Early Childhood Development
The Rewards of Music Education
New Research Proves the Value of Childhood Music Education Piano Training In Early Childhood Has Lasting Rewards
There is an undeniably strong correlation between music education and the development of skills that children need to become successful in life. Self-discipline, patience, sensitivity, coordination, and the ability to memorize and concentrate are all enhanced in the study of music. These skills will follow your child on whatever path he or she chooses in life. You have the chance now to introduce a formative influence that may be second only to the love you give your child. If you’re looking for a way to provide your child with a source of life-long joy, satisfaction, and accomplishment, childhood music education is an excellent first step.
And the piano is an excellent first instrument. No other single instrument matches the piano for its broad application of musical concepts. Even if later your child chooses to play another instrument, the melody, rhythm and sense of harmony acquired with piano education will pay off handsomely.
Better Sooner Than Later
New evidence exists that there are actual physiological benefits to early childhood music education. A study released in February, 1997 presents findings that music education — specifically, piano instruction in pre schoolers produces changes in the brain which enhance children’s abstract reasoning skills. These skills are necessary for learning math and science, to play chess, and to master many concepts of engineering.
Dr. Frances Rauscher of the University of Wisconsin and Dr. Gordon Shaw of the University of California had previously linked piano/keyboard and singing lessons to enhanced spacial-temporal ability in pre schoolers. The new study documents that early piano training also has a direct effect on the development of the brain’s neural circuitry, actually improving intellectual development. In other words, this research points out that early piano training helps to create and maintain certain “connections” in children’s brains that may not otherwise form.
It has long been known that musically educated children develop skills they carry into adulthood Now it appears that piano training can actually make children more intelligent. Can you think of any more precious gift to give the children in your life?
Here’s How The Study Was Conducted
Thirty four children received private piano keyboard instruction, 20 children were given private computer lessons, and 24 children provided other controls. Four standard, age-calibrated spatial reasoning tests were given before and after training. One tested spatial temporal reasoning; three tested spatial recognition. Significant improvement on the spatial temporal test was found for the keyboard group only. None of the groups improved significantly on the spatial recognition tests. This led the researchers to conclude that music training produces long-term modifications in underlying neural circuitry in regions of the brain not primarily concerned with music. The magnitude of the improvement suggests that learning of standard curricula is also enhanced.
Other important developmental benefits to childhood music education
Researchers at the University of Konstanz in Germany found that exposure to music rewires neural circuits. For instance, they used magnetic resonance imaging to examine the brains of nine string players. They found that the amount of somato-sensory cortex dedicated to the fingering hand was far larger than in non-players. Additionally, the earlier the player took up the instrument, the more cortex was devoted to playing it. Most concert-level performers begin playing earlier than ten years of age.
Scientists at Beth Israel Hospital in Boston found that the brains of 30 musicians with perfect pitch — the ability to identify isolated musical notes they hear — had greatly enlarged structures on the left side of their brains. All the musicians with perfect pitch said they were exposed to music prior to age seven. The likelihood of developing perfect pitch is extremely low if exposure comes after age ten.
Another German study, at Heinrich Heine University in Dusseldorf, reported that exposure to music activates and enhances cognitive processes involved in language and reasoning.


What Are the Components of Physical Education?
According to the National Association of Sport and Physical Education, physical education consists of four components: opportunity to learn, meaningful content, appropriate instruction and student and program assessment. Physical education helps students develop a positive attitude towards physical activity and adopt healthy and active lifestyles.
A quality physical education program provides developmentally appropriate curriculum and meets the needs of each student. Lessons should be designed to provide maximum opportunities for inclusion of all students. Homework assignments should support learning and practice of skill development.
Physical education programs should place emphasis on student learning and skill development that can potentially result in a lifetime of physical activity for students. The curriculum is based on national standards that illustrate what students should know and be able to do. Programs include motor skill development to aid in the physical, mental and socioemotional development of students. Physical activities should be fun and not be withheld as punishment, because students may grow to hate the activity.
A quality program teaches students to cooperate, play fair and participate responsibly in physical activity. Students learn self-management skills, such as setting goals and self-monitoring. Assessment is vital and should be an ongoing component of the program. Furthermore, self-assessment reinforces learning and skill development.


The ability to read, write and comprehend and to perform basic operations with numbers is a necessary skill for all school and lifelong learning. If these are not developed in early years, children will not be able to catch up in later grades and may maintain flat learning curves for years. This has become a major reason for children not attending schools or dropping out from schools. Therefore, strengthening early childhood education and developing early literacy and numeracy skills in children is critical.
To address this problem, Shantilal Muttha Foundation (SMF), in partnership with the Government of Maharashtra (GoM) and ZillaParishad (ZP), Amravati are working together with the aim to develop and implement an integrated model of Early Childhood Education (ECE) and Early Literacy and Numeracy.
The Aksharsetu programme has been initiated for children between 3 – 8 years of age, covering Anganwadi (3-6 years) and Primary School grade 1 and 2 (6-8 years) of tribal children in the multilingual context of Dharni block. The pre-primary and early primary grade years is a critical period for child development, and significant for educational outcomes.
Thus, Aksharsetu provides multifaceted, multilevel, activity-based education for Korkutribal, non-Marathi speaking children to acquire basic essential competencies before and after they are enrolled in school.
To develop and implement a sustainable and an integrated model of early childhood education and early literacy (3-8 years) to improve the learning outcomes of children in the multilingual context of Dharni block.
- No similarities between the home language and the medium of instruction in the schools.
- Inadequate ECE knowledge and skill-sets among Anganwadi workers and supervisors.
- Inadequate continuous professional development for teachers to organise learning in multi-lingual and multi-grade classrooms.
- Inappropriate teaching-learning practices for multilingual classrooms.
- Poor foundational skills of children.
- Low learning levels of children across grades.
- Build a strong foundation at early ages by strengthening the quality of ECE and primary education holistically, with children of 3-8 years as the focus group.
- Establish strong linkages between ICDS centres and neighbourhood primary schools to ensure better transition and learning.
- Building capacity within the government system for the delivery of multilingual education.
- Regular on-site support through local educated youth (KoroMitras).
- Context-specific TLMs (Korku and Marathi story books, poems, posters, picture posters, reading cards, word grids).
Reach Of Our
in India ...
ACHIEVEMENTS TILL NOW
2. Increased involvement of the local community in the efforts of schools to improve quality of education
3. Enhanced student participation in the school, supportive of improved learning outcomes


Dyslexic students are offered learning support in Primary and Junior High Schools with an individualized program, the Accelerated Literacy Development Program, specified by a qualified and experienced specialist teacher. This computer-linked program is integrated into the Language Arts curriculum. An Individualized Education Plan (IEP) is designed for the students with guidelines for all staff concerned. Students whose literacy development falls below expectations are assessed for specific learning difficulties by the school psychologist and the specialist learning support teacher. If formal assessment has demonstrated dyslexic tendencies or other significant weaknesses in literacy, the student is offered placement in the Accelerated Literacy Development Program. The objective is for the student to achieve grade level proficiency in reading and spelling.
After school specialist tuition is also available for further reinforcement.


Pediatric Occupational Therapy
Pediatric Occupational Therapy helps children with various types of developmental delays including coordination disorders, sensory integration disorder, autism, attention deficit disorder, dysgraphia, dyslexia, visual impairments and learning difficulties. Our goal is to assist the child, family, and school in maximizing the child's developmental potential and day-to-day success. Free screenings are available.
Early Intervention Occupational Therapy for babies and toddlers is to establish foundational skills necessary for overall development, large and fine motor coordination, vision and perception, and nervous system regulation. Developmental testing, therapy, home programs, and parent training are part of our program.
Large Motor Coordination Training for posture, balance, running, jumping, as well as eye-hand and eye-foot coordination training.
Fine Motor Coordination Training to develop mature hand grasp patterns, pencil grasp and control, handwriting, cutting, coloring, and typing/computer use.
Activities of Daily Living (ADL) Skills Training such as buttoning, tying shoelaces, dressing, eating utensil use, grooming, as well as organizational and memory skill development for daily independence including self-care and homework.
Visual Skill Training for oculomotor control for following lines of print, copy, and left-right directionality, as well as visual perceptual training for spatial awareness and understanding of math concepts.
Sensory Integration therapeutic activities and sensory diets to help your child with increasing tolerance for touch during grooming, improving self-regulation of alert/calm versus distressed states, improving adaptation to various senses (movement, sound, taste, touch, smell, and vision), tolerance of sensory rich environments, sleep issues, and transitions. Sound and listening therapies are also available for children who are hypersensitive or non-responsive to sound and speech.
For more information about our pediatric occupational therapy programs, call (727) 462-7052.
Barrett Rehabilitation Center
Ptak Orthopaedic & Neuroscience Pavilion
430 Morton Plant St., Suite 101
Clearwater, FL 33756


