01 Jan How to Keep A New Year’s Resolution
It’s that time of year again: the clock striking twelve, fireworks igniting the night sky, a New York Ball dropping, and the welcoming cheers of a new year. With this new year, we make promises to our aspirations – losing weight, running a marathon, eat healthier, be less stressed –only to be lost within time, life and habit. However, let’s make this year different.
This year can and will be different through the consideration of behavioral psychology. Behavioral Psychology is a theory of learning based on the idea that all behaviors are developed through interactions with the environment. Thus, our responses are conditioned by our relations to a specific environment. Therefore, to retrain ourselves, we must overcome our initial associations with a new consequence. This can be done with operant conditioning.
Operant Conditioning occurs when we learn to associate our own behavior (or our response) and its consequence. We, therefore, repeat behaviors with good results, we cut down on behaviors with bad results. Hence, the Law of Effect states a rewarded behavior is likely to recur. Thus, we must shape our decisions and behaviors to mirror the desired result. However, to shape, one must utilize reinforces, anything that increases the desired response. There are two types:
- Positive Reinforcement which strengthens a behavior with a pleasurable stimulus after a response. This is like the gold star sticker in elementary education, where desirable behavior results in a reward.
- Negative Reinforcement which strengthens a behavior by removing something unpleasant. This is not a punishment. Instead, the reward is removing something “undesirable.” Like the seat belt alarm in your car, there is an annoying beeping until you buckle up. In contrast, punishment discourages a behavior by adding something terrible.
Now, this is the structure of the operant conditioning method. For it to be impactful, one must have scheduled intervals of reinforcement. This can come in the form of two styles:
- Continuous reinforcement occurs when the reinforcement is given every time the behavior is done.
Reinforcement occurs when the reinforcement is not given
after every behavior. This can further be sectioned into a
- fixed-ratio ~ reinforcer is provided after a set number of behaviors
- variable ratio ~ reinforcer is given after a random amount of behaviors
- fixed interval ~ reinforcer is given after a set time
- variable interval ~ reinforcer is provided after a random time
Let your New Year’s Resolution Success. Follow the following outlined steps to help you succeed.
- What is your resolution? __________________________
*Remember to make it simple, a goal you can work up to and build upon. Climb to hill, before the mountain*
2. Identify a target behavior to be modified.
This can be an undesirable behavior that you would like to eliminate or a desirable behavior that you would like to strengthen.
3. After identifying the target behavior, monitor your behavior and try to generate a plausible explanation for why the problem exists. What is reinforcing the behavior? Why do you want to change this behavior?
4. Provide yourself with a positive reinforcer that is contingent on specific improvements in the target behavior.
*For example: 1 mile = 1 token. 1 token = 1 cup of coffee from Starbucks. Remember, the reinforcer should be something that has a positive association with YOU.
5. Rome was not built in a day, and neither are new behaviors. Thus, take the time to shape your behavior, so you can succeed in the long run.
6. Lastly, to what degree was the program successful? If you succeed, propose a new plan to help maintain the change and provide the opportunity for more progress. If it failed, offer an alternative method that be more successful in the future. Try, try again!!!
Best of luck with your New Year’s Resolutions. If you need help with personal, fitness and health goals, please check out Zenith Active. We are boxing gym community with a positive, welcoming atmosphere with comprehensive, personalized group training and amazing personal trainers to help you achieve all your fitness goals.


Increase Your Reading Speed and Comprehension
Almost all students have had some experience like the following: one professor assigned you 800 pages to read, and another assigned you 900 pages to read, both of which must be read by the next class on the same day. Besides the 1700 pages of reading assignments, both of those professors also assigned other homework, such as annotating the content of those 1700 pages. Now, you are left in a quandary because there is no way you can read every word on all 1700 pages and still get the rest of your assignments done.
One of the most prized skills that a graduate student can learn is how to read effectively but quickly. Many graduate students wonder, how can I improve reading speed without missing important information? This is because some students mistakenly believe that reading quickly will impair their comprehension of what they have read, but the opposite is true. The average reader will read at the speed of approximately 250 words per minute but will think at the speed of approximately 500 words per minute; the difference between reading and thinking speeds often leads to distracting thoughts. This forces readers to backtrack and reread, which hinders effective comprehension and recall of information. Learning how to read fast actually enhances comprehension because the brain must concentrate and work harder to understand what the eyes have seen. The following are some reading comprehension strategies that will also help to improve your reading speed:
Understand organization before you begin reading.
Review tables of content, abstracts, introductions, conclusions, and headings before you begin reading so that your brain can anticipate the information it will need to process (as opposed to forcing your brain to process information in the moment). Understand where important information is generally located in basic writing structures—at the beginning and end of chapters, paragraphs, and sentences—and review this information before you begin reading. Take the time to define any words that are new to you either in meaning or in use.
Identify your subvocalizations and internal speech.
Subvocalizations are the auditory sounds that we use to pronounce words, and internal speech is the subconscious images and senses we use to visualize what we are reading or hearing. Internal speech is often related to internal monologue. Subvocalizations and internal speech can sometimes help us understand difficult passages of text but can also slow us down when we are trying to read and comprehend quickly. To suppress your subvocalizations, you can practice counting out loud while reading. Once you have mastered this skill, you can allow your internal speech full reign by involving all your senses in imagining what you are reading. After you identify your internal speech by allowing it full reign while you are reading, you will be better able to suppress your internal speech and to recognize words as concepts without having to rely on visualizations to comprehend the concepts. Practice reading with and without subvocalizations and internal speech, and you will eventually be able to use or suppress those functions as needed.
Refocus your eye movements while reading.Most people read by focusing their eyes on the left side of a page and fixing their eyes on every word from left to right as they read along. Some readers may move their eyes a little ahead or a little behind of the text they are currently reading to remember what they have already read or to anticipate what they will read next. This method of reading not only slows reading speed but also reduces reading comprehension because this method only engages one hemisphere of the brain at a time. To increase your reading speed and comprehension and to engage both hemispheres of your brain, you should focus your eye on the middle of a line of text and use your peripheral vision to anticipate words at the beginning or end of a line of text; only refocus your eyes on the beginning or end of a line of text if the actual words do not match what you anticipate based on the text in the middle of the line. If this seems difficult at first, you can use a visual guide or pointer (e.g., a notecard, your finger, a pencil) to help you maintain focus on the middle of the line of text. Instead of moving the visual guide or pointer from left to right, move it up and down, constantly positioning it in the middle of a line of text.
Practice speed reading.
How does one learn to read fast? As with any newly learned skill, practice is necessary to break old habits. For most students, speed reading is a new technique that will seem awkward at first. Set aside time each day to practice power reading, even if you must practice with the newspaper that you read over coffee every morning. Determine how many words are in a particular selection of text, and see how many of those words you can read in a given number of minutes. Practice reading that selection of text until you can reduce the number of minutes it takes for you to read the entire selection. You can even use a metronome to help you read at a steady speed.


Influential Music Educators
Read more about this topic: Music Education
Other articles related to "music":
... has largely replaced the double bass in popular music as the bass instrument in the rhythm section ... While the types of basslines performed by the bassist vary widely from one style of music to another, the bassist fulfills a similar role in most ... The bass guitar is used in many styles of music including rock, metal, pop, punk rock, country, reggae, gospel, blues, and jazz ...
... Nairobi is the centre of the Kenyan music scene ... The genre is a fusion of jazz and Luo music forms ... In the 1970s, Nairobi became the prominent centre for East and Central African music ...
... Main article Culture of Libya Further information Music of Libya and Libyan literature Libya is culturally similar to its neighboring Maghrebian states ... culture is still alive and well, with troupes performing music and dance at frequent festivals, both in Libya and abroad ... A number of TV stations air various styles of traditional Libyan music ...
... Composer Joseph LoDuca wrote the theme music and incidental music, and co-wrote the lyrics for the songs in "The Bitter Suite" ... The theme music was developed from the traditional Bulgarian folk song "Kaval sviri", sung by the Bulgarian State Television Female Vocal Choir ... seven Emmy nominations for LoDuca, who won the Emmy award for Outstanding Music Composition for a Series (Dramatic Underscore) for the Season 5 episode Fallen Angel in 2000 ...
... Music therapy is an interpersonal process in which the therapist uses music and all of its facets—physical, emotional, mental, social, aesthetic, and spiritual—t ... the client's needs are addressed directly through music in others they are addressed through the relationships that develop between the client and ... Music therapy is used with individuals of all ages and with a variety of conditions, including psychiatric disorders, medical problems, physical handicaps ...
Famous quotes containing the words educators, influential and/or music:
“The great want of our race is perfect educators to train new-born minds, who are infallible teachers of what is right and true.”
—Catherine E. Beecher (18001878)
“John B. Watson, the most influential child-rearing expert [of the 1920s], warned that doting mothers could retard the development of children,... Demonstrations of affection were therefore limited. If you must, kiss them once on the forehead when they say goodnight. Shake hands with them in the morning.”
—Sylvia Ann Hewitt (20th century)
“People today are still living off the table scraps of the sixties. They are still being passed aroundthe music and the ideas.”
—Bob Dylan [Robert Allen Zimmerman] (b. 1941)


