutes of trouble-shooting, the technician discovered the man was trying to fax a piece of paper by holding it in front of the monitor screen and hitting the "send" key.
5. True story from a Novell NetWire SysOp:
Caller: "Hello, is this Tech Support?"
Tech Rep: "Yes, it is. How may I help you?"
Caller: "The cup holder on my PC is broken and I am within my warranty period. How do I go about getting that t fixed?"
Tech Rep: "I'm sorry, but did you say a cup holder?"
Caller: "Yes, it's attached to the front of my computer."
Tech Rep: "Please excuse me if I seem a bit stumped, it's because I am. Did you receive this as part of a promotional, at a trade show? How did you get this cup holder? Does it have any trademark on it?"
Caller: "It came with my computer; I don't know anything about a promotional. It just has '4X' on it."
At this point the Tech Rep had to mute the caller, because he couldn't stand it. The caller had been using the load drawer of the CD-ROM drive as a cup holder, and snapped it off the drive.
1. Compaq is considering changing the command "Press Any Key" to "Press Return Key" because of the flood of calls asking where the "Any" key is.
2. AST technical support had a caller complaining that her mouse was hard to control with the dust cover on. The cover turned out to be the plastic bag the mouse was packaged in.
3. A Dell technician advised his customer to put his troubled floppy back in the drive and close the door. The customer asked the tech to hold on, and was heard putting the phone down, getting up and crossing the room to close the door to his room.
4. Another Dell customer called to say he couldn't get his computer to fax anything. After 40 minutes of trouble-shooting, the technician discovered the man was trying to fax a piece of paper by holding it in front of the monitor screen and hitting the "send" key.
5. True story from a Novell NetWire SysOp:
Caller: "Hello, is this Tech Support?"
Tech Rep: "Yes, it is. How may I help you?"
Caller: "The cup holder on my PC is broken and I am within my warranty period. How do I go about getting that t fixed?"
Tech Rep: "I'm sorry, but did you say a cup holder?"
Caller: "Yes, it's attached to the front of my computer."
Tech Rep: "Please excuse me if I seem a bit stumped, it's because I am. Did you receive this as part of a promotional, at a trade show? How did you get this cup holder? Does it have any trademark on it?"
Caller: "It came with my computer; I don't know anything about a promotional. It just has '4X' on it."
At this point the Tech Rep had to mute the caller, because he couldn't stand it. The caller had been using the load drawer of the CD-ROM drive as a cup holder, and snapped it off the drive.
Is it Quantity or Quality?
“It is not the quantity of the meat, but the cheerfulness of the guests, which makes the feast” Edward Hyde.
Over the past week I have been weighing the importance of quality and quantity with regards to education in Trinidad and Tobago. This came as a result of my having to attend classes in the midst of what is supposed to be holidays a rest period after having worked during the last term. Because I like so many of my colleagues am tired I am left to wonder about the quality that I am taking in and by extension the quality that I am giving out.
It seems to me that for this institution, like so many others in this hemisphere, quantity takes precedence over quality and this can be seen in such overwhelming expectations as too many written assignments re. essays, blogs, portfolios etc (find creative ways to assess) and too many hours of classes crammed into the afternoons and teachers vacation period. Quantity or the more the merrier seems to be their mode of operating. Leading me to wonder if this course is tailored for us or are we being squeezed into a makeshift program?
The quote with which I opened seemed very apt as I am left many times with the feeling that the quantity of the information that I am being fed is way too much, giving me not enough time to chew, savour, share/feed others, cover down and go back to munch on later. Because I am rushed and stuffed with a large quantity I am really not cheerful (not given enough time to be cheerful about what I am fed). Is there something that can be done to make it less stressful? Because right now all I can say about this situation is ...
Sorry people, “This Med Reading feast is not enjoyable as I would have wanted or expected it to be.”
Over the past week I have been weighing the importance of quality and quantity with regards to education in Trinidad and Tobago. This came as a result of my having to attend classes in the midst of what is supposed to be holidays a rest period after having worked during the last term. Because I like so many of my colleagues am tired I am left to wonder about the quality that I am taking in and by extension the quality that I am giving out.