THE ELEVATE PROGRAM
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The Elevate Program
KS1, KS2, KS3
The Elevate program aims to use musical techniques to improve the reading level of students who struggle with basic reading and comprehension. Music is an educational activity tool that can be used to aid all students in reading inclusion. Tonal patterns and reoccurring melody will allow students to concentrate fully on a text, and create connections between the familiar melody and what they are reading.
Music is a tool that has been found to aid students in different areas of literacy. Studies have found that the use of contemporary music or music, in general, has helped improve students’ reading comprehension skills. Musical activities such as, rhyming games, word notations and deconstructing popular music carries readability and familiarity, which tends to ease students into reading.
Reading is a cognitively demanding task and holding so much information in the mind while continuing to process text can exhaust children with slow processing. Through workshops, we have found students (KS2, KS3, KS3, SEN) struggle with the following common difficulties when reading such as;
Also known as sounding out words, decoding is when students are able to put sounds to letters to sound out the written language. It’s common for beginner readers to struggle when they meet new or unfamiliar terms but typically decoding becomes easier with phonics instruction and repeated practice with reading out loud.
There’s a lot going on in reading, from a letter and word recognition to understanding meaning at the phrase, sentence and paragraph level. Often, readers encounter vocabulary they do not know or do not recognize due to inaccurate decoding so they are likely to skip ahead. The more blanks in a line of text, the harder it is to make meaning and the more cognitively challenging and frustrating the reading task becomes. That’s why poor comprehension can result when a student struggles with decoding, has a limited vocabulary or attempts to read a text that is at too high of a level.
The more students read, the more they meet unfamiliar terms. Quite often the context in which these new words are found gives students all the clues they need to guess at the meaning. As students expand their vocabulary, they recognize more words by sight and reading speeds up.
Our focus is to support all students’ reading comprehension skills through implementing music as a tool throughout guided reading lessons. Our techniques contribute to the acquisition of linguistic skills within the areas of reading, writing, listening, and speaking. The combination provides students with concrete, active experiences that are essential to developing every child’s ability to reason, think, solve issues, analyze, evaluate, and to reinforce creative thinking. All students have totally different modes of learning, however, a typical method during which all students learn is thru active expertise. By way of using music as a tool, we aim to best help students succeed in comprehending texts.
We intend to induce the culture of modern-day music familiar to the students to increase their reading comprehension by integrating the frequencies they consume on a daily basis into guided reading lessons providing students with experiences that aid their ability to reason, think, analyze and evaluate the text.


Prep - Grade 2
Implemented across all grades from Prep to Grade 2 the Developmental Curriculum aims to cater for students individual interests and needs whilst fostering creativity and exploration. Explicit literacy and numeracy sessions are an integral part of each day with explorations conducted by students during Investigation Time linked to this learning. Students are given the opportunity to explore learning through various forms of play that allows students to express themselves and develop in a stimulating and open environment. Students are encouraged to paint, dress up and be involved in complex role play, draw, write, count and be a part of many other creative and educational acitivites at this time. Through this directed play children learn to overcome conflict, develop stronger social skills and become more connected with their peers and their own learning. Prospective parents are encouraged to make a time to come and see what our Junior unit has to offer.
In grades 3 & 4 students are involved in the Inquiry based approach. This runs alonside the explicit teaching undetaken in literacy and numeracy and allows for students to develop understandings in accordance with their individual interests. Each term a set of guidelines have been carefully adapted from the AUSVELS documentation. Students follow these guidelines in order to investigate and produce work in a variety of formats.
One to one technology is available to all grade 5 & 6 students. At the start of grade 5 each student is allocated a netbook which parents lease from the school. Students use this netbook to access the latest in educational based software to enhance their literacy and numeracy skills. Using the Inquiry based approach they also explore their areas of individual interest in alignment with current AUSVELS standards.
“You can discover more about a person in an hour of play than in a year of conversation.”
Visual & Performing Arts
Students have access to a wide variety of cultural experiences through the Arts program offered within the school. Students attend formal art and music lessons each week.
Sport and PE
Violet Street Primary School has a school wide physical education program. Emphasis is placed on enjoyment, participation, the development of skills and sportsmanship.
Children are supported to work both independently and in teams. Key skills are developed through Athletics, Ball Handling, Gymnastics, Swimming and Fundamental Motor Skills including throwing, catching, kicking and striking.
Violet Street Primary School students are also given the opportunity to represent the school in many different sports including Athletics, Cross Country, Volleyball, Netball, Football, Basketball and Soccer.


Local legislators’ agreement to create a climate change policy has been welcomed by Sustainable Cayman’s Linda Clarke.
However, she said any policy developed for the Cayman Islands must not only incorporate a way forward, but also tools to make effective changes to protect the environment.
“While the national sustainable development strategy is under development, importantly, the legislature should also look to enact and implement other legal tools prepared by the experts in the Department of Environment, which aim to manage and protect our biodiversity, including culturally important and tourist-attracting species,” Clarke told the Cayman Compass via email.
She said these legal tools should cover species named in the Turtle Conservation Plan, and ecosystems included in the Mangrove Species Conservation Plan which protect Cayman from adverse impacts of coastal erosion and provide protection during hurricanes.
Both plans have been approved by the National Conservation Council and remain in draft format awaiting Cabinet approval.
A week ago, lawmakers approved a private members’ motion filed by Newlands MLA Alva Suckoo to create a climate change policy locally, and to recommend modifications to the Cayman Islands Primary School Curriculum to ensure the topic of climate change features prominently across all the key stages of education.
Clarke said it was “very encouraging” to hear the legislature recognising the very real impacts climate change is having and will have on “our small island nation”.
She also welcomed Prospect MLA Austin Harris’ announcement, during the debate, that in the very near future resources will be allocated into developing and implementing a national sustainable development strategy, which will include public consultation.
“We look forward to the public consultation process,” she said.
Clarke added that a holistic sustainable development plan which includes issues such as climate change, energy policy, food security health impacts, tourism strategy, and consultation with other regional and global bodies “is long overdue in Cayman”.
She said extensive public resources are available, such as the United Nations Sustainable Development goals for policymakers to help perform risk-based assessments under 17 key areas, or goals, “to derive and implement policy to best mitigate and adapt not only to the threats of climate change but to manage other unsustainable practices for their nations”.
Environment Minister Dwayne Seymour, during the debate, said the issue of climate change will feature at this year’s Joint Ministerial Council meeting in London in March.


Raising A Reader MA is an evidence-based early literacy organization that helps families of young children (newborn through age 5) develop, practice, and maintain habits of reading with their young children at home. Our core program model, which both increases access to books and offers families tools and supports for strengthening the culture of reading at home, is driven by 25 years of research that show the most significant factor impacting a child’s academic success is being regularly read to by a parent or other primary adult caregiver before starting kindergarten. In fact, research has shown that a family's active participation in their child's education is twice as predictive of academic learning as the family's socioeconomic status. Our goal is to end the cycle of low literacy by helping families across Massachusetts develop high-impact home reading routines that lay the groundwork for a lifetime of learning, success, and productive, responsible citizenship.
35% of children enter kindergarten unprepared to learn, according to the Carnegie Foundation for the Advancement of Teaching. This gap persists into third grade, where statewide standardized test data tells us that 39% of Massachusetts third graders do not meet proficiency standards for reading. This figure jumps to 60% for low income children. Raising A Reader MA is closing the achievement gap in strategically selected, high-need communities by delivering the following services to children and families:
Our signature red bag book rotation program, which makes dozens of high quality culturally appropriate books accessible to children and families every year.
Multilingual DVDs, workshops, and peer and professional support services that educate parents in Interactive Reading strategies and their impact on pre-literacy development (like vocabulary, letter awareness, phonics and oral expression).
Training and support for early education providers in strategies for reinforcing the family’s role in children’s literacy development through storytelling, book sharing and other activities.
Help us in our efforts to ensure that no child is left behind.


Response to Intervention in Kindergarten: supporting foundational and comprehension skills with supplemental instruction
Journal for Educators, Teachers and Trainers,
2019, Volume 10, Issue 2, Pages -
AbstractResponse to Intervention (RtI) is a multi-tier approach to the early identification and support of students with learning needs. Although there is not a single definition or agreed-upon way of implementing RtI, the key features of this approach involve gathering information on students�" skills to help teachers plan and organize instruction, providing evidence-based interventions and supports, and monitoring student progress in learning (Gersten et al., 2008). The Institute of Education Service (IES) published practice guides to offer educators specific evidence-based recommendations for supporting reading skills to students in kindergarten through 3rd grade. These guides were used as a framework to plan and implement instructional activities that were intended to support the literacy development of students in a kindergarten class.
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- PDF Download: 506


If you’ve ever made an erupting volcano model you most likely used the baking soda and vinegar reaction to make it erupt. Baking soda and vinegar react to neutralise each other ( vinegar is an acid and baking soda an alkali ) releasing carbon dioxide which is the bubbles of gas you see. If you add a little washing up liquid ( dish soap ) the foam becomes thick, a little like lava!
Baking Soda and Vinegar Reaction Equation
Baking Soda + Vinegar —-> Carbon Dioxide + Water + Sodium Ion + Acetate Ion
You can read more about the chemistry behind the reaction here.
Try an experiment!
Now you know the science behind the reaction why not try one of our many explosive baking soda and vinegar experiments. One of our favourites is fizzy colour changing potions! These use red cabbage indicator for the colour changing part and the vinegar and baking soda reaction to make the fizz!
More easy science for kids
If you try any I’d love to see them so please do share on social media and tag @sciencesparks.