Functional Skills Maths
- Type: Up-skill Your Workforce | English, Maths & ESOL | Employers | Bright Futures Training Centre
- Level: Dependent on initial assessment
- Attendance: Part-time
- Start Date: Variable
- Time: 1 lesson per week (3 hours)
- Duration: 13 weeks
About the Course
Functional Skills qualifications are designed to support you as you seek to improve your numeracy skills and provide you with the fundamental knowledge required for everyday life. Achieving a maths qualification will increase your confidence and motivation and the skills gained will aid you in the workplace or any further learning.
No experience is required, however, this course is aimed at those who have a good foundation of existing maths skills and are wishing to develop them further.
How much does it cost?
FREE (subject to eligibility criteria)
Functional Skills involves studying contextualised and relevant scenarios to learn problem solving skills. You will study a range of topics that are designed to help you analyse and interpret information. These include:
- Understanding practical problems
- Identify and obtain necessary information to tackle a problem
- Apply mathematics in an organised way to find a solution
- Interpret and communicate solution to practical problems
You will develop and refine problem solving strategies, building the confidence and skills required to tackle unfamiliar challenges. You will gain mathematical skills that are transferable to everyday contexts and the world of work.
This qualification is suitable for anyone who wishes to improve on their existing skills or progress their career.
You will attend weekly classes where you will complete activities and exercises to support your learning.
This course is funded* and provides you with a good foundation to progress onto higher level maths qualification, for example, GCSE.
The course is fully funded subject to eligibility criteria.
Where will this course take me?
From Level 1 to Level 2 and GCSE
From Level 2 to GCSE
How will I be assessed?
Ongoing feedback will be provided within the classroom lessons both from your tutor and peers. The final assessment is via an exam at the end of the course.


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evidence based teacher instruction
Response to Intervention
Response to intervention is a systematic approach to ensure that all students receive the right type of instruction to safeguard their learning success. It starts off with Tier 1 where all students receive evidence based instruction within the regular classroom. Based on past findings, 80% of students will learn how to read and develop numeracy skills based on this instruction. For the 20% of students who do not respond, they will be put on a Tier 2 level and receive more intensive intervention. Often this is the same instruction that the Tier 1 students receive, however, it is implemented at twice the intensity and in small groups. Of the Tier 2 students, 5% of them will not respond to the intense literacy and numeracy evidence based intervention.These 5% of students will need more specific special education services. Though the research is clear on how to implement response to intervention, the challenge lies in program delivery by teachers. We are currently looking at the barriers to teachers providing evidence based literacy and numeracy programming.
Screening of All Students
A key component for a response to intervention is ensuring that all students in a school are screened. We are evaluating many different tools in conjunction with teachers in Northern Ontario in order to identify the best process for screening. Screening basic literacy and numeracy skills can take place within about one to five minutes per student. In addition, working with HearX group out of University of Pretoria in South Africa, we are now using smartphone technology to provide hearing and vision screening to students. We are finding that 1 in 7 students are having academic difficulties related to uncorrected hearing or vision.
Due to the the success of the screeners, we are now working with pediatricians across Canada to use literacy and numeracy screenings in their practices. Pediatricians are frustrated by the number of patients referred to them due to difficulties at school. After identifying that there is no medical reason, they often send the students back to the schools in the hopes they will receive services there. However, this is largely not the case. The hope is that with the new screening technology that can take one to five minutes, pediatricians will have solid evidence that they can use to advocate for their patients in order to get the types of supports their patients need.
In addition to the ongoing skills training that we are involved in with individual schools, we are also very involved in the dissemination of knowledge about how to effectively work with students who have learning challenges. As of today, Dr. Todd Cunningham has given more than 600 presentations across North America to students, parents, teachers, other educators and support staff, and governments. Now with an increased team, new technologies, partnerships, and more and more educators are being reached. In collaboration with Connect North, professional development is being provided to remote Northern Indigenous Communities across Canada.


Spiritual. Mental. Social. Physical. In her guest editorial titled Teachers: The People Who Make a Difference in Adventist Education, Carol Tasker discusses the valuable model teachers provide for their students when they make a positive commitment to these four areas of life. Additional articles in Volume 81, Issue 3 (2019) of The Journal of Adventist Education include:
A Biblical Perspective for Research by John Wesley Taylor V
Research is purposeful and systematic inquiry that seeks to advance knowledge and understanding.
The Importance of Training Faculty to Integrate Faith With Learning by Michael Harvey
Faith integration is a vital part of Christian education, including at the university level. What can administrators do to prepare their faculty to create classrooms where this happens in a meaningful way?
Engaging in Culturally Relevant Teaching: Lessons from the Field by Charity Garcia and Charissa Boyd
Culturally Relevant Teaching is a popular topic for discussion and research, and it continues to gain more traction through practical application in classrooms worldwide.
Professional Learning for Teachers and Board Members: The School Board’s Responsibility by Betty Bayer
Educational experts agree that the quality of an educational program is primarily dependent on the quality of the teaching, and that ongoing professional training for teachers is the critical element in improving that quality.
Why Nature Matters: Seventh-day Adventist Education in the Anthropocene by Daniel Gonzalez-Socoloske
Why does nature matter? Why should we as individuals, as members of our church, our country, the human race, care about nature?
Reading Comprehension Strategies to Improve Writing Skills in the High School English Class by Kayla Gilchrist-Ward
Whether students pursue employment as blue-collar or white-collar workers, employers expect them to be able to read, write, and comprehend numerous types of communication.
Youth Alive: Building Resilience Against At-risk Behaviors by Katia Garcia Reinert
Promoting healthful behaviors during adolescence and taking steps to better protect young people from health risks are critical to preventing health problems in adulthood.


Our Vision Intent
At St Agnes music education is based on the concept that music is an essential part of life and integral in the development of the whole child. The quality of life is improved by physical, emotional, social and cognitive growth experiences through a meaningful, sequential study in music. We believe music education engages learners in developing self-esteem, self-discipline, cooperation, creativity, and self-motivation necessary for success. At St Agnes Primary School music plays an important role in increasing our children’s emotional well-being and confidence. We aim to provide a sense of enjoyment and a positive attitude that inspires pupils to develop a love of music (using different genres eg Reggae, Classical, Gospel), sing, play instruments, musical composition and learn musical notation. We want children to develop a passion for music through fun, enjoyment and an appreciation of existing musical pieces through singing, composition plus using and experimenting with a variety of musical instruments.
Music is used to unite our school and children come together daily to sing and explore different styles of music, through celebration and praise in our daily collective worship. The children are taught music through two week topic based learning in which the children develop their skills, attitudes, knowledge and key vocabulary linked to the National Curriculum objectives and develop their ‘sticky learning’ to help them remember the skills they have learnt. Each class has a term of specialist teaching from Oldham Music service in which Mrs Huckfield, a skilled musician, teaches the children a range of knowledge and skills linked to the National Curriculum. The children love her enthusiasm and skills that promote high standards and aspiration. She also works closely with the rest of the staff to improve their musical knowledge and raise standards throughout school. Through our teaching of music any exceeding child is sign posted to extra-curricular music lessons, we are currently sourcing additional string and brass tuition for talented children. Children develop skills in singing, playing a range of instruments and composing. Every child from Year 1 upwards learns to play the recorder so that they can develop confidence with an instrument, learn to read notes from a stave and perform tunes and melodies. EYFS children develop their love of music through daily ‘dough disco’ and ‘flipper flapper’ learning to link music and rhythm to writing and fine motor skills development. We have a thriving school choir and the children have the opportunities to perform at half termly Eucharist services, annual Nativities, St Agnes’ Talent show, an end of year performance and singing at Ashbourne House (our local care-home). The children are also given the opportunity to take part in extra-curricular clubs that enhance their musical skills. Handbells is an age old tradition at St Agnes and the children are taught skills and teamwork which enables them to perform. The Dovestone Learning Partnership also offers the children the opportunity to take part in extra-curricular clubs to enhance their musical skills. So far these have comprise of Opera performances (Carmen) and a Brass Band all made up of keen children from our ten schools. Through our teaching of music any exceeding child is sign-posted to outside extra-curricular music lessons (usually Oldham Music Centre).
Music is an integral part of our school life and we aim to give the children the skills and appreciation to enable them to access any form of music as they continue their educational journey. We will embed the importance of study and practice to enable musical skills and passion to be developed. Our topic based curriculum enables children to learn about the subject of music and instruments and then to ensure music and other area of the curriculum and skills are embedded through our ‘sticky learning’ and hidden curriculum. Our specialist music teacher enables the children to be engaged in their music and all children are given the opportunity to develop their skills.


Virginia’s Foundation Blocks for Early Learning: Comprehensive Standards for Four-Year-Olds
The purpose of this document is to provide early childhood educators a set of minimum standards in literacy, mathematics, science, history and social science, physical and motor skill development, and personal and social development with indicators of success for entering kindergarten that are derived from scientifically-based research. The standards reflect a consensus of children’s conceptual learning, acquisition of basic knowledge, and participation in meaningful and relevant learning experiences. Alignment to Virginia’s Kindergarten Standards of Learning (SOL), to Virginia’s Phonological Awareness Literacy Screening (PALS), and to the national guide, Teaching Our Youngest, A Guide for Preschool Teachers and Child-Care and Family Providers, produced by the Early Childhood-Head Start Task Force (2002), U.S. Department of Education and U.S. Department of Health and Human Services is evident.
The material is organized for use as a tool for early childhood educators in developing curriculum and meaningful classroom activities. Each Foundation Block is in box format, and is organized to build towards the Virginia Kindergarten Standards of Learning. Following the boxes, are expectation indicators for the Foundation Blocks. Sample teaching activities are included to assist teachers in the planning of meaningful classroom activities. Helpful terms and references to national consensus documents used in the development of this document are cited for clarification and resource purposes.