It seems to me that for this institution, like so many others in this hemisphere, quantity takes precedence over quality and this can be seen in such overwhelming expectations as too many written assignments re. essays, blogs, portfolios etc (find creative ways to assess) and too many hours of classes crammed into the afternoons and teachers vacation period. Quantity or the more the merrier seems to be their mode of operating. Leading me to wonder if this course is tailored for us or are we being squeezed into a makeshift program?
The quote with which I opened seemed very apt as I am left many times with the feeling that the quantity of the information that I am being fed is way too much, giving me not enough time to chew, savour, share/feed others, cover down and go back to munch on later. Because I am rushed and stuffed with a large quantity I am really not cheerful (not given enough time to be cheerful about what I am fed). Is there something that can be done to make it less stressful? Because right now all I can say about this situation is ...
Sorry people, “This Med Reading feast is not enjoyable as I would have wanted or expected it to be.”
Wednesday, July 21, 2010
BE CYBER SMART and KNOW THE FACTS
We are excited about being able to connect with family and friends new and old via social networking, but are we aware of how easily it is to put ourselves and others inadvertently at risk? Just thought that I would share some provoking facts with you...
Did you know that more than half of social network users are putting themselves at risk of cybercrime by revealing too much personal data?
A recent survey conducted by the Consumer Reports National Research Center* illustrates how risky behavior on social networks can have serious consequences:
* 52% of adult users post information that makes them susceptible to cyber attacks
* 40% include their full birth date
* 26% post sensitive information about their children, including photos and names
* Many users post their full address as well as updates about when they’re not home
* 9% of users have experienced some type of online abuse, such as identity theft or a malware infection, within the last year
Trini Reading Specialist says ...Be Cyber Smart and Know the Facts!
Did you know that more than half of social network users are putting themselves at risk of cybercrime by revealing too much personal data?
A recent survey conducted by the Consumer Reports National Research Center* illustrates how risky behavior on social networks can have serious consequences:
* 52% of adult users post information that makes them susceptible to cyber attacks
* 40% include their full birth date
* 26% post sensitive information about their children, including photos and names
* Many users post their full address as well as updates about when they’re not home
* 9% of users have experienced some type of online abuse, such as identity theft or a malware infection, within the last year
Trini Reading Specialist says ...Be Cyber Smart and Know the Facts!
Monday, July 19, 2010
Saturday, July 17, 2010
What will Happen To Us At The End Of This Program?
Does anyone of my colleagues in this Reading Program ever wonder what our fate will be at the end of this program? I know that I do wonder and especially so because of the change in government. I wonder if anyone has told the new Education Minister that there exists such a program so that it can be and by extension WE (the future first Reading Specialists) can be considered in his new vision for education in T&T. I think it will be a great opportunity for SEMP the initiator of this program to get together a group of us to sit and collate a plan for the way ahead. I plan tp put forward this idea to Mr G. Sarkar and others from the Unit. We need to begin now to plan what the way forward as the first group of Reading Specialists.
Our task is not an easy one but it is a MUCH NEEDED ONE and having common a goal/mission/vision will make it easier. One of the first goal I believe is to let that Ministry REMEMBER that we are here and in the next few months when we are finished what do they plan for us?
We all will readily agreee that our schools need us, our communities need us, our country needs us even our region needs us but do they know that we are here, preparing (academically) and will be coming in the next few months?
Our task is not an easy one but it is a MUCH NEEDED ONE and having common a goal/mission/vision will make it easier. One of the first goal I believe is to let that Ministry REMEMBER that we are here and in the next few months when we are finished what do they plan for us?
We all will readily agreee that our schools need us, our communities need us, our country needs us even our region needs us but do they know that we are here, preparing (academically) and will be coming in the next few months?
Thursday, July 1, 2010
Hi from Jamaica: Land of Bob Marley and Ackee
Hi Folks
Today I had an "Ah Ha moment" during my marking of the many CAPE Communication Studies IA scripts. I realised yet once again why I am happy and blessed to be in this MEd Reading Program. When sadly I see A Level students struggling with Comprehension and Reading skills I know why we were chosen.
As a Reading Specialist I desire to help struggling students and to continue a program that I once started when I was Primary school teacher where in trying to help my Standard Five students I realised that there were parents who were interested in learning what I was teaching their children. I remember how proud this parent felt when she was finally able to complete and get correct Fractions. As she sat in with the same class that her daughter was in there was comraderie as she told her daughter "Hey don't you try to copy my sum!" As she left that day she said to me that I didn't realised how happy she was and how good it felt to be able to sit with her daughter the evening before helping her with Fractions but I did, oh I truly did.