Lynn Marentette, M.A., Sp.A.
K-12 Technology Specialist at NUITEQ®
Are you looking for ways to enhance your instructional units and lesson plans? If you are involved with problem-based or project-based learning, STEM, or STEAM, and need to power up your tech integration skills to the next level, these resources are sure to help!
Rational for arts integration and STEAM – Learn all about it!
A Research Based Approach to Arts Integration
Vanessa Vega, Edutopia, 6/14/16
Infogram: Middle School Teachers’ STEAM Perspectives
Cassie Quigley, Clemson University
How Music Education Powers the STEAM Movement
Richard Naithram, NEA Today, 7/16/14
Silverstein, L.B., Layne, S. (2010) Defining Arts Integration. John F. Kennedy Center for the Performing Arts
Ruppert, S.S. (2006) Critical Evidence: How the Arts Benefit Student Achievement
National Assembly of State Arts Agencies
Rinne, L., Gregory,E., Yarmolinskaya, J., & Hardiman, M. (2011). Why Arts Integration Improves Long-Term Retention of Content. Mind, Brain, and Education, 5(2), 89-96(8).
Ritchhart, R., Church, M., & Morrison, K. (2011).Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners. San Francisco, CA: Jossey-Bass.
Project-Based Learning Research: An Annotated Bibliography
Vanessa Vega, Edutopia, 6/14/16
STEAM and Arts Integration Lesson Plans and Toolkits – a wealth of resources that will engage and motivate your students.
Resources for STEAM
STEM, STEAM, Makers: Turning STEM to STEAM, 24 Resources
Michael Gorman, 21st Century Educational Technology and Learning, 7/14/16
The Art of Education Lesson Plans
Art of Education
ArtsEdge Lesson Plans
The Kennedy Center
National Gallery of Art Lesson Plans
National Gallery of Art
Math in Art
5 Tools that Support Arts Integration and STEAM
Dyan Branstetter, Education Closet, 7/19/16
STEM to STEAM
Rhode Island School of Design
Harvard Graduate School of Education
Collaborative Learning, Concept Mapping, and Touch Technology- dig deeper into collaborative technologies.
How to MultiTeach®: Introduction to Snowflake MultiTeach® Nodes App
Lynn Marentette, NUITEQ® Blog, 5/10/16
How to use Touch Screen Technology in the 21st Century Classroom – a MultiTeach® How-to
Lynn Marentette, NUITEQ® Blog, 2/13/16
Collaborative STEM Education and Careers Exploration
Lynn Marentette, NUITEQ® Blog, 6/16/16
Yooun, F.S., Hing, T.C., AW, I. Collaborative Thinking Routines in 1:1 Computing Learning Environments Educational Technology Division, Ministry of Education, Singapore.
Hwang, G., Kuo, F., & Wu, C. (2013). Effects of Touch Technology-based Concept Mapping on Students' Learning Attitudes and Perceptions. Educational Technology & Society, 16, 274-285.
Salvador-Herranz, G., Camba, J.D., Naya, F., Contero, M. (2016). On the Integration of Tangible Elements with Multi-Touch Surfaces for the Collaborative Creation of Concept Maps. Learning and Collaboration Technologies, Third International Conference, LCT 2016, HCI International 2016, Toronto, Canada.
Martinez-Maldonado, R., Clayphan, A., Ackad, C. and Kay, J. (2014) Multi-touch Technology in a Higher Education Classroom: Lessons In-the-wild. Australian Computer-Human Interaction Conference, OZCHI 2014, 220-229.
Looking to integrate collaborative technology into your classroom, but don't know which tool to choose? Download the Snowflake MultiTeach® 14 days free trial!


Chess remains one of the world’s most popular board games. A viable opportunity exists for anyone who can vertically integrate within the chess community. Chess is played at the following tournaments: the Chess Olympiad, Continental Championship, World Championship, National Tournaments, Regional Tournaments, Chess Club Tournaments, School Tournaments, and Other Tournaments.
Chess Federations serve the chess community by promoting chess and organizing chess tournaments worldwide. There are hundreds of chess tournaments each year globally: open, closed, men, women and youth events.
There are more than 100 chess federations globally. While there are millions of chess fans who understand and enjoy chess, based on Internet publications, there are up to 5 million chess players worldwide who are members of federations. Tournament participation statistics demonstrate that interest in chess in growing. In 1924 less than 20 countries participated, while in 2006, 147 countries participated in the Chess Olympiad.
Chess market is growing due to the education value of chess in schools. The American Chess Foundation (ACF) founded the Chess in Schools Program, which was focused on improving math skills for adolescents through improved critical thinking and problem solving skills. Remarkably "test scores improved by 17.3% for students regularly engaged in chess classes, compared with only 4.56% for children participating in other forms of enriched activities."
Recognizing the value of chess as a fun way to help children develop these skills, educators around the world gradually began to introduce the game in their classrooms. Today, the chess market continues to grow due primarily to scholastic chess. The game is now part of the regular primary school curriculum of over 30 countries around the world.
develops decision-making, planning, and problem solving skills
develops critical, analytical, and logical thinking and perseverance
improves concentration, memory, intuition and self-control
improves independence, imagination and creativity
inspires self-motivation, self-esteem and confidence


India accounts for about 2.4 percent of the total world area but has to support about 16.84 percent of the world population. The population in our country has been growing very rapidly from 238.5 million in 1901 to 1027 million in 2001. Thus during one century i.e. 100 years , the population of India has increased by nearly 788.5 million people. This order of increase is really alarming and threatening to the whole development process in India.
India's population growth during the twentieth century can be classified into four distinct phases as follows.
The growth of population was slow up to 1921 but after this year it increased significantly. It is for this reason that 1921 is described as the year of the Great Divide. After 1921, India passed through successively all the phases of demographic transition and now has entered into the fifth phase which is characterised by rapidly declining fertility.
Rate of growth of population is a function of birth rate and death rate. The increase in population in India can be explained by the variations in birth and death rates. The birth rate in India declined from 49.2 per thousand in 1901 to 25.8 in 2001. In the same period, the death rate has fallen from 42.6 per thousand to 8.5 per thousand.
The natural growth rate during 1901-1911 was 6.6 (Birth rate minus death rate during a given period) whereas it was 17.3 in 1991-2001. The increase in natural growth rate explains that the fall in death rate was more than the fall in birth rate. The fall in death rates were due to the development of medical facilities and control of epidemics and diseases. This is a very healthy sign of development. The census results of birth rate shows that the family planning programmes have to target the country especially the rural areas in a much more effective manner so that birth rate can still be reduced.
The National Population Policy (NPP)-2000 recently adopted by the Government of India states that 'the long term objective is to achieve a stable population by 2045, at a level consistent with the requirements of sustainable development, and environment protection.'
India was the first developing country to adopt a population policy and to launch a nationwide family planning programme in 1952. The main objective of the population policy is to ensure that there is reasonable gap between the fall of death and birth rates. Population policy refers to the efforts made by any Government to control and change the population structure.
The National Population Policy (NPP) 2000 has the immediate objective of addressing the unmet needs of contraception, health infrastructure, health personnel and integrating service delivery for basic reproductive and child health care.
It also lays emphasis on the medium term objective of bringing total fertility rates to replacement level by 2010. A Total Fertility Rate of 2.1 is known as replacement level fertility.
The policy's long term objective is to stabilise population by 2045.
A National Commission on population presided over by the Prime Minister, Chief Ministers of all States and other dignitaries as the members has been constituted to oversee and review the policy (NPP-2000) implementation.
Similar to the National Commission, State Level Commissions presided over by the respective State Chief Ministers have also been set up with the same objective of ensuring implementation of the policies.
1. Reduction of infant mortality rate (IMR) below 30 per 1,00,000 live births
2. Reduction of maternal mortality rate (MMR) to below 100 per 1, 00,000 live births
3. Universal immunization
4. To achieve 80 percent deliveries in regular dispensaries, hospitals and medical institutions with trained staff
5. Access to information , containing AIDS, prevention and control of communicable diseases
6. Incentive to adopt two-child small family norm
7. Strict enforcement of Child Marriage Restraint Act and Pre-Natal Diagnostic Techniques Act
8. Raising the age of marriage of girls from 18 to 20
9. A special reward for women who marry after 21
Self-help groups at village Panchayat levels comprising mostly of housewives will interact with health care workers and gram panchayats
Elementary education to be made free and compulsory
Registration of marriage, pregnancy to be made compulsory along with births and deaths
The Government hopes to achieve the objective of population stabilisation by 2045
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Artists Ask & Respond
We kicked off week one with a few Artistic Behavior Units. The first unit is titled Artists Ask & Respond. For this unit we ask students to start with a word. From that word, we ask the students to develop five questions. from that lists of questions, we ask the student to select one and then create a work of art that responds to the question.
Above: The student picked the word Easy. From that, the student developed the question;
What Makes You Feel Uneasy?
He then asked his peers the question and received responses such as spiders and baby dolls. The student then developed the work of art above to respond to his question, What makes you feel uneasy? Nailed it.
This second unit is titled Artists Steal. For this unit, we looked at artworks and artists that appropriated other works to create their own. Sometimes they did this legally and other times they ran into trouble. Next, we asked the students to create their own work of appropriation. They could do this by combining two or more things or simply changes something about one thing.
Ninja turtles remixed with Power Rangers, work still in progress.
Over in Beginner Art, we kicked off the week with a Media Fair. The Media Fair provides those students new to art, an opportunity to explore the different traditional materials available in the room. Definitely a benefit for those students who have never had the chance to work with these materials in the past. Students had the choice of exploring the media on their own, or selecting and following an online tutorial.
After the Media Fair is over , students will be able to select any media for their first unit project. Its a great way to get students up to speed and ensure they have full choice regarding media for their first unit.
The Art of South B: displaying the art from students at South Brunswick High School, NC
Art of South B
Artwork by students at
Teaching for Artistic Behavior (TAB) is a student-directed art education pedagogy that directs students to think and work as artists.
Making Artists picks up where The Open Art Room left off, covering issues and situations choice teachers encounter as they design their program.
The Open Art Room provides a student-centered approach to art instruction that is inspirational, practical, and classroom-tested.
Click Here to read the March SchoolArts Article, Student-Directed Answers to Five Frequently Ask Questions
Click Here to Read the April SchoolArts Magazine Article Tracking Student Progress with the Burn Book!
Click Here to Read the February SchoolArts Article, Build A Dynamic Art Program with Modular Teaching!
Art Teacher : Ian Sands