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Small Group Instruction as a Differentiating Instruction
Small Group Instruction In Math Research Core State Standards for Mathematics (CCSSM, Specifically, research support will be provided for instruction, small-group...
Exploring the Value of Whole Group Instruction in the
from research on effective schools, Most studies of small group versus whole class instruction find peer tutoring groups show more significant gains in math. RTI and Math Instruction the resource teacher or intervention coach could provide small-group intervention to Journal for Research in Mathematics. Small group instruction was assessed in a naturalistic study involving 206 observations of mathematics periods in 33 classrooms of grades 4, 5, and 6 in 21 schools..
Small Group Instruction Reduces Student-Teacher Ratios
Robin and Brian Jacob assess the results from a new study in New York City of the impact on kindergartners of small group instruction in math.! Blending Math Instruction for Elementary Grades . Expert Presenters: â€¢ Small group instruction, center and workstation activities in ELA and Mathematics.
CL1 Resources Annotated Bibliography
3. What questions or issues have yet to be resolved in the research and practice relating to small-group instruction in SMET classes? Question #1.. Working collaboratively allows students to tackle more complicated and more conceptually difficult Problems. Carefully managed, collaborative learning can be a. 19/05/2011Â Â· http://www.berproducts.org/video-training/mathematics/using-guided-math-to Math to Strengthen Students' Math Learning, Small Group Instruction.
Using Guided Math to Strengthen Students' Math Learning
Research (e.g., Johnson B. R. (1992). Mathematics instruction for students with special needs. Cooperative learning in small groups: Recent methods and. Supporting Differentiated Math Instruction Our research indicates that this range is as transition from whole-class instruction to small group or.
Blending Math Instruction for Elementary Education Week
Australian Council for Educational Research Australian Education Review. Mathematics--Instruction and study. few groups of four children
Literacy and numeracy interventions in the early years of
I really feel that small group math instruction is the way to go. However, please note that I do not ONLY use guided math groups ALL the time. For example. Home Â» Assessment Â» Create "Instructional Profiles" to Determine Students' Instructional Needs Â» Group Students with Similar Needs for Small Group Instruction
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Education isn’t just based on grades, standardized testing, and teacher evaluations. Education is the cultivation of learning; it brings about an inherent and permanent change in a person’s thinking and capacity to do things. It is the development of understanding and judgment, and enabling action. Learning is both a process and an outcome. It is often said that we are learning all the time and that we may not be conscious of it happening. Good learning is something that takes time. Real education is very different to just having access to information about something. Real education embeds things into one’s brain, and anyone who understands learning will understand that this comes from repeated exposure and use of information or skills.
Primary education or elementary education is for children in kindergarten through sixth grade. U.S. children begin primary school at around age six. Elementary education provides students with a basic understanding of various subjects, as well as the skills they will use throughout their lives. According to the United States Department of Education, every state government in the United States regulates primary education. Additionally, some states also supervise the curriculum, processes and standards of elementary schools to ensure students receive a quality education.
According to the United Nations Children’s Fund, providing children with this education has many positive effects, such as decreasing poverty, decreasing child mortality rates, encouraging gender equality, and increasing environmental concern. The subjects provided in primary education are: math, science, language arts, history, geography, art and music.
Middle education consists of two programs, middle school and high school. A diploma or certificate is awarded upon graduation from high school. A period of middle schooling follows which is between the years of primary school and secondary school. Middle school is usually 6th grade to 8th grade, but it may vary from state to state.
Secondary Education, mostly known as high school, includes grades 9-12. In secondary education, students learn about subjects, such as English, math, science and complete elective courses. Students in second education attend various classes in different classrooms throughout the day, unlike in primary education, where you are typically assigned to one classroom. Classes are usually held between 30-90 minutes. High schools also offer honors or advanced classes for students who desire more challenging coursework. These classes aren’t just challenging, but they also help the chances of student’s getting into colleges. Students begin secondary education at about age 11 to 13 and usually end at about age 15 to 18.
Vocational education is organized educational programs offering a sequence of courses which are directly to the preparation of individuals in paid or unpaid employment in current or emerging occupations requiring an advanced degree. Vocational education refers to career education of technical education. It can be described as a training that emphasizes knowledge and skills needed for a specific trade, craft or job function. Vocational education focuses on practical applications of the skills learned or acquired and it provides the much needed hands-on instruction in a specific trade.
In the workplace, 85% of current jobs and 90% of new jobs require some or more college or post-secondary education. It’s important to support and encourage children’s success in school. You should listen and help, to encourage, to hold reasonably high expectations, to work with teachers and set aside funds for further education. You know what they say kids are our future!
Do you still have questions about education? Here are a few topics about education and test prep tutoring you may be interested in.


High school students who play a musical instrument perform noticeably better in Maths, English and Science exams than their non-musical peers, according to the Journal of Educational Psychology.
The study took place between 2012 and 2015, and involved over 100,000 students. Those included completed at least one standardized exam for Maths, Science and English, and studied at least one instrumental music course. The research found a particularly strong relationship between music education and academic achievement. The findings suggest skills learned in instrumental music transfer very broadly to the students’ learning in school.
The new findings come off the back of increased cuts to music education across the UK and USA in recent months. In April, the Musician's Union stated that music education is in a 'perilous state', and is being squeezed out of the curriculum. According to The Guardian, the number of schools offering a music A-level had fallen by more than 15% in the past two years. The picture is even worse for music technology A-level, which has declined by 32% over the same period. A decrease in pay, increasingly large classes and funding cuts are contributing to some schools cutting music out of their curriculum completely in the USA.
The study's co-investigator Martin Guhn, an assistant professor at the University of British Colombia, explained, 'Learning to play a musical instrument and playing in an ensemble is very demanding. A student has to learn to read music notation, develop eye-hand-mind coordination, develop keen listening skills, develop team skills for playing in an ensemble and develop discipline to practise. All those learning experiences, and more, play a role in enhancing the learner’s cognitive capacities, executive functions, motivation to learn in school, and self-efficacy.'
Let's hope this important new research catches the eye of governments across the world who are cutting funding to music courses!


Montessori is a well researched, non religious, educational approach used in more than 22,000 schools throughout the world. Particularly popular in Europe and the US, Montessori began in Australia in the 1920’s and is most well known as a respected method of early childhood education. There are also many Montessori primary and high school programs in Australia. In fact the Montessori primary school curriculum is one of only four government accredited curriculums in Australia.
Montessori is a respected method of education that regularly features in reports concerned with positive educational outcomes. A number of commentators have noted similarities between the Montessori approach to education, and that of the Finnish education system, regularly held to be one of the best systems in the world.
The Montessori approach respects culture, individuality and diversity – throughout the world Montessori schools are highly sought after for parents who want to nurture these attributes, along with a genuine love of learning, in their kids. We would love you to join us!


By Kimberly Hopkins MSN, RN
Delaware Technical Community College
One of the many foundational skills that I strive to pass on to future nursing students in one of my pre-nursing courses is effective communication. In this post, I want to share a few activities that I use to make the topic of communication skills for nurses as interactive as possible. How else can communication be taught if not interactively? The goal of these activities is to show students that there are many ways to communicate in nursing.
The first activity involves the following picture. Take a look at it and note what you think the drawing depicts.
Do you see a mouse or an old man? When I display this optical illusion to students, I ask them to explain what they see and then debate over why the picture shows one image over the other. The goal is to help them understand that perception isn’t always objective, and that communicating a difference of perceptions isn’t always easy.
In the second activity, I divide the class into pairs, with one student acting as the patient and the other as the nursing assistant. The patients leave the room for a little while while the nursing assistants study the following image:
When the patient returns, the nursing assistant’s job is to describe to the patient how to draw the picture without ever having seen it. The catch is that the patient isn’t allowed to ask any questions. Once everyone has had a chance to give it a try, I show them the correct image and let them discuss their results.
We then do variations of the same activity with different images. In one method, the patient is allowed to ask questions – but no hand gestures are allowed. In another, the nursing assistant is not allowed to give verbal directions, and must instead write the directions down while the patient is still outside of the room.
These activities provide students with a chance to realize that communication comes in many forms, and that these different forms can lead to different misunderstandings. The variation in which students are forced to use written directions, for example, often reveals that not everyone has the same understanding on how many sides to an octagon!
All in all, these activities to reinforce communication skills for nurses are great fun. They prepare future nurses for the workplace by helping them realize that communicating with their patients isn’t always as easy as as they might expect.


Before my homeschool mom days, I was a music teacher, and I’d love to share with you today why it’s important to give your preschoolers a start in music education even while they’re young.
1. Most children can be musical talented if they are exposed to a musical environment at an early age (before age 9). You can help them reach their full musical potential by making their musical environment rich and full.
2. The vast majority of music that children hear today–on the radio, in apps, in toys, in church, and on TV shows (such as Barney) is very simple in its meter, rhythms, harmonies, instrumentation, and style. You can provide your children with variety, especially with more complexity than what they are usually hearing.
3. A lot of children’s music that you can hear on CDs and the internet (YouTube) gives very poor examples of singing. The childen are doing what I call sing-yelling. You can provide your children with examples of beautiful, excellent, on-pitch singing which will help them sing beautifully and on pitch themselves one day!
4. It’s important to help children increase readiness for audiation. Audiation is the ability to hear the music and beat in one’s mind when there is no music being played. If preschoolers can start to sing on pitch and feel the big beats of the music, they will be prepared to audiate as they grow.
5. We want our young children to form as many neural pathways and connections as possible in their rapidly growing brains. This is one reason why musical children typically do better at learning in many other areas of life.
If you have any questions, please leave a comment below!
(Post contains affiliate links.)