Today I felt that desire to help not only students but their parents who are deeply interested in learning and helping their children with their school work. I look forward to that day when I can do just that and as a Reading Specialist I believe that I will be give the opening to.
Today I had an "Ah Ha moment" during my marking of the many CAPE Communication Studies IA scripts. I realised yet once again why I am happy and blessed to be in this MEd Reading Program. When sadly I see A Level students struggling with Comprehension and Reading skills I know why we were chosen.
As a Reading Specialist I desire to help struggling students and to continue a program that I once started when I was Primary school teacher where in trying to help my Standard Five students I realised that there were parents who were interested in learning what I was teaching their children. I remember how proud this parent felt when she was finally able to complete and get correct Fractions. As she sat in with the same class that her daughter was in there was comraderie as she told her daughter "Hey don't you try to copy my sum!" As she left that day she said to me that I didn't realised how happy she was and how good it felt to be able to sit with her daughter the evening before helping her with Fractions but I did, oh I truly did.
Today I felt that desire to help not only students but their parents who are deeply interested in learning and helping their children with their school work. I look forward to that day when I can do just that and as a Reading Specialist I believe that I will be give the opening to.
Thursday, June 17, 2010
Tuesday, June 15, 2010
Hello and Welcome
Hello and Welcome
Hello and Welcome
My name is Edlin Rochford and I am a Secondary school teacher with a passion for life, teaching and seeking new knowledge especially in the esoteric field.
I am pursuing my Masters in Reading and I am happy about this in that I was given the opportunity to become a Reading Specialist the first such Degree offered in Trinidad. Thus far the course has met my expectations and in true Rochfordesque manner I am looking for the greatness that will come at the completion!
What drives and sustain me is a question that I am frequently asked? I am internally driven by me need to reach the highest that I am called to reached and my sustaining grace is my curiosity to see what is down the road for me and those with whom I interact and have a vested interested in. The latter is my main ingredient as I teach…I look at each student and I say to them and myself I am doing this because I want to see where you can reach, what you can be in the years to come.
I am a believer in the power of the thought and have been practicing thinking mostly positive affirming thoughts. All I can say is that “It Works” and the evidence is my life.
What have I learned so far on this course? I think the revelation that has impacted my teaching life is the fact that each teacher is called to be a ’reading teacher’. As simple as it may sound it is a serious call because as an English teacher I feel as if I and all my colleagues are solely to responsible for all the struggling readers who we teach. To hear that every teacher is a reading teacher helps in that now I can share information on how to help those same struggling readers with my colleagues in content areas and not feel as if I am forcing them to do something that I am solely responsible for.
I welcome the 21st century with all its exciting expectations.
Hello and Welcome
My name is Edlin Rochford and I am a Secondary school teacher with a passion for life, teaching and seeking new knowledge especially in the esoteric field.
I am pursuing my Masters in Reading and I am happy about this in that I was given the opportunity to become a Reading Specialist the first such Degree offered in Trinidad. Thus far the course has met my expectations and in true Rochfordesque manner I am looking for the greatness that will come at the completion!
What drives and sustain me is a question that I am frequently asked? I am internally driven by me need to reach the highest that I am called to reached and my sustaining grace is my curiosity to see what is down the road for me and those with whom I interact and have a vested interested in. The latter is my main ingredient as I teach…I look at each student and I say to them and myself I am doing this because I want to see where you can reach, what you can be in the years to come.
I am a believer in the power of the thought and have been practicing thinking mostly positive affirming thoughts. All I can say is that “It Works” and the evidence is my life.
What have I learned so far on this course? I think the revelation that has impacted my teaching life is the fact that each teacher is called to be a ’reading teacher’. As simple as it may sound it is a serious call because as an English teacher I feel as if I and all my colleagues are solely to responsible for all the struggling readers who we teach. To hear that every teacher is a reading teacher helps in that now I can share information on how to help those same struggling readers with my colleagues in content areas and not feel as if I am forcing them to do something that I am solely responsible for.
I welcome the 21st century with all its exciting expectations.
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