Resources › For Educators How to Discipline Without Stress, Punishment, or Rewards By Marvin Marshall, Ed.D. Share Flipboard Email Print Mosuno/Stocksy United For Educators Special Education Inclusion Strategies Applied Behavior Analysis Behavior Management Lesson Plans Math Strategies Reading & Writing Social Skills Individual Education Plans Becoming A Teacher Assessments & Tests Elementary Education Secondary Education Teaching Homeschooling By Dr. Marvin Marshall Updated April 09, 2019 Young people today come to school with a different orientation than past generations. Traditional student disciplining approaches are no longer successful for far too many young people. For example, a parent related the following to us after a discussion of how society and youth have changed in recent generations: "The other day, my teenage daughter was eating in a rather slovenly manner, and I lightly tapped her on the wrist saying, "Don't eat that way."My daughter replied, "Don't abuse me."The mother had grown up in the 1960s and volunteered the point that her generation tested authority but most were really afraid to step out of bounds. She related that her daughter was a good child and added, "But the kids today not only disrespect authority, they have no fear of it." And, because of rights for young children—which we should have—it's hard to instill that fear without others claiming abuse. So, how can we discipline students, so we as teachers can do our jobs and teach these young children who refuse to learn? In many cases, we resort to punishment as a strategy for motivation. For example, students who are assigned detention and who fail to show are punished with more detention. But in my questioning about the use of detention in hundreds of workshops around the country, teachers rarely suggest detention is actually effective in changing behavior. Why Detention is an Ineffective Form of Punishment When students are not afraid, punishment loses its effectiveness. Go ahead and give the student more detention that he simply won't show up to. This negative, coercive discipline and punishment approach is based on the belief that it is necessary to cause suffering to teach. It's like you need to hurt in order to instruct. The fact of the matter, however, is that people learn better when they feel better, not when they feel worse. Remember, if punishment were effective in reducing inappropriate behavior, then there would be NO discipline problems in schools. The irony of punishment is that the more you use it to control your students' behaviors, the less real influence you have over them. This is because coercion breeds resentment. In addition, if students behave because they are forced to behave, the teacher has not really succeeded. Students should behave because they want to—not because they have to in order to avoid punishment. People are not changed by other people. People can be coerced into temporary compliance. But internal motivation—where people want to change—is more lasting and effective. Coercion, as in punishment, is not a lasting change agent. Once the punishment is over, the student feels free and clear. The way to influence people toward internal rather than external motivation is through positive, non-coercive interaction. Here's how... How to Motivate Students to Learn Without Using Punishments or Rewards Great teachers understand that they are in the relationship business. Many students—especially those in low socio-economic areas—put forth little effort if they have negative feelings about their teachers. Superior teachers establish good relationships AND have high expectations. Great teachers communicate and discipline in positive ways. They let their students know what they want them to do, rather than by telling students what NOT to do. Great teachers inspire rather than coerce. They aim at promoting responsibility rather than obedience. They know that OBEDIENCE DOES NOT CREATE DESIRE. Great teachers identify the reason that a lesson is being taught and then share it with their students. These teachers inspire their students through curiosity, challenge, and relevancy. Great teachers improve skills that prompt students to WANT to behave responsibly and WANT to put effort into their learning. Great teachers have an open mindset. They REFLECT so that if a lesson needs improvement they look to themselves to change BEFORE they expect their students to change. Great teachers know education is about motivation. Unfortunately, today's educational establishment still has a 20th-century mindset that focuses on EXTERNAL APPROACHES to increase motivation. An example of the fallacy of this approach is the defunct self-esteem movement that used external approaches such as stickers and praise in attempts to make people happy and feel good. What was overlooked was the simple universal truth that people develop positive self-talk and self-esteem through the successes of THEIR OWN EFFORTS.


Audience: K-12 teachers and administrators
Method: Online course
Duration: 4 weeks
Graduate application: Not required
Credits: See note below
Social emotional learning in schools
Social emotional learning is getting a lot of attention due to the emphasis in the Every Student Succeeds Act (ESSA), but what is social emotional learning (SEL) and how can schools make sure this type of learning is being addressed? Attend this course and get answers to these questions and more. Participants will learn techniques and strategies for promoting a healthy and vibrant culture for all students.
This online course is largely asynchronous with one synchronous discussion during the four weeks (time and date to be determined). For the remainder of the course, participants won’t meet at certain times and dates, making the class convenient and flexible. Each week, you’ll complete a module with assigned reading, a video lecture and then an assignment with a deadline. In the end, educators will come away with a deeper understanding of how to address the SEL needs of the diverse populations they serve.
Weekly topics include:
- Five categories for SEL integration
- Teaching SEL concepts to students
- Measuring SEL
- Apply SEL concepts in a school setting
A note on course credit
This course is not being offered for credit on its own. However, individuals who successfully complete two of the course offerings listed below and then enroll in one of the master’s programs indicated may also be eligible for up to three hours of awarded credit toward their degree.
Complete two courses:
- Restorative Justice in Schools
- All Learning is Social Emotional Learning
- Student-Centered Coaching
- The Resilient Educator: Preventing Teacher Burnout
- Happy Teacher, Happy Classroom: Exploring Happiness for a Life Well Lived
- Educators Can’t Pour from an Empty Cup: Creating a Self-Care Plan
Enroll in one of these programs:
- Educational Leadership (Master of Science)
- Integrative Health and Wellness (Master of Science)
- Educational Specialist (Master of Science)
Meet your course instructor
This online course is led by Kimberly Kazmierczak. Currently serving as principal of Bloomer Elementary in Council Bluffs, Iowa, she has 20 years of education experience and is dedicated to building learning environments that balance relationships and high expectations for instruction. She was named the 2015 Iowa Middle Level Principal of the Year by the School Administrators of Iowa and recognized for her efforts to increase achievement while building a strong sense of community.
Kazmierczak holds a Bachelor of Arts in elementary education from Buena Vista University, special education and secondary education endorsements from the University of Nebraska at Omaha and a master’s degree in educational leadership and administration from the University of Northern Iowa.
Frey, N., Fisher, D., & Smith, D. (2019). All learning is social and emotional: Helping students develop essential skills for the classroom and beyond. Alexandria, VA: ASCD.
If you have questions please fill out our Contact Us form or call 402.280.4076. We can also provide assistance with group registration or work with you to develop a customized course for a team.


Level 1 (First Class) of the test consists of 50 items. The items are grouped into three subtests which collectively provide a balanced assessment of children’s emergent reading ability and allow for the early identification of reading difficulties. Part A contains 20 items, designed to assess the word recognition skills of First Class pupils. Part B is made up of 12 sets of nonsense words which are intended to tap children’s phonological awareness and decoding ability. Phonological awareness is an important skill domain that has been given particular emphasis in the English area of the revised Primary School Curriculum. Crucially, skill at decoding nonsense words has been shown to be an excellent predictor of later reading ability. The final section, Part C, is composed of 18 items which assess pupils’ reading comprehension.
The entire 50-item test, as well as practice items for Part C, can be easily administered by teachers in less than one hour.
Although not specifically developed for use with Senior Infants, Level 1 can nonetheless be used during the final term of Senior Infants in classes where the pupils are of average or above average ability.