The Teaching and Learning of Mathematics at Ashmount
The National Curriculum for mathematics aims to ensure that all pupils:
Students at Ashmount receive a personalised Math’s Curriculum which is repetitive yet varied in order to develop mastery whilst maintaining motivation, interest and purpose.
The teaching and learning of Maths provides our students with fun and enjoyable ways of exploring, investigating and understanding the world around them. All students experience and participate in work taken from the National Curriculum that may cover the following areas, according to the students' age and ability: number and place value, addition and subtraction, multiplication and division, fractions, measurement (including decimals and percentages), properties of shapes, geometry - position and direction, algebra and statistics. Maths can play an important role in developing and extending students’ problem solving, turn-taking and fine and gross motor skills too.
A broad range of computing activities are offered to support students with their Maths skills, including the use of interactive whiteboards, touch screens, switches and a range of software.
Students in our Early Years Foundation Stage experience Maths through creative play and discovery.
Our students working in Key Stages 1, 2 and 3 are organised into groups according to age and ability to enable us to provide targeted support and resources in developing and extending their basic numeracy skills.
Students in Key Stages 4 and 5 continue to consolidate the numeracy skills they have learnt in practical situations around school and in the wider community. This can include making visits to the local shops; using timetables and schedules to plan a bus journey or plan their evening’s television viewing; or carefully measuring out the ingredients of a recipe to prepare their own meal.
Students’ progress is shared with parents and carers by means of their Tapestry online Learning Journey.


The benefits of music education
Music is the universal language and as Beethoven suggested: “Music can change the world.” Since our goal at Fern Hill is to educate the whole child, instilling a love of music and teaching the theory behind it are vital aspects of our role as educators.
In 2014, The Royal Conservatory released The Benefits of Music Education, a fascinating report based on current neuroscience research. A few quick facts from the report:
- Improves language abilities
• Increases emotional resilience
• Increases empathy
• Increases attention span and focus
• Increases self confidence
The research found “a strong correlation between playing an instrument and academic success.” In addition, “Our data has confirmed a rapid transfer of cognitive benefits in young children after only 20 days of music training … music gives children a means to express themselves, to unleash their creativity, and to be inspired by their own boundless capacity for personal growth.”
The scientific research that forms the basis for this report is fascinating. Read more: https://www.rcmusic.ca/sites/default/files/files/RCM_MusicEducationBenefits.pdf.
It’s never too early to let the music take you …
Music is a part of life at Fern Hill from the day a student enters Preschool. We teach a knowledge of theory, rhythm, vocals and the various performance aspects involved in music. In Grades 3 and 4, students begin to apply their music-reading ability to the recorder. In Grade 5, we add a wind or brass instrument to their repertoire and students become members of the Grade 5 to Grade 8 band.
The Fern Hill School band
The Fern Hill Grade 5-8 band performs at a variety of school functions throughout the year and its achievements are showcased in an evening spring concert. Students, staff, and parents look forward to this event every year. Students play a range of pieces, demonstrating their abilities with improv moments through their instruments. It’s an inspiring night for everyone. Watching Fern Hill students confidently take the stage and demonstrate their skills is a credit to our music teachers, as well to our students’ commitment to mastering their instruments.
At Fern Hill, we hope that music will become a lifelong passion for students, if not for professional reasons, then certainly for pleasure.


Cluny Abbey is a monastery built in 910 AD by William I, Count of Auvergne. As the name suggests, it is located in the town of Cluny in France. It was actually found by Benedictine Monks to observe a close adherence to Benedictine rules.
It stood as a symbol of the continuity of the architecture. An abbey can be defined as a Christian church but the term is also used for the grouping of buildings used by a society of Christian monks or nuns. All of them live under specific religious rules.
Quick Facts: –
- Cluny Abbey also influenced the construction of various other French monuments like ‘La Charite-sur-Loire’ and ‘Autun Cathedral’.
- Its church was the world’s largest Christian building in the world until St. Peter’s Basilica was rebuilt in Rome.
- In 1098, it was declared as the ‘light of the world’ by Pope Urabn II.
- It was mostly destroyed during the French Revolution in 1790 and later restored.
- The entrance of Cluny Abbey is known as Porte d’Honneur.
- It was initially managed by Abbot Berno and supervised by Pope Sergius III.
- During the 12th century, the abbey was the head of the ‘monastic empire’ including approximately 10,000 monks.
- Most parts of the abbey was designed with Romanesque architecture and also had Romanesque sculptures.
- Napoleon Bonaparte used the material from the ruined abbey to build a horse-breeding center in 1806.
- The church of the abbey stood at a height of 656 feet.
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By Teachers, For Teachers
Effective, eye-catching displays can be powerful teaching strategies. These teaching strategies in the form of bulletin boards can generate excitement about classroom content, help children learn to appreciate and value their work as well as their peers, and help foster a sense of community within the classroom. By carefully choosing what goes up on your classroom walls, you can get a lot out of the space that you have. Here are a few teaching strategies on how you can get the most out of your displays and bulletin boards in K-6 classrooms.
Teaching Strategies: Make Student Work the Main Focus
Oftentimes, a new teacher’s first instinct is to run to the nearest office supply store and purchase a bunch of pre-made displays for their bulletin boards. While this may be OK for the border of a bulletin board or to complement a display, it should not be the main focus of it. Try focusing on showcasing your students’ work. Here are a few pointers on how to do that.
Keep it Simple
Bulletin boards are meant to look appealing, not cluttered. Here are a few suggestions on how to keep them simple.
Create Interactive Displays
Bulletin boards can serve as a means to educate and can increase student learning when they are interactive. Try correlating your display with your curriculum. If you can’t do that, then try a “Student’s choice” board or a “Reader’s choice” board where students must answer a question from the board and give their opinion. This is a fun way for children to observe the board all week or month long, and read the opinions of their peers. Here are a few more ideas and tips.
Choose Your Location Wisely
Location is key if you want your students to get anything out of the bulletin boards. If you are creating an interactive display that is relevant to your science unit, then make sure that you place your bulletin board right next to where students would conduct their science experiments. Next time you are planning a board, consider these locations:
Utilize your windowsills and shelves for displaying student work, but make sure that it doesn’t look too cluttered. Never hang anything from the ceiling, because it can be distracting and make the room look too cluttered. Lastly, don’t forget to position interactive displays at students’ eye level and instead of making one big bulletin board, try and create multiple displays with various themes and content.
Allow Students to Choose What Work Goes on Display
By allowing students to choose what work should go on display, you are teaching them to reflect upon their work, which will give them a sense of competency. Students can learn a lot from the choices that they make for themselves, it is a great way for them to learn more about themselves and grow through the process. Before you let students choose their work, give them a few tips on how they can choose wisely. Here are a few suggestions.
As a busy teacher, you may choose to opt to purchase some of the materials for your bulletin boards. If you plan on doing that, then try and only purchase boarders, backgrounds, or fillers. Leave the content to the students or be sure to make that yourself.
Do you have any tips or suggestions on how to get the most out of your bulletin boards? Please share your ideas in the comment section below, we would love to hear what you have to say.
Janelle Cox is an education writer who uses her experience and knowledge to provide creative and original writing in the field of education. Janelle holds a Master's of Science in Education from the State University of New York College at Buffalo. She is also the Elementary Education Expert for About.com, as well as a contributing writer to TeachHUB.com and TeachHUB Magazine. You can follow her at Twitter @Empoweringk6ed, or on Facebook at Empowering K6 Educators.


Are you of the impression that children with different skills should only use the left- or right-side of the brain? Think again. Boys and girls of all skill sets should be encouraged to flex both sides of the brain, as the two are needed to learn both spatial and language skills, among others. For instance, it is possible to learn math competencies through music education, or develop critical thinking skills through theater workshops. Parents and teachers alike can encourage the use of the left and right brain hemispheres by providing access to learning activities that enhance both.
Did you know that your child has a “logical brain?” Here’s everything you need to know about this part of the brain:
-It helps your child build math and logic skills.
-Its learning window is open from birth to around age 4.
-The math circuits are located in the cortex, where music skills are developed, so incorporating music education into a child’s life can help improve mathematical skills.
The International Talent Academy understands the importance of teaching children arts-based and practical skills for a more well-rounded and successful future. Our Toddler Fundamentals programs are a good example and is a great start for logical thinking and STEM activities. Children do creative experiments using numbers, colors, shapes, patterns, problem solving and logical thinking. Parents receive printed materials to work with their children at home.