1 Read the words for the song, "Oats and Beans and Barley Grow.
Read the words for the song, "Oats and Beans and Barley Grow.
In this lesson you will
Listen to the song, "Oats and Beans and Barley Grow.
After you've heard the first part of the song, sing along with the chorus.
Play the video again and sing the whole song.
Watch the movements for the song, "Oats and Beans and Barley Grow.
Sing along and copy the movements.
Echo sing the melody for the song, "That's my Mom"
Listen to a phrase, then sing it back.
Make a card for Mother's Day.
If you have a printer, download the printable card with the words to the song.
Save Paper! If you don't have a printer or don't want to print the card, make your own Mother's Day card.
This video features the music, "Tortoises" from Carnival of the Animals.
Is the tortoise fast or slow? Is the music fast or slow?
Can you find a way to move like a tortoise to the music?
Try spider-walking or crab-walking. Will you go slow or fast?
You'll go very slowly to show that you're listening and responding to the music.
Repetition is one of the ways that we learn something well.
Children improve singing on pitch, learn the lyrics and melody better with each repetition.
Children will develop their musicality if you sing, move, play more often!
Keep a list of the songs and activities that you like.
You can easily find any song by using the search engine on the website.
Assessment may not be required for your school or district.
Your teacher may ask you to email one of the suggested
Parents, Teachers and Administration:
Music education is important for children.
Whether in class or at home, keep our children singing, playing, moving, listening and creating music!


Job Description for Resource Room Teachers
Students with special needs are mainstreamed in regular classes whenever possible. But, when that isn’t practical, the students work in a special classroom known as the resource room under the guidance of a special education teacher. This special education, or resource, teacher often has students from different grade levels that have different capabilities at the same time, which means she must prepare individual lessons to meet the needs of each student.
A resource room teacher holds at least a bachelor’s degree. Requirements for teacher certification vary among the states. In some states, the teacher certificate is called a license. The undergraduate degree might be in general studies, such as those taken by an elementary education major. Or, the prospective special education teacher might major in a core subject area, such as language arts or mathematics. At least one semester is spent in a classroom working under the guidance of a certified teacher. During that time, the student teacher plans and prepares lessons for the students assigned to her.
Resource room teachers must prepare individualized education plans, or IEPs, for each student. As the teacher writes the plan, she uses input from the child’s parents, other teachers, school administrators and medical professionals. Once the initial plan is in place, the child’s IEP team meets periodically to determine the child’s progress and to make changes in the plan, as necessary. The resource room teacher must prepare the plan in accordance with federal rules set down by the Individuals with Disabilities Education Act, or IDEA, of 2004. She must also be mindful of her students’ privacy in accordance with the Family Education Rights and Privacy Act, or FERPA.
The lessons planned by a resource room teacher parallel those taught in the regular classroom at a level that the special needs child understands. For example, while elementary children are learning about subtraction in the regular classroom, the resource room teacher uses manipulatives, or hands-on materials, to teach her students the same concepts. Depending on each child’s IEP, the resource room teacher adapts her lessons to best suit the child’s learning style. Schools often provide paraprofessionals to assist the resource room teacher. In addition to teaching the core subjects to her students, the resource room teacher often works to improve her students’ personal behavior and life skills.
Job Outlook and Salary
The U.S. Bureau of Labor Statistics projects that the demand for special education teachers will increase by 17 percent between 2010 and 2020, which compares to the 14 percent average growth in jobs for all U.S. occupations. The BLS expects the demand for elementary and middle school teachers will be slightly greater than that for high school resource teachers. The average salary for special education teachers was $53,220 in 2010. High school resource room teachers averaged $54,810, while middle school and elementary resource teachers averaged $53,440 and $52,250, respectively.
2016 Salary Information for Special Education Teachers
Special education teachers earned a median annual salary of $57,840 in 2016, according to the U.S. Bureau of Labor Statistics. On the low end, special education teachers earned a 25th percentile salary of $46,080, meaning 75 percent earned more than this amount. The 75th percentile salary is $73,740, meaning 25 percent earn more. In 2016, 439,300 people were employed in the U.S. as special education teachers.
- U.S. Bureau of Labor Statistics: Special Education Teachers
- U.S. Department of Education: Individualized Education Program (IEP)
- U.S. Department of Education: Building the Legacy: IDEA 2004
- U.S. Bureau of Labor Statistics: Occupational Outlook Handbook: Special Education Teachers
- Career Trend: Special Education Teachers
- Polka Dot/Polka Dot/Getty Images


Biography of the Artist
25 March 1876-23 march 1949
Alson Skinner Clark is one of America's most important Impressionist painters. Born in Chicago, his art education included training at the Art Institute of Chicago (where he started at the age of 11), the Art Students League of New York, the Chase School of Art, and the Academy Carmen (with Whistler).
After his formal trainings, Clark established studios in Watertown, New York and Chicago. Clark also spent much of his early career working in Paris, with additional influential time in Giverny (Claude Monet's village). Here he worked alongside Guy Rose in the American colony. Clark as well proudly served in the US Army as an aerial photographer during World War 1.
Around 1920, for health reasons, Clark and his wife Medora relocated to Pasadena, after being expatriates for the greater part of the first two decades of the 20th Century. The couple traveled extensively throughout the state, across the Southwest and to Mexico. Back in Pasadena, Clark taught fine art at Occidental College and was Director of the Stickney Memorial School of Art.
The artist took up mural painting shortly after his arrival in southern California, however, he primarily considered himself to be a landscape painter with an additional keen interest in historical architecture. The beauty of Clark's west coast paintings created an eternal bond with the region. Where many contemporaries pushed abstraction and surrealism, Clark used his technical expertise and subtle manipulation of light and color to hold to his mature established Impressionism. In this he pleased critics and patrons alike. A true worldly artist, Alson Skinner Clark enjoyed a lifetime career. The University Club of Pasadena is honored to own seven (7) of his original paintings that grace our walls and are enjoyed daily by members and guests.


Raccoons Worksheet – Download FREE Printable Reading Comprehension Worksheets Science for Kids
The Raccoons Worksheet – Download this fun FREE printable reading comprehension worksheet for science for kids. This free worksheet all about Raccoons includes a fun hidden word search puzzle in addition to a missing words hunt game for children.
You are allowed to download, print and use this free reading comprehension worksheet unlimited times. This free science for kids worksheet about Raccoons is great for kids in Grade school in 1st Grade to 5th Grade as well as for Kindergarten kids and Preschool kids.
Our science for kids printable worksheet about Raccoons is a fun way to get your child’s attention during science classes or homeschooling science lessons.
Young children of all ages can enjoy playing the word seek puzzle while learning fun facts about Raccoons.
Kids in Grammar school from Grade 1 to Grade 5 can enjoy this Raccoons fun facts worksheet as a reading comprehension tool.
Your children shall learn well about Raccoons through this worksheet, because children will probably need to read and re-read the fun facts about Raccoons to discover what the missing words are. This exercise is a great way for kids to enhance their reading comprehension skills.
Preschool and Kindergarten kids who can’t read and write can use this free reading comprehension worksheet for science as an interesting listening comprehension game.
Teachers can read the fun facts about Raccoons and then ask the kids to answer what the missing words should be.
Children will also enjoy playing the hidden words puzzle while learning to find and recognize letters and words.
Parents can use this fun facts about Raccoons worksheet to develop their kids interest in learning science and spend fun educational time teaching their kids all about Raccoons.
Our free printable reading comprehension science worksheet can be used for early learning activities, homeschooling activities and after school science games with your kids.
Teachers can use our free Raccoons reading comprehension worksheet to gain kids attention and interest during science lessons and to make learning about Raccoons interesting and fun for kids.
Educators can utilize our free Raccoons worksheet for extra curriculum learning programs and after school enrichment programs.
Our fun kids science site is a great online science resource with many free printable reading comprehension science for kids worksheets and hidden word puzzles.
Raccoons, also known as Racoons, can be found all over United States. They live in forests, woodlands – even near cities. When frightened, Raccoons bite and scratch. What’s worse, some of them carry diseases.
Learn fun facts about Raccoons by downloading this free science for kids Raccoons worksheet!
Free Raccoons Worksheet to Download for Science
Cite This Page
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APA Style Citation
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Steiner/ Waldorf Education
The first Steiner/Waldorf School was founded by Rudohttp://alicesteiner.nt.edu.au/wp-content/uploads/2013/03/04-IMG_0928.jplf Steiner for children of factory employees in Stuttgart (Germany) in 1919.
The Steiner/Waldorf school movement is a highly respected international educational movement with over 1020 schools in over 65 countries and nearly 2000 Steiner Waldorf early childhood centres. Steiner education is future-orientated, and the holistic style underpinning this unique pedagogy supports the healthy well-being of children around the world.
Steiner education is an integrated and holistic education, designed to provide for the balanced development of human intellectual and cognitive faculties, artistic and imaginative capacities and practical life skills. The contribution of Steiner education is recognised by national and international bodies.
The main lessons incorporate different learning styles and disciplines, with the aim of balancing cognitive, aesthetic and experiential learning and embedding values. Specialist subject lessons in the arts, languages and practical crafts, and Practice Lessons which build on literacy and numeracy skills, and other aspects of the content and skills covered in the morning classes, supplement the main lesson.
The prime purpose of Steiner Education is to support and educate children such that their own innate and unique human qualities may come to greater fulfilment.
Students are encouraged to find an identity, meaning and purpose in life by forming connections with the community, the natural world and with values such as compassion and peace. The holistic approach includes the nurturing of a sense of reverence for life, feelings of wonder and awe and a passionate love of learning.
To raise student awareness of the greater rhythms in nature, society and the world, the seasons and cultural festivals are celebrated. Teaching methods favour multi-modal arts learning, real-life experiences, and ‘lively sources of knowledge’ that include gymnastics, dance-movement, and the dramatic arts.
The continuing relationship between the child and the Class teacher, as well as the regular communications with parents, enables the teacher to continuously assess the child’s work in a discreet and accurate way and to understand individual strengths and weaknesses. The teacher is able to monitor the child’s progress along a continuum, covering academic, developmental and social aspects, rather than relying heavily on formal testing.
Preschool (0-7 years) is characterised by children actively learning through imitation and their own creative experience, in a safe, natural and loving environment. The child’s imagination and sense of wonder are fostered, without intellectual abstraction, through stories, songs, creative play, interaction with nature and involvement in the everyday human activity.
Childhood (7-14) is the optimal stage for nurturing imagination. Curriculum content, cognitive development and skill-building are approached through a pictorial and imaginative presentation, embodying narrative, creative writing, the visual arts, music, drama and movement. This fostering of the feeling life enables the students to live into and engage more fully with the academic material. The timing of curriculum content and lessons are carefully matched to meet the children’s developmental and emotional needs. (Steiner Education Australia SEA 2010)


Key Stage 3
The aim of the Music curriculum in KS3 is to foster an appreciation of music, providing all students with exposure to a diverse range of musical styles and experiences spanning a broad range of eras and cultures. Students will develop a solid foundation of theory skills to prepare them for learning at a KS4.
All theoretical concepts will be strongly rooted in practical, skills-based tasks. Each unit of work will incorporate theoretical concepts with performance and composition skills, with key assessment tasks designed to combine skills and knowledge learned in these different components. Units are carefully sequenced to allow for continued development of core skills and concepts, with a progression to gradually build on student’s depth of understanding and complexity of skills learned. Upon completion of KS3 students will have been exposed to a wide range of musical genres and styles and will have gained a broad range of practical, performance-based skills. As well as the specific music knowledge, terminology and skills, students will also develop the transferable skills of analysis, motor skill development and co-ordination, collaboration, leadership, critical thinking, empathy, and creative thinking.
There are a range of cross-curricular links to English, Science, Design and Technology, and Maths, as well as explicit links to careers associated with music, embedded over the three years. The combination of these curriculum elements will enable students to complete KS3 in such a way that should they decide not to continue with Music in KS4 they will leave with an appreciation of music as a discipline and art, alongside a greater depth of understanding of core musical concepts, and its place in the wider context of our society.


The need for child-care professionals and educators has never been greater than it is today. While teachers continue to retire, school enrollment is always on the increase creating a perpetual need for top-quality educators. Parents too are recognizing that a solid foundation in early childhood learning is connected to their children’s future success and educational growth. The need of the hour is for trained educators to provide high-quality education to the younger generation. In fact, the U.S. Bureau of Labor Statistics indicates that there is a favorable growth expected in the field of early childhood education over the next decade.
Before you embark on a career in early childhood education, a healthy dose of soul searching is recommended. A career in early childhood education is not to be taken lightly. It may involve a whole lot of play and fun, but there is a serious responsibility attached to the molding of minds and shaping the lives of little children. If you are thinking of an early childhood education degree, you need to ask yourself if you truly love children and have an aptitude to continually impart patient loving care. There can be no middle ground here. You will be spending the better part of your day with them so you will need a great deal of patience and love to truly succeed. In addition to this, you need to be creative with excellent communication skills. It will open up multiple opportunities for you.
Early childhood educators deal with children from infancy to eight years of age. As a teacher to these youngsters, you will be training and developing their physical, emotional and intellectual skills in a variety of challenging ways. There will be a whole lot of creative expression and hands-on activities involved such as games, artwork, story time, music, role-playing in order to nurture the child’s imagination and learning.
An Associate degree in Early Childhood Education is an effective stepping-stone leading to a wider scope in the field of education. Normally, this is an extensive program that will lead to a broad range of career options and advancement after graduation. Approximately, two years are required to complete an AOS degree in Early Childhood Education. This degree provides all the necessary training you would require for teaching young children. It includes functional knowledge and understanding of early childhood education through the completion of courses covering curriculum, child development, child center administration, health and safety, and related fields. A general knowledge of science, social science and language arts is generally part of the curriculum as well.
There are a number of career options available to graduates with an Early Childhood Education degree. You can be an elementary school teacher, pre-school teacher, a school counselor or administrator. This will also prepare you to work in areas such as education policy or advocacy. As an educator you can find employment in nursery or elementary schools, as specialists for children with disabilities or learning disorders, as program supervisors and directors in schools and as family childcare home providers.
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Teachers in Boston are all aglow over personalized learning—teaching students how to learn on digital devices.
But there’s something strange about learning how to help computers do a teacher’s job—like maybe tomorrow teachers will show up for work and their key will no longer open the classroom door.
Knowing how Gates loves charter schools, technology, and Teach for America types, LearnLaunch’s practice of training teachers about technology, raises the question, are teachers slyly being led to take the road to their own demise?
It’s easy to be snookered. Teachers want to learn how to use technology to assist students. It’s innovative and can supplement what a teacher does.
But the idea of “disruption”—placing students online for all of their learning, and the corporate push to get rid of brick-and-mortar schools, warehousing a student’s personal information, not to mention ending the teaching profession, looms over everyone like toxic fog.
So it’s unsettling to hear teachers praise personalized learning without questioning.
Teachers who buy into tech as helping them take a career step forward need to rethink technology’s appeal.
That shiny tech workshop might look good to Snow White, but she had better do some research before she takes a bite from that apple.
Here are the claims teachers made in Boston, and how they could be selling themselves out.
- Students need digital devices to succeed in college. There’s no proof of this. In fact, there’s concern that students don’t learn deep meaning when they take notes on digital devices. No one knows if digital is all a student requires to do well in college. It seems highly unlikely.
- Digital devices help struggling students learn Common Core. Many parents don’t even like Common Core. It’s still controversial. While some online programming might assist a student with disabilities, students still need real teachers for the support that matters.
- Students “develop an academic identity that extends beyond the classroom walls.” It sounds like they are getting students to learn outside the classroom walls—referring to learning anyplace, anytime, and anywhere on digital devices—without schools and teachers.
- Teachers love data! “For the first time” they say they had detailed data about a student’s comprehension reading skills to share with parents. This claim is hard to believe! Informal Reading Inventories, tests, and checklists have always existed to help determine a student’s reading difficulties. If teachers rely on, and give computers all the credit, why will parents need a teacher’s expertise?
- Students have more choices with computers. One would think being tethered to a machine all day would be restrictive. Learning by technology is only one choice. There are many other choices that don’t rely on computers.
- Computer software does phonics instruction well. Phonics is sounding out letters out loud and on paper. Computers save paper and they replace dittos well. But teachers put phonics together with text and help children read for meaning.
- Students are able to “take ownership of their own learning.” This is another way of saying they can teach themselves with the computer. Students will always need human teachers.
- Students love engaging literacy and language software and feedback and knowing when to exit. Teachers seem to forget the engaging conversations they can have with students together.
- In kindergarten, students learn on the computer in a “non-threatening way.” If any learning in kindergarten is threatening, something is wrong with kindergarten!
- Students like playing on the computer. In literacy-based choice centers, students used to choose blocks, art, or Legos instead of reading. But now they will choose iPads or Chromebooks for learning activities. How much computer reading is the question.
- Students can work to their next level and get a certificate. In real learning situations, students learn from students at different levels, and that can help them skip to a higher level. Also, students would rather hear praise from their teacher than get a paper prize.
- Tech prepares students for PAARC and state testing online. Like Common Core, parents are sick of PAARC and so much state testing. But no teachers are needed with online computer testing either.
In fact, teachers aren’t needed according to any of the claims they made above. They become facilitators required to keep students in line and answer their questions.
But that’s not teaching. So don’t be fooled.


Each month an industry expert highlights a topic of importance to the AES community. Listen, Learn, and Connect with advances in technology and best practices in audio.
Semantic Analysis and Deep Learning
With the omnipresence of digital multimedia data, the processing, analysis, and understanding of such data by means of automated methods has become a central issue in engineering and computer science.
Semantic audio is concerned with:
analysing audio signals in order to infer semantically meaningful information that can be understood by humans
decomposing audio signals into semantic entities in order to enable facilitated handling, modification and interaction with these audio objects in an intuitive way
enabling a machine to process audio signal as human experts could do (a least for the simple and boring tasks)
Such methods are relevant for the following applications:
analysing music for automated recommendation services
automatic transcription, score following and source separation for personalised sound and interactive music education
managing large amounts of data in audio editing and production
new consumer applications including DJ, karaoke, and dialog enhancement software
Deep Learning is also omnipresent. It is a branch of machine learning that in recent years gave rise to developments that outperformed their predecessors by large margins. This happened in computer vision and natural language processing and then also in digital speech and audio signal processing, e.g. in speech recognition, speech synthesis, speech enhancement, dereverberation and blind source separation.
Curator: Christian Uhle
Christian Uhle is chief scientist in the Audio division of the Fraunhofer Institute for Integrated Circuits IIS. He received the Dipl.-Ing. and PhD degrees from the Technical University of Ilmenau, Germany, in 1997 and 2008, respectively. His research activities comprise automotive sound reproduction, semantic audio processing, blind source separation, dialog enhancement, digital audio effects and natural language understanding with neural networks. He is a member of the AES and chairs the AES Technical Committee on Semantic Audio Analysis.