This website is an excellent resource to find information on our daily schedule, classroom discipline plan, Class Dojo, report card guidelines, testing information, and so much more. Explore and learn! If you have any questions or concerns please contact me at my school email address firstname.lastname@example.org or call 352-671-7125.
Go Math Lesson 6.1- https://youtu.be/dDMGjgMqxLY
Report Card Guidelines
Grades are taken for:
English Language Arts
Within each of these subjects grades are broken down into categories and have weighted percentages.
English Language Arts is comprised of:
Foundational Skills (30%) would be phonics assessments such as spelling tests. It also includes reading fluency and accuracy grades as well as sight word checks.
Comprehension (40%) grades are taken from reading assessments and comprehension activities. . At the beginning of the year we will primarily focus on listening comprehension. Teacher will read passage, questions, and answer choices. Students will work toward become independent readers.
Communication (30%) grades include but are not limited to writing prompts, grammar checks, book responses, handwriting activities, speaking and listening exercises.
Mathematics is comprised of:
Assessments (50%) are created by a team at the district level.
Participation (20%) Student engagemenet in class assignments and discussions.
Classwork/Practice (30%) Work done in small group and independently at math centers. These grades are sometimes taken from the workbook pages, math journals or checkpoint quizzes.
Science is comprised of:
Assessments (40%) Our assessments will primarily come from Stemscopes and will reflect mastery of information we've covered using Stemscopes curriculum.
Science Notebooks (30%) are kept in the classroom. These notebooks contain lab write ups, observations, diagrams, data records, vocabulary, labeled drawing, etc. Not all assignments are graded but if one is the students are told beforehand. Each assignment is graded with a rubric.
Classwork/Participation (30%) is daily assignments, quizzes and lab participation.
Social Studies is broken into:
Performance Based Tasks (55%) are projects or presentations that are graded with a rubric. Assessments are also available through various textbooks and resources.
Classwork/Participation (45%) are not limited to but can be daily assignments, discussions, projects or quizzes.
This website/app allows the teacher to give points for positive behaviors and take away points for negative behaviors. Parents receive an invite through their cellphone or email and can monitor their child’s behavior. Class Dojo points are exchanged for eagle bucks that can be used in our classroom store, for campus events and the eagle cart. We will still continue to use our daily "color" behavior chart. Each student will start the day on E. He/she will have the opportunity to move up to E+. Your child's "color" will also correspond to his/her percentage of Class Dojo.
Thank you for taking the time to visit this page.


Numeracy Through Problem Solving series
Numeracy Through Problem Solving is a sequence of five modules which develop students' ability to use mathematics together with other skills, in tackling problems of concern or situations of interest in everyday life - the original definition of numeracy in the Cockcroft Report.
Each module is designed to take between 10 and 20 hours to complete. Each provides a theme within which the students take responsibility for planning, organising or designing. They are based around the everyday interests of most students. Students work both individually and in groups and are able to choose which areas of mathematics to deploy. They also implement the results of their own decisions - a vital educational experience!
Although the specific references to GCSE are obsolete, these modules remain a unique resource for developing numeracy skills in engaging contexts across a wide range of ages and abilities.


Resources › For Educators Martin Luther King Jr. Writing Prompts Honor This Great Leader in Your Classroom Share Flipboard Email Print Ariel Skelley / Getty Images For Educators Elementary Education Classroom Organization Reading Strategies Becoming A Teacher Assessments & Tests Secondary Education Special Education Teaching Homeschooling By Janelle Cox Education Expert M.S., Education, Buffalo State College B.S., Education, Buffalo State College Janelle Cox, M.S., is an education writer specializing in elementary school education. our editorial process Janelle Cox Updated October 09, 2017 This January schools across the nation will honor a true American hero—Martin Luther King Jr. Help students expand their understanding and deepen their respect for this great leader by using these writing prompts. Who is Martin Luther King, Jr?What was his dream?The importance of Martin Luther King, Jr.’s “I have a dream” speech is…What are three of Dr. King’s greatest achievements?How did MLK influence people?What would you say to MLK today if you could meet him?If Martin Luther King Jr. was still alive today, he would think…Why do we celebrate Martin Luther King Day every January?What made his “I Have a Dream” speech so historic?What do you already know about MLK? What do you want to know?Martin Luther King Jr. is inspirational because…What is it that we celebrate about Martin Luther King, Jr?Create a timeline of important dates in the life of Dr. King.How does your school celebrate Martin Luther King?How does your family celebrate Dr. King?Dr. Martin Luther King gave a famous speech entitled "I Have a Dream." Write about a dream you have for making the world a better place.Make a list of ten things that you can do to make the world a better place.Brainstorm a list of ways in which people differ and a list of ways in which all people are alike.Imagine that you live in a world where people are separated based on the color of their skin or the color of their hair, or their height, etc. What would it be like to live in such a world? How might it change your friendships and/or your family? How would it make you feel?Write a paragraph explaining how discrimination and prejudice impact our world today.Write a thank-you note thanking Dr. King for his efforts to make the world a better place.Would you participate in a march, a sit-in, or another form of political protest? Write about why or why not.Pretend that you had an opportunity to interview Dr. King. Write three questions that you would like to ask him.Why is there a national holiday in the United States to celebrate Martin Luther King?The message of nonviolence taught by Martin Luther King, Jr. was important because…What are civil rights? Why do we need them?Imagine that you have no civil rights. What would your life be like?What is the Civil Rights Act? What does civil rights mean to you?What kind of leader would you be? Would you be a non-violent leader? Why or why not?Why is peace important in our world?Would you go to jail for something that you believe in? Why or why not?What if MLK didn’t dream of change? What would our life be like now?What is segregation? What if your school was segregated? What would it be like?Why was Martin Luther King Jr’s use of nonviolence so effective?Why is Dr. Martin Luther King Jr. so beloved by the African-American community?I can keep MLK’s dream alive by…I have a dream that one day my school will…I have a dream that one day our world will…When you close your eyes and think of peace what do you see?List five reasons Martin Luther King Jr. is an American hero.Write a Martin Luther Day acrostic poem using the word “DREAM.”What is your biggest dream for your life? How do you hope to accomplish this dream?


Let’s put an ear on Walter Page today, born on February 9, 1900 in Gaitlin, Missouri.
Page’s family moved to Kansas City in 1910. He became well acquainted with the low end in brass bands playing bass drum and bass horn. In high school, he picked up the string bass. While earning a degree in music education, he added bass saxophone to his toolbox and covered the bass chair in the Bennie Moten Orchestra. It’s fair to say that he clearly understood the role of bass in jazz.
He left the Moten band and formed Walter Page’s Blue Devils. When Moten passed in 1935 Basie assumed leadership and Page re-joined the newly minted ensemble. The Basie rhythm section, Jo Jones, Freddie Green, Count Basie, and Page, formed what is commonly called the “All-American Rhythm Section.”
Page’s lines were simple but flowing, understated but powerful. His sound projected well and his tone was BIG. Page’s part in that rhythm section and his development of the walking bass line in jazz set him apart as a major contributor to American music.
Page is not widely regarded as a slap player. Most of his recorded output with the Basie band (and others) paint him as a pizz player. There are examples, however, of Page using slap technique to drive the rhythm, not just in the earlier Blue Devils but in the Basie band and others.
Check out these gems!
Squabblin’ (Blue Devils)
Moten Swing (Moten)
Panama (Bechet – at Carnegie) – video is mislabeled as Milenburg Joys
As a student of Page’s recorded legacy, I offer the following consideration.
Most of that projection and tone came from two aspects of Page’s playing: his action and slap technique.
Action in that era was what is now called “high” (approximately 3 cm). The action alone tends to increase volume and create a solid tone.
He was also slapping early in his development. Slapping on high action requires a physical understanding of a relaxed body (back, arm, hand, finger) to create a heaviness on the business end of the technique. Learning slap as the bedrock of right hand technique could (and does) strongly inform a powerful pizzicato.
Page’s contributions to bass playing in jazz are not just limited to developments in the rhythm section and the walking bass line but pizz technique (tone and attack). His early slap experience further legitimizes slap as a foundational technique, not just a gimmick or novelty.
Let’s hear it for Walter “Big ‘Un” Page!


For any professional, the importance of education should not be understated. Education and training can be vital keys to securing employment and advancing in your career. According to the US Census Bureau, individuals with a bachelor’s degree make nearly twice as much annually as those with a high school diploma, while those with a master’s degree earn roughly $10,000 more per year than those with bachelor’s degrees. Professional degrees and doctorates add even more to your average annual salary.
Unfortunately, such obstacles as time and money can often stand in the way of receiving the education and training you need to advance your career. However, with online education, it can be more convenient than in the past to enhance your knowledge and skills. Each year, more and more people are taking advantage of this invaluable resource.
Far and away, the vast majority of online students, over 83%, are working to complete undergraduate degrees, which have become basic qualifications for professional employment (Sloan Consortium). In addition, continuing education and training opportunities allow professionals to add skills to their arsenal in fields that may not even have existed when they completed their degrees.
A College Education and the Job Market
The importance of education when it comes to employment could not be clearer. According to the Bureau of Labor Statistics, a college education means you are more likely to have a job, hold it longer, and make more money.
In today’s tough job market, high school grads have a 9.7% unemployment rate, as compared to 4.6% for workers who have completed at least a bachelor’s. Since 2000, employment for college degree holders has expanded by 8 million jobs in the US, while during the same time, jobs held by people with only a high school diploma have decreased by 2 million.
Education and Training are Invaluable Assets
If you are planning to use your online degree towards getting a job, the field in which you choose to pursue education and training matters. Of the 20 fastest growing occupations, a stunning number require a level of post-secondary education, ranging from professional certifications to the doctoral level.
Given the evolving nature of the American economy, the demand for professionals who can run our technology infrastructure is constantly increasing. By 2018, 155,000 new jobs for network systems and data communications analysts are projected, and 175,000 new software engineers will be hired. Entrants into either field are expected to have completed either a campus or online IT degree at the bachelor’s level.
Half of the growing occupations are related to healthcare, which should come as no surprise as the baby boomers head into retirement. Often medical tasks are delegated to the support staff, increasing the demand for medical technicians, physicians assistants, dental hygienists, and home health aides.
However, the most new jobs in the next ten years—over half a million of them—are expected to be created in the nursing field, which requires at least an associate’s degree, making online nursing programs particularly popular. Additionally, 280,000 new accountants and auditors will be called for, and a quarter million new jobs will be added in elementary education, where early childhood education degree online programs are already strong.
Choosing Your Field
If your online degree is your chance for a better job, choosing the right field of study will enable you to move into a growing occupation with the right credentials to compete for a job. The Bureau of Labor Statistics keeps citizens informed about the labor market, but choosing a degree is about more than just selecting a program that will lead to a job.
You need to find a program that you will be able to complete, one that complements your abilities, and hopefully, one that you enjoy. Partial completion of an undergraduate degree does little for your employment prospects, but with strategic planning and reflection on who you are as a potential student and worker, online education and training targeted to a growing field can be a huge leg up in the career market.