A choice of educational workshops is included in the programme for all pupils aged 11 - 17 at Port Regis, enabling them to focus more intensively on their English or choose more broadly educational content as follows:
Grammar and pronunciation workshop
Formal study and practice through games and songs for pupils who have reached a plateau with their English or wish to focus on particular areas of weakness. Includes an introduction to the phonetic alphabet, a useful tool to help pupils with their pronunciation.
Course journal workshop
Pupils work as editors, journalists, writers, etc. to produce a weekly journal that is circulated in the school and published on the internet. This encourages attention to content, style and accuracy as well as enabling friends and relatives to see their work when they get home.
Digital photography workshop
Pupils learn the principles of photography and how to avoid common errors in order to take better pictures of people, landscapes and actions. They become more sensitive to the world around them and their photos provide a good basis for discussion and writing.
Pupils create, rehearse and perform short plays. This provides authentic English practice while developing pupils’ intonation and voice projection. They have fun and develop personal and linguistic confidence.
Pupils learn the basics of cookery including kitchen hygiene and safety. They share and follow simple recipes, have a fun competition, learn new language and develop independent living skills.
Pupils choose a different elective each week. Other workshops may include art education workshops, music education workshops, local history, film making, English literature. The precise workshops that we run each summer depend on the skills, interests and experience that our teachers bring to the school.
Pupils who wish to prove their attainment in general English speaking skills can prepare and sit this internationally recognised qualification during their stay. Please see our GESE page for further information.


Banner Literacy considers informal evaluations an important part of achieving your child’s literacy goals. Our evaluations are intended to augment parental observations, teacher observations, and prior testing. Information acquired from your child’s previous history, as well as informal assessments, becomes particularly helpful when designing instruction. Informal assessments are flexible and can be adapted to obtain a more accurate understanding of your child’s performance on a variety of tasks. More importantly, we can focus on how your child engages in the process of completing a particular task.
During the evaluation we investigate various aspects of your child’s performance, including their strategy use, self-monitoring, and organizational planning. Based on these initial evaluations, we may also design follow-up assessments to further explore specific areas of concern. Once evaluations are completed and instructional approaches have been established, the team at Banner Literacy continues with a diagnostic teaching approach, wherein assessment and instruction are integrated in an ongoing process to verify the efficacy of our treatment.
We begin our work with students by administering an informal reading inventory. An informal reading inventory generally comprises a combination of graded word lists and passages. This assessment, while not exhaustive, provides a glimpse of your child’s word recognition skills and comprehension abilities in both expository and narrative materials.
If further evaluation of word recognition is required, your child may be asked to read passages both aloud and silently. They may also be required to read passages with different text structures (e.g., narrative and expository).
To determine a student’s text comprehension, we examine responses to different types of questions (e.g., vocabulary, literal, and inferential) as well as text retellings or summaries.
Written expression is another integral component of literacy development. Growth in this area can facilitate growth in reading and oral language as well.
To determine a child’s strengths and weaknesses in written language, we elicit one or several spontaneous samples as part of our overall evaluation. Depending on our remedial objectives, your child may be asked to write both a narrative and expository composition. These samples are analyzed at various levels including spelling, punctuation, grammar, organization, and ideation. For emergent writers, our focus is primarily on ideation, spelling, and sentence structure. By investigating a broad spectrum of written expression skills, we are able to plan for individually appropriate instruction.
Since instruction in spelling and reading is mutually beneficial, it is essential to discern a child’s level of orthographic or spelling knowledge. Therefore, we typically administer a spelling test that is designed to assess the word knowledge your child brings to spelling and reading. This test is followed by further evaluations designed by the clinician focusing on common spelling patterns, morphology, and other areas of linguistic knowledge. With data obtained from your child’s writings, we are able to plan developmentally appropriate spelling instruction in unison with both reading and writing remediation.
Aspects of language use impact literacy development. Elements of oral expressive language capabilities can be examined through a spontaneous language sample or monitoring of the child’s interactions with the clinician. Receptive language or listening comprehension is informally assessed by reading aloud graded passages and asking the child follow-up factual and inferential questions.
Following informal assessments in each area, the clinician analyzes your child’s responses to infer what strategies the child may be using within a specific domain. With this information, the clinician may design additional evaluations in reading, writing, and spelling to more precisely identify where your child is experiencing difficulties.


These words break our hearts every time we hear them:Â â€œIâ€™m tone deaf. I canâ€™t sing.â€Â Itâ€™s usually accompanied by a smile or laugh, but the message is both clear and absolute. And wrong.
A great story onÂ Torontoâ€™s Ludwig-Van.com classical music siteÂ delves into theÂ widely-held misconceptionÂ that most people cannot sing.
â€œThatâ€™s a blatant lie.â€
Of all creative endeavours, singing is perhaps the most poorly understood. To the chagrin of vocal teachers everywhere, singing is the one pursuit where you will be told, you canâ€™t sing, so donâ€™t bother. Parents will readily pony up the resources for acting lessons, or soccer, but when it comes to the ability to sing, many people are still under the impression that itâ€™s something magical â€“ you either have it, or you donâ€™t.
A study of undergrads at Queenâ€™s University, found that about 17 percent reported themselves as being tone deaf. Itâ€™s such a common fallacy in our society that it has led to a world of singers â€” the small minority â€” and non-singers â€” the vast majority. But is that really based in reality? Science â€” and those vocal teachers â€”Â say no.
Sean Hutchings is the Director of Research at Torontoâ€™s Royal Conservatory of Music. His lab looks into how music affects the mind, and how the mind affects music, in essence. He calls singing a â€œstructured coordination of vocal musclesâ€ at its most basic level. â€œJust like any type of muscular activity, itâ€™s amenable to practice. We know that practising motor control can help. You can certainly learn to be better.â€ As he points out, speaking is already a form of muscle control. So, why is it that our society has put singing into such a rarefied category?
â€œPart of the reason that there has been a source of anxiety over singing is inadequate music education.â€ He points out that in older generations, in particular, the sole emphasis was on performance. When school children who couldnâ€™t naturally hit the right notes, rather than training them, they would simply be told to mouth the words, and not sing at all. â€œThereâ€™s no better way to make sure someone is bad at something than to tell them they canâ€™t do it.â€
Read â€“and share â€” the entire story atÂ Think You Canâ€™t Sing? Science Doesnâ€™t Believe You.


Are you wondering what STEAM based art education is all about? Art teacher Amy Zschaber will shine the light on what’s possible for art educators.
Quite honestly, I was never a fan of replacing studio arts with anything digital or math related. Now I realize how short sighted I was. Amy describes an art curriculum that is rich in both creativity and discovery.
In this episode, Amy shares her journey as an art educator, how she went from confused to confident and strategies to make the best in a struggling school environment.
IN THIS EPISODE YOU’LL LEARN:
- How Amy designs lesson plans to fit with the environment she’s teaching in
- How having the proper credentials gives you a new sense of confidence
- How a STEAM project differs from other art projects
- Tips on how art teachers can work with general education teachers in regards to lesson plans
- How overcoming limitations, like lack of supplies, can be the foundation of really great lessons
- The importance of changing your mindset for the children
Subscribe to Art Made Easy and receive new episodes directly on your phone via your podcast App.
Note: If you have an iPhone, subscribe in iTunes. If you have an Android phone, subscribe in Stitcher.
Amy’s blog Artful Arts Amy
Moma Art Lab App for iPad
Digital Art Specialist Tricia Fuglestad
Christopher Sweeney Ultimaker Website
Amy Zschaber is an award-winning Art teacher from California. She began teaching in 2005 after discovering she had a “knack” for putting steps to elaborate art-based projects as a summer camp instructor.
Her blog, Artful Artsy Amy shares her most popular STEAM based Art Units with teachers.