- critical thinking cartoon images.
- 7 Ways to Teach Critical Thinking in Elementary Education | Walden University.
- araya debessay professor?
- a good thesis statement for the color of water?
Additionally, it's an important reminder that you must use trustworthy sources in your school work. If you don't learn the difference between fact and opinion, you may end up reading and watching things that continue to reinforce beliefs and assumptions you already own. For this exercise, read each statement and try to determine whether it sounds like a fact or an opinion.
This can be completed alone or with a study partner. You will probably find some of the statements easy to judge but other statements difficult. If you can effectively debate the truthfulness of a statement with your partner, then it's most likely an opinion. Share Flipboard Email.
Grace Fleming has a master's degree in education and is an academic advisor and college enrollment counselor. She lectures and writes about study skills. These exercises are designed to help develop critical thinking skills. This exercise provides an opportunity to think outside your normal way of thinking. What is a game? Why are there no female players? Why do people get so excited about watching other people play games? What is a team? Why can't the people in the seats go down on the field and join in?
My mom is the best mom on earth. My dad is taller than your dad. My telephone number is difficult to memorize. The deepest part of the ocean is 35, feet deep. Dogs make better pets than turtles.
25 Of The Best Resources For Teaching Critical Thinking
Smoking is bad for your health. Eighty-five percent of all cases of lung cancer in the U. If you flatten and stretch out a Slinky toy it will be 87 feet long. Using a large sheet of paper, ask students to work in groups to brainstorm about a topic area. Using an assigned marker color, students add their ideas to the page simultaneously. After 20 minutes, ask each group to read all of the ideas and create an outline of the main points.
Free-flow sharing bolsters creativity and synthesizing the results enhances critical thinking. Creative writing is an ideal vehicle for teaching creative and critical thinking.
A site devoted to all things related to critical thinking
Without prescribed structure, invite students to write about an assigned subject. Form small groups and encourage a peer-review process.
As students provide suggestions, the group engages in supportive dialogue that prompts critical thinking. Students return to their paper to refine and rewrite. The group process can be repeated to stimulate further revision.
She is the author and co-author of 12 books and serves as a consultant in K and higher education. Meier is is a regular contributor for The Equity Network and has worked in education for more than 30 years. She has numerous publications with Talico, Inc. College Life. College Admissions.
Teaching critical thinking
Planning for College. College Rankings. Social Studies.
Middle School Fun Fridays Activities. How to Teach Critical Thinking Skills.
Activities for Teaching Subject-Verb Agreement. About the Author.


Debates have ragedÂ over the last couple of years on the effects (detrimental or not) of television, computer games (violent or not) and the Internet on a child’s cognitive development. Taking excerpts fromÂ a review article that providesÂ an excellent summary of theÂ topic, Jonah LehrerÂ makes it clear: for a child’s cognitiveÂ development, the medium doesn’t matter but the content is crucial.
First, an explanation of why this is:
In the same way that there is no single effect of “eating food,”Â there is also no single effect of “watching television” or “playingÂ video games.” Different foods contain different chemical components and thus lead to different physiological effects; differentÂ kinds of media have different content, task requirements,and attentional demands and thus lead to different behavioralÂ effects.
And some findings on how development is affected by various children’s shows:
- Sesame Street is associated with “a wide assortment of positive outcomes, including improved performance on measures of school readiness, expressive language capabilities, numeracy skills and vocabulary size”.
- Similar effects have been found forÂ Blue’s Clues, Dora the Explorer and Clifford the Big Red Dog.
- Teletubbies is associated with the slowing down of early education.
- Material targeted to infants, such as Baby Einstein and Brainy Baby are awful: “each hour of daily viewing between the ages of 8 and 16 months led to a significant decrease in the pace of language development” and a 17 point decrease in language skills (in comparison, “daily reading with a parent was associated with a 7 point increase in the language skills of 2 year olds”).
As forÂ video games, action games have been associated with “a number of enhancements in vision, attention, cognition, and motor control”.
TheÂ article goes on toÂ describe the requiredÂ format for children’s television shows that wish to promote early literacy:Â “the use of child-directed speech, elicitation ofÂ responses, object labeling, and/or a coherent storybook-likeÂ framework throughout”. In other words, they need to “engage the young viewer,Â [â€¦] elicit direct participation from the child, provide a strong language model, avoid overloading the child with distracting stimulation, and include a well-articulated narrative structure”.


We believe balanced literacy is deep-rooted in the belief that teachers are constantly aware of students' individual needs and progress. Teachers who know students individually provide many kinds of support, enabling students to move to higher levels of reading and literacy development.We Develop Life-Long Habits and Goals within Our Community
Every child in every classroom, every day, deserves the chance to behave like and enjoy the pleasure of being a good reader and writer! We know our students must be proficient as readers, writers, and speakers to be successful, contributing adults and lifelong learners.
The Oakland Public Schools supports and recognizes that children enter literacy stages at different developmental points in time, and it is important to recognize and be responsive to these stages of development.


Time Travelers - Literature Session 3
Book: Ramona Quimby, Age 8 by Beverly Cleary
Ramona is 8 years old now, and her family is depending on her to “do her part”. She takes the bus to school, and stays at her friend’s house after school so that her mom can go to work, and her dad can go back to school. But Ramona’s family is often tired and worried about money. Ramona isn’t sure her teacher likes her. But even when times are tough, her family is there for each other, and gives Ramona the courage to confront her concerns.
Author Beverly Cleary writes about kids and the real things that bring them joy and frustration.
For Session 3, we will continue to read 1-2 chapters of our book per week for homework, and will always have a Homework Bookmark sent home with the reading assignment and some questions to answer. Bringing a completed Homework Bookmark back to ODE each week helps everyone to be able to participate in class discussion.
Audio books and ebooks are always fine to use. I have a few extra physical copies of the book that I am happy to lend out. Let me know if you would like to borrow one.
Also, feel free to contact me at any time with questions (ANAndrews72@gmail.com).
- Allison Andrews, Literature Teacher
Week 1 (Jan. 31)
- Introduction to Author Beverly Cleary.
- Pre-reading activity - look at the Table of Contents in Ramona Quimby, Age 8. Read the chapter titles. Predict what the story might be about.
- Vocabulary practice - find definitions for words that will be in Chapter 1.
Activity: Design Cover Page for Book Study packet
Homework: Read Chapter 1 of Ramona Quimby, Age 8. Answer questions on the Homework Bookmark.
Week 2 (Feb. 7)
- Discuss Chapter 1. Characters & Settings
Activity: “Froggy Went A-Courtin” book/song (in preparation for reading Chapter 2)
Homework: Read Chapter 2. Answer questions on the Homework Bookmark.
Week 3 (Feb. 14)
- Discuss Chapter 2. Good/Bad parts of 3rd Grade. After school at the Kemps’ house.
Activity: Make D.E.A.R or S.S.R. signs (Drop Everything And Read / Sustained Silent Reading)
Play “Froggy Went A-Courtin”
Homework: Read Chapter 3. Answer questions on the Homework Bookmark.
Week 4 (Feb. 21)
- Discuss Chapter 3. What is a fad? What is a nuisance?
Activity: Egg Craftivity
Homework: Read Chapters 4 & 5. Answer questions on the Homework Bookmark.
Week 5 (Feb. 28)
- Discuss Chapters 4 & 5. What problems are weighing on each family member? Ramona and Beezus’ dinner.
Activity: What would you make for dinner for your family?
Homework: Read Chapters 6 & 7. Answer questions on the Homework Bookmark.
Week 6 (March 6)
- Discuss Chapters 6 & 7. Troubles at home and at school.
Activity: Draw/Write about a day where everything seemed to go wrong.
“Drawing Board” worksheet
Homework: Read Chapter 8. Answer questions on the Homework Bookmark.
Week 7 (March 13)
- Discuss Chapter 8. What are the worries of each family member? Ramona’s Book Commercial. Ramona confronts her teacher.
Activity: Create a Book Commercial
Look up the word “cross” (it will be used a lot in Chapter 9)
Homework: Read Chapter 9. Answer questions on the Homework Bookmark.
Week 8 (March 20)
- Discuss Chapter 9. How does Mr. Quimby’s decision change everyone’s mood?
- Create a back-story for the old man at the restaurant (from his point of view)
- Take the Character Quiz
- Word Search
This is the last day of Session 3 - No Homework
Teacher: Allison Andrews
Allison has a B.A. in Elementary Education from Cornell College. She has taught First Grade in both parochial and public schools. For the past sixteen years she has been a stay-at-home parent to her two children. Before coming to ODE, Allison spent many hours volunteering at her children's schools, being a Girl Scout mom, and teaching Sunday School classes.


“A common argument against daily music education is that it takes time away from teaching fundamentals such as reading and math. But evidence shows that music training actually improves children’s reading and math skills, suggesting that it can pay dividends in more traditional academic domains”
Want to know more? Subscribe to Bigger Better Brains today
A great article from Dr Nina Kraus, one of the leading researchers in the neural encoding of speech and music. Dr Nina Kraus’ work features a lot in Bigger Better Brains articles, if you want to see some more from her, check out our media library where we have a number of videos of her’s!
Check out the article here! http://brainvolts.northwestern.edu/…/Kraus_HJ_SoundHealth20…


Sadly, many adults do not consider themselves ‘creative’. However, when such people speak of their upcoming personal and professional projects, event plans, new hobbies or (less commonly) Excel spreadsheet solutions, it appears the term may require some kind of social reinvention.
Creativity, according to the Oxford Dictionary is the use of imagination or original ideas to create something. That’s it. So if we lean back to the literal definition rather than the commonly held idea of a life in fine art, it seems that each and every person is – essentially – ‘creative’.
So why is this important? Because the evidence is clear: engagement in creative activity across the life span has wide-ranging, long-term benefits on social, emotional, physical and mental wellbeing. Exposure to arts activity in childhood directly influences arts engagement throughout life. And as champions for future generations, this knowledge equips us to advocate for and encourage arts participation from birth.
Research shows that children engaged in artistic activity show more positive academic and wellbeing outcomes than those who are not as involved. A joint study by the University of Sydney and the Australian Council for the Arts in 2013 found that students who participate in dance, drama, music, and visual arts have higher school motivation, engagement in class, self-esteem, and life satisfaction.
In encouraging environments, arts activities offer opportunities to safely explore emotions, test social and physical limits, try ideas, imagine possibilities and problem-solve. It is not necessary that children are captivated, fully attentive or produce finished masterpieces, they simply require supportive environments, situations and experiences that safely (and appropriately) stimulate and challenge their imaginations and abilities.
Whether your child participates in arts activities or observes from the audience, the benefits of arts engagement are wide-ranging, positively influencing the development of:
- critical thinking
- spatial awareness
- communication skills
- relationship skills
- motor skills, and
Engagement in arts activity is also strongly linked to literacy development. Reading, rhyming, singing, and talking from birth profoundly influence literacy and language development – the foundations for all other learning.
(See Early Literacy blog post.)
Simple ways children’s creativity can be nurtured beyond formal learning environments include:
- Creating at home.
Eg. singing, dancing, painting, playing, making music and artwork with found objects, creating gifts for family and displaying or recording artwork.
- Observing at home.
Eg. listening to music and audiobooks, watching musicals.
- Creating, observing and playing in the great outdoors – with unlimited backdrops, objects, scenarios and inspiration.
- Visiting local libraries, galleries and museums – typically offering free (or low cost) spaces and/or activities designed for and by children.
- Attending community festivals – offering diverse local, cultural and intergenerational activity engagement opportunities.
- Visiting local or Council-run theatre companies – as audience members or performers.
- Designating ‘screen-free’ time, encouraging exploration of environment, ‘tinkering’ with available items and play with people around them.
- Joining a local arts society or group (or starting your own).
- Taking a trip into State Library Victoria, Arts Centre Melbourne, National Gallery of Victoria, Melbourne Museum, Scienceworks, Immigration Museum or ACMI – where many free or low-cost play and learning opportunities are available for children, young people and families.
So if there’s a young person in your life, keep expanding their creative horizons. They’ll likely thank you for it and consider themselves ‘creative’ well beyond adolescence. And there’s a chance you’ll enjoy it too.
Helpful links, articles and more:
- Yarra Plenty Regional Library – Arts & Culture Events
- Hatch Contemporary Art Space
- Eltham Library Community Gallery
- Plenty Ranges Arts & Convention Centre
- Banyule City Council – Arts & Culture
- Nillumbik Shire Council – Arts & Cultural Development
- City of Whittlesea
- Fact Sheet: The arts are important to the lives of Australian children and young people
- Article: Research shows involvement in the arts has wide-ranging benefits for young people
- Paper: The Arts and Australian Education: Realising Potential


Career Definition for Life Science Teachers
Life science involves the study of living things and how they relate to each other and their environmental surroundings and may include topics in biology, botany, ecology, or zoology. Teachers who specialize in life science develop lesson plans and labs, assign homework, and test students on their understanding of the subject. Instruction may take place on a whole-class or small-group basis; some students may require individual help. Additional duties can include preparing students in grades 9-12 for standardized tests or supervising extracurricular or out-of-class activities.
|Required Education||Bachelor's in life science|
|Job Skills||Develop lesson plans, assign homework, test students, communication skills, organization skills|
|Median Salary (2018)*||$60,320 (all high school teachers)|
|Job Growth (2016-2026)*||8% (all high school teachers)|
Source: *U.S. Bureau of Labor Statistics
Aspiring life science teachers usually earn a bachelor's degree in the subject from an accredited university. A life science curriculum often includes courses in biology, chemistry, earth science and physics. Public school requirements typically include completion of a state-approved teacher training program and a license. Graduates of a college or university life science program do not need a certification or license to teach in a private school.
Life science teachers must be organized and have good communications skills. They should also be able to inspire confidence and motivate students in the classroom environment. Creativity, patience, and the ability to recognize students' strengths and weaknesses are also essential.
Employment and Salary Outlook
Nationwide, employment opportunities for high school teachers in general are expected to grow by a fast-as-average rate of 8% between 2016 and 2026, according to the U.S. Bureau of Labor Statistics (BLS). As reported by the BLS, the median annual salary for high school teachers was $60,320 in May 2018 (www.bls.gov).
Alternate Career Options
Similar career options in this field include:
Kindergarten and Elementary School Teachers
Kindergarten and elementary school teachers prepare and implement classroom lessons in arithmetic, language arts, and hands-on subjects like science. Entry-level qualifications for public school teachers include a bachelor's degree in elementary education and a state certification; private school teachers do not need to be certified. Nationwide, kindergarten and elementary teachers can expect a 7%, or fast-as-average, growth in employment from 2016-2026, as reported by the BLS. As of May 2018, elementary school teachers earned median yearly wages of $58,230 while kindergarten teachers earned $55,470 (www.bls.gov).
Middle School Teachers
Middle school teachers help students in grades 6-8 transition from elementary to high school, and they typically specialize in a major content area, such as biology. Professional requirements are nearly identical to those of kindergarten and elementary school teachers and include completion of a bachelor's degree program in education or a major content area. Employment prospects for middle school teachers are expected to increase by 8% nationwide, or as fast as average, between 2016 and 2026, according to the BLS. The BLS also reported that the median annual wage for middle school teachers in May 2018 was $58,600 (www.bls.gov).


Physical and Occupational Therapies
Therapy for motor skill development
We offer therapy to help children and young people develop their motor skills:
- Occupational therapy develops fine motor skills like printing, using scissors and finger dexterity. Occupational therapists also help children with feeding difficulties
- Physical therapy develops gross motor skills like sitting, crawling, standing, walking and moving through growth and developmental stages
Our therapists work with children from birth to Grade 12.
These programs are funded by the Province of British Columbia and School District 48.
“Grateful for Sea to Sky, they have been there supporting my family through a hard and confusing time. Fortunate that my son has worked with them during this crucial time in his life. Thank you”
“Your staff is very knowledgeable and always has great ideas and suggestions. Thank you for your hard work!”
Physical and Occupational Therapies contact information
Annie McDonald, Child Development Services Coordinator: firstname.lastname@example.org, 604 892 5796, ext. 125 or direct 604 567 9098