Where Water Comes From Quiz – Fun FREE Online Quiz for Kids with Score
Enjoy this Easy Science for Kids Where Water Comes From Quiz – you’ll get your quiz score after completing this free quiz for kids. You need to answer all the questions to be able to get your score. You can do this fun quiz about Where Water Comes From again, till you get the perfect score and become a quiz champion!
Tip: To get it right the first time, read the page with fun facts about Where Water Comes From.
About Where Water Comes From Quiz
Our easy earth science quizzes are a free online quiz resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun Where Water Comes From Geography quiz helps your kids learn fun facts about where does water come from while enjoying this FREE online quiz with score.
If your kid is interested in science, or is in a special education program, then this is an easy science activity, with reading comprehension benefits for first to fifth grade kids. Kids will enjoy competing against their classmates and friends, to see who scores highest, doing this fun and free online kids quiz on Where Water Comes From.
As a reading comprehension training for kids, you can set a timer to encourage kids to do the reading comprehension in a faster and more efficient manner as they train to remember what they read, or you set a restriction on the number of times your kid can read about Where Water Comes From quiz topic, before they do the actual fun quiz with score.
Younger kids who cannot yet read or write, such as Pre-K kids, Kindergarten kids or Preschool kids, will benefit from doing this Where Water Comes From quiz and our other science quiz games, as a listening comprehension activity; you read out to them about the topic and then read the fun kids quiz question and answers. You will select the Where Water Comes From quiz answer they think is correct, and at the end you get the Where Water Comes From quiz score. Your child can try doing the quiz again, till gets the perfect score faster, as child learns to listen more carefully and develop a better memory and attention span!
Enjoyed doing this online quiz for kids with score about Where Water Comes From? Check out all our other fun kids quiz questions in our free kids science site. Visit our Natural Science for Kids all about Where Water Comes From page. Get lengthy info here.
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Teaching Philosophy: In Brief
Learning is a kind of science, and the same critical skills that researchers cultivate in the course of their work are those that will best enable students to engage in the course of their learning -- the capacity to make connections across multiple different domains, to delve into novel problems with the ability to pose good-quality questions, to recruit the necessary information to answer them, and, ultimately, to build reliable knowledge structures.
In the service of this idea, I strive to:
1) Reinforce the idea that students are central co-constructors of their own knowledge (not passive recipients of static, established knowledge).
2) Centralize the many ways in which People of Color are overlooked and sometimes exploited in Psychology and Human Development, among other social sciences, with an emphasis on realizing the contributions of marginalized populations to modern science.
3) Encourage students to think of learning/science in terms of process, not product.
4) Help students become critical consumers of information -- and responsible portrayers of it (build strong foundation in oral and written communication).
Fall 2016 | Spring 2017
EDHD (Education, Human Development) 411, Child Growth and Development
Instructor on Record: Dr. Lucas Payne Butler
Course Description: Theoretical approaches to and empirical studies of physical, psychological and social development from conception to puberty. Implications for home, school and community.
Primary Duties: host office hours to attend to student questions, provide feedback on student assignments, craft discussion questions for student activities during class sessions, maintain online grade book
EDHD (Education, Human Development) 413, Adolescent Development
Instructor on Record: Dr. Ann Battle
Course Description: Adolescent development, including special problems encountered in contemporary culture. Observational component and individual case study.
Primary Duties: host office hours to attend to student questions, provide feedback on student assignments, help craft discussion prompts for student activities during class sessions, maintain online grade book, attend regular meetings with instructor on record to craft student assessments
Guest lectured topics: How to Cite in APA; Foundational Theories in Child Development
EDHD (Education, Human Development) 201, Learning How to Learn
Instructor on Record: Dr. Patricia Alexander
Course Description: Immerses students in the theoretical and empirical study of learning by engaging them in orchestrated experiences and activities drawn directly from the disciplinary research. Students achieve deep understanding of their own learning, as well as the means of enhancing that learning both in school and out-of-school contexts.
Primary Duties: host office hours to attend to student questions, provide feedback on student assignments, host in-class discussion sessions, monitor student activities, maintain online grad book
Additional Duties: lead three weekly breakout discussion sections (taught independently), design lesson plans for these discussion sections, craft activities that complemented main course work
ADDITIONAL RELEVANT EXPERIENCES:
Graduate Student Mentor, Summer 2019
Step Up Program for Early Research Exposure
The STEP-UP HS program is supported by the National Institute of Diabetes and Digestive and Kidney
Diseases of the National Institutes of Health Grant #: 2R25DK078382-12
Primary Duties: host and mentor two high-school aged students who worked in the lab for the summer to garner early research experience prior to college; provided foundational skills development in reading academic papers, recruiting families for research, collecting data, communicating scientific findings, presentation skills (students were required to create presentations representing their summer work to display at the Summer's-end program meeting, marking their completion of the Step Up program)
CIRTL Scientific Teaching Fellow 2020-2021
Certification awarded for participation in the CIRTL & Summer Institutes on Scientific Teaching
In recognition of demonstrated commitment to undergraduate education by participating in the CIRTL
Summer Institute on Scientific Teaching
APA 7th Edition Citation Guide: Developed for use in the Occupational Therapy Assistant Program at Wor-Wic Community College (Instructor on Record: Mr. Stuart Gibbs)
The Basics of Writing: Developed for use in the Occupational Therapy Assistant Program at Wor-Wic Community College (Instructor on Record: Mr. Stuart Gibbs)


Hugo Chavez Biography, Life, Interesting Facts
Died On :
Also Known For :
Former President Of Venezuela, President (non-U.S.)
Birth Place :
Birth Element :
Hugo Chavez was one of the most influential figures in the history of Venezuela politics. Chavez went to the Venezuelan military academy after which he participated in the failed attempt to overthrow the government. With the failure of the coup, Chavez got his two-year sentencing in prison. Soon, he was the president of Venezuela in 1999. While in power, Chavez proposed a new constitution that would, in the end, change the name of Venezuela to the Bolivarian Republic of Venezuela. In addition to this, he fought for gaining power in running activities of the oil company which the state was in control of. This caused heated controversies all over as it also brought conflicts with the U.S.
Hugo Chavez was born on July 28th, in 1954. His birthplace was in Sabaneta, Venezuela. His parents Hugo de Los Reyes Chavez, his father and Elena Frias de Chavez were both teachers. Certain financial challenges led to Chavez being raised by his grandmother. For his elementary education, he attended Julian Pino Elementary School before joining Daniel O'Leary High School.
Hugo Chavez later attended Venezuelan Academy of Military Sciences and went on to graduate in 1975. After his graduation, he served as an army. It is in the army that he began his revolutionary movements with the main aim of bringing change to Venezuela.
With his disappointment in the Venezuelan government, Chavez partnered with other military members in 1992 in an attempt to overthrow Carlos Andres Perez government. Their mission failed, and this led to imprisoning of Chavez. He was however pardoned after spending two years in jail.
Shortly after being released from prison, Chavez launched his revolutionary party, Movement of the Fifth Republic. With Chavez being the leader of the party, he ran for the presidency in 1998. He promised to bring reforms by ending the corruption that the Venezuelan government was faced with.
After winning the elections, Chavez began his first term as the Venezuelan president on February 2nd, 1999. His first mission in office was to alter the constitution of the country. This later led to changing the country’s name to the Bolivarian Republic of Venezuela.
A few years later, Chavez found himself in trouble after attempting to gain control of the state-run oil company. Challenges faced him from all corners as he even sparred with the United States. In addition to this, other neighboring nations were also lamenting. In April 2002, Chavez was removed from his presidential office by the military. Moments later, he was back in office, but protests against him did not stop. As a result, a referendum was held to decide whether he should stay in office. Fortunately, majority votes wanted him to complete his term in office.
Chaves continued his war against corruption by also altering the constitution. This gave power to elected government officials to dismiss corrupt individuals. Other amendments that he made ensured that indigenous people were safeguarded. Education and housing systems improved considerably. Furthermore, it augmented healthcare and food rights for the Venezuelan people. His success after such reformations led to his re-election back to serve as the president. His second term in office began in 2001 and ended in 2007. For his second term in office, his main goal was to eradicate illiteracy in Venezuela.
Chavez later won elections that were held in 2007, giving him another shot at the presidential office for the third time. Surprisingly, he won elections that would gift him his 4th presidential term. His inauguration was supposed to be held on January 2013. However, it was postponed due to his deteriorating health.
On March 5th, 2013, Hugo Chavez passed away, and this led to his presidential seat being taken over by his vice president, Nicolas Maduro.
During his lifetime, Chavez got married two times. First, he got married to Nancy Colmenares. The couple stayed together for 18 years and had three children in the process. In 1997, he tied the knot with Marisabel Rodriguez and had one child before separating in 2000. They were legally divorced four years later in 2004.
Muqtada al- Sadr


The education system in Zimbabwe has been characterised by teacher education programmes that are different for secondary school teachers and primary school teachers. Whilst both categories of student teachers study theory of education, the major differences are in specialisation and generalisation. The primary school teacher in addition to the theories of education, studies applied education during which the student teacher has to learn to teach all the subjects found in the primary school curriculum in Zimbabwe. In addition to that, they also study a Main Subject. On the other hand, the secondary school student teacher had to specialise in the teaching of two subjects that are offered in the secondary school curriculum. In practice, primary school teachers are in charge of the whole class, teaching all subjects, whereas secondary school teachers would come and deliver their lesson and leave soon after their time. The arrangement in some primary schools has since changed. Some primary schools are now following the subject specialisation system, which for all along had been a preserve for the secondary school. The study was therefore prompted by this new development in primary schools. The purpose of the study was to assess the attitudes and perceptions of pupils, teachers and parents towards subject specialisation at primary school. The study used the qualitative research methodology and the case study design. Two primary schools which have adopted the subject specialisation system were conveniently selected. Interviews and open-ended questionnaires were used to collect data. The study found that there was mixed views on the role of subject specialisation at primary school. The major stance being that at primary school children need a motherly and fatherly care and this can only be provided when one person is in charge of the class throughout the day. While the academic performance of the teachers and pupils had relatively improved, the guidance and counselling role had been compromised in the schools. The study concludes by making recommendations to the Ministry of Secondary and Primary Education.
Real Time Impact Factor:
Author Name: Wellington Samkange
URL: View PDF
Keywords: Subject specialisation; Primary school; Curriculum; Education system; Teacher Education.