Resources › For Educators Tardy Policies for Students Share Flipboard Email Print Ableimages / Photodisc / Getty Images For Educators Teaching Policies & Discipline An Introduction to Teaching Tips & Strategies Community Involvement School Administration Technology in the Classroom Teaching Adult Learners Issues In Education Teaching Resources Becoming A Teacher Assessments & Tests Elementary Education Secondary Education Special Education Homeschooling By Melissa Kelly Education Expert M.Ed., Curriculum and Instruction, University of Florida B.A., History, University of Florida Melissa Kelly, M.Ed., is a secondary school teacher, instructional designer, and the author of "The Everything New Teacher Book: A Survival Guide for the First Year and Beyond." our editorial process Melissa Kelly Updated October 07, 2018 As a teacher, you are sure to face the issue of students who are tardy to class. The most effective way to stop tardies is through the implementation of a school-wide tardy policy that is strictly enforced. While many schools do have this, many more do not. If you are lucky enough to teach in a school with a system that is strictly enforced than congratulations—that is awesome. You will simply need to make sure that you follow through as required by the policy. If you are not quite as lucky, you will need to create a system that is easy to enforce yet effective against tardies. Following are some methods that teachers have used which you might want to consider as you create your own tardy policy. Realize, however, that you must create an effective, enforceable policy or you will eventually be faced with a tardy problem in your classroom. Tardy Cards Tardy Cards are basically cards given to each student with space for a specific number of 'free tardies'. For example, a student might be allowed three per semester. When the student is late, the teacher marks off one of the spots. Once the tardy card is full, then you would follow your own discipline plan or the school's tardy policy (e.g., write a referral, send to detention, etc.). On the other hand, if the student gets through a semester without any tardies, then you would create a reward. For example, you might give this student a homework pass. While this system is most effective when implemented schoolwide, it can be effective for the individual teacher if strictly enforced. On Time Quizzes These are unannounced quizzes that take place as soon as the bell rings. Students who are tardy would receive a zero. They should be very short, typically five questions. If you choose to use these, make sure that your administration allows this. You can choose to have the quizzes count as a single grade over the course of the semester or possibly as extra credit. However, make sure that you announce the system in the very beginning and that you start using them right away. There is a chance that a teacher could start using these to specifically punish one or a few students—not giving them unless those students are tardy. To be fair make sure that you randomly place them on your lesson plan calendar and give them on those days. You can increase the quantity if you find that tardies are becoming more of a problem over the year. Detention for Tardy Students This option makes logical sense—if a student is tardy then they owe you that time. You would want to give your students a certain number of chances (1-3) before instituting this. However, there are some considerations here: Some students might have no transportation other than the school bus. Further, you do have an additional commitment on your part. Finally, realize that some students who are tardy might be those who are not necessarily the best-behaved. You will be required to spend extra time with them after school. Locking Students Out This is not a recommended means for dealing with tardies. You must consider your liability for student safety. If something happens to a student while locked out of your class, it would still be your responsibility. Since in many areas tardies do not excuse students from work, you will have to get them their make-up work which would, in the end, require more of your time. Tardiness is a problem that needs to be dealt with head-on. As a teacher, do not allow students to get by with being tardy early in the year or the problem will escalate. Talk with your fellow teachers and find out what works for them. Each school has a different atmosphere and what works with one group of students might not be as effective with another. Try one of the listed methods or another method and if it is not working do not be afraid to switch. However, just remember that your tardy policy is only as effective as you are in enforcing it.


MUSC1054 Music Theory for Electronic Musicians
- 6 points
|Semester 1||UWA (Perth)||Face to face|
- Details for undergraduate courses
- Level 1 core unit in the Music: Electronic Music and Sound Design major sequence
- The area of knowledge for this unit is Design and Creative Arts
- Category B broadening unit for students
- Level 1 elective
- This unit provides a theoretical foundation for electronic music composition through practical engagement with the fundamental concepts of music theory, acoustics and digital audio. Students learn to play and recognise rhythmic patterns, scales, modes and fundamental chord progressions, with examples displayed within various notational systems. The fundamentals of digital audio are introduced, including sampling theory, as well as standard communication protocols such as MIDI. Students also examine the physical properties of sound as they relate to electronic music production, for instance in sound synthesis and effects processing.
- Students are able to (1) demonstrate a theoretical understanding of the fundamental concepts of rhythm including tempo, time signatures and rhythmic subdivision; (2) recognise basic rhythmic patterns by sight and by ear, and play these back through tapping, hand-drumming or other means; (3) apply knowledge of fundamental concepts of rhythm to create and improvise with basic rhythmic patterns; (4) demonstrate a theoretical understanding of the fundamentals of scales, modes and chord progressions; (5) apply knowledge perform basic scales, modes and chord progressions on standard MIDI keyboard controller; (6) demonstrate understanding of the physical properties of sound; and (7) apply knowledge of MIDI and digital audio hardware connectivity.
- Indicative assessments in this unit are as follows: (1) rhythm and harmony assignments; (2) rhythm and harmony proficiency tests; and (3) final exam. Further information is available in the unit outline.
Supplementary assessment is not available in this unit except in the case of a bachelor's pass degree student who has obtained a mark of 45 to 49 overall and is currently enrolled in this unit, and it is the only remaining unit that the student must pass in order to complete their course.
- Unit Coordinator(s)
- Dr. Christopher Tonkin
- Contact hours
- 2 hours per week (lectures and tutorials)
- Unit Outline
- Semester 1-2020 [SEM-1-2020]
- The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
- All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
- Books and other material wherever listed may be subject to change. Book lists relating to 'Preliminary reading', 'Recommended reading' and 'Textbooks' are, in most cases, available via the Booktopia Textbook Finder, which has the functionality to search by course code, course, ISBN and title, and may also be posted or available at the appropriate school's administrative offices. Where texts are listed in the unit description above, an asterisk (*) indicates that the book is available in paperback.


The Low Countries Worksheet – FREE Geography Hidden Word Puzzles
The Low Countries Worksheet – Download this entertaining FREE Geography hidden word puzzles.
Our FREE worksheet on the Low Countries is composed of a word searches puzzle and a fun hidden words puzzle game for kids.
This fun yet educational printable Earth Science worksheet about the Low Countries is totally FREE for you to print and use completely free and you can use the activity sheet as often as you need for homeschooling or in school!
Our word search worksheet about the Low Countries is a fun and an easy way to gain your kid’s interest and attention while taking part in a science enrichment class, homeschooling, distant learning lessons, regular school science classes or while child is doing early learning activities.
The FREE the Low Countries geography worksheet is good for kids in Primary school who are in Grade One to Five. Additionally, younger kids in Kindergarten or even Preschoolers will also easily learn from this the Low Countries hidden word game.
Your children will enjoy to learn fun facts all about the Low Countries while playing the wordsearch activity.
Kids in Grammar school from first Grade to Fifth Grade can enjoy our the Low Countries worksheet as a reading comprehension worksheet.
Children will learn well and enhance their reading comprehension skills due to the fact kids will probably end up needing to read and re-read the Low Countries fun facts to find all the missing words. This free word puzzle worksheet isn’t merely a good way to increase kids science knowledge, but also enhances the brain’s memory and also grows their reading comprehension skills.
Kids in Kindergarten and Preschool who don’t yet read can benefit from the free fun facts the Low Countries worksheet as an exciting listening comprehension exercise.
Teachers or Educators can read out loud the Low Countries fun facts. Next, they ask the children to answer what they reckon were the missing words. Additionally, your child will learn to identify words and find them in the Low Countries online word game.
Parents doing early learning activities with their kids can use our the Low Countries worksheet to spend quality time educating their kids about the Low Countries.
Teachers and private tutors are free to use our FREE the Low Countries worksheet to add to the traditional science classes at school and interest children in learning all about the Low Countries. Most beneficial is to utilize our free science worksheet for children on the Low Countries in conjunction with the free interactive online quiz with score on the Low Countries.
Our Easy science for Kids offers lots more FREE printable fun earth science worksheets for kids and FREE hidden word puzzle games. Download and use our fun Geography word puzzles to make learning science fun for your children!
What do you know about the Low Countries? Where are the low countries found? Why are they called the low countries? Which countries are considered low countries? What are the main industries and livelihood in the low countries?
Learn more fun facts about the Low Countries by downloading our free fun facts about the Low Countries worksheet for children!
The Fun FREE Low Countries Worksheet for Kids
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APA Style Citation
Tobin, Declan. (2020). The Low Countries Worksheet - FREE Geography Hidden Word Puzzles -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/the-low-countries-worksheet-free-geography-hidden-word-puzzles/
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Big BRICS, Weak Foundations: The Beginning of Public Elementary Education in Brazil, Russia, India, and China
61 Pages Posted: 20 Feb 2012 Last revised: 29 Dec 2014
Date Written: February 2012
Our paper provides a comparative perspective on the development of public primary education in four of the largest developing economies circa 1910: Brazil, Russia, India and China (BRIC). These four countries encompassed more than 50 percent of the world's population in 1910, but remarkably few of their citizens attended any school by the early 20th century. We present new, comparable data on school inputs and outputs for BRIC drawn from contemporary surveys and government documents. Recent studies emphasize the importance of political decentralization, and relatively broad political voice for the early spread of public primary education in developed economies. We identify the former and the lack of the latter to be important in the context of BRIC, but we also outline how other factors such as factor endowments, colonialism, serfdom, and, especially, the characteristics of the political and economic elite help explain the low achievement levels of these four countries and the incredible amount of heterogeneity within each of them.
Suggested Citation: Suggested Citation


Literacy underpins the school curriculum by developing students’ abilities to speak, listen, read and write for a wide range of purposes, using language to learn and communicate, to think, explore and organise. Helping students to express themselves clearly orally and in writing enhances and enriches teaching and learning in all subjects. All teachers have a crucial role to play in supporting students’ literacy development.
The literacy curriculum is rich and varied, and is adapted to meet the needs of every student. We the use Read Write Inc phonics programme as a basis for our reading and writing, and encourage all parents and carers to have some knowledge of this scheme.
Students are encouraged to read regularly, both in school and at home. Reading schemes used in school include Oxford Reading Tree, Read Write Inc and Fresh Start. Every child has the opportunity to take home a book from the library and are also provided with login details to provide access to Bug Club, a finely levelled reading scheme, which ensures that all children can find ebooks at exactly the right level for them in order to support reading at home.