Man is gifted with a favorable talent for music by nature. The Music appreciation makes him aware of the potential instinct for music in this human talent. Besides it is nature that the music appreciation obtain an important position on the school music education. However the actual condition of music education in the elementry school is based to singing song, playing the musical instruments, and learning theories of music, accordingly they are negligent of learning the music appreciation to no small degree. There fore We aim how the conditions as follows have an influence on appreciation education; the musical environment, the facilities and materials for music appreciation, the musical activities and experiences of teachers and children, the course of teaching-learning in music appreciation, the contents of teaching materials and the selection of them, the opportunities of music appreciation. The main points are as follows. The questionnair says that the facilities for learning the music appreciation and the feaching materials are insufficient for the most part, consequently it is difficult to practice learning the music appreciation satisfactorily. Teachers are mostly lack of the quality and experience for music. They have troble to instruct children due to the negligence of development of appreciative ability. What is worse, they shrink back the instruction of music appreciation. Besides there is much to be desired to teacher`s research and instruction on an appreciative priece in advance, students take a slight interest in it. Owing to the negligence of teacher`s and children`s opportunities of it, the condition takes a tum for the worse. In order that the above-mentioned problems may be improved and solved, and the appreciation education may be realized still more difficiently and normally, the following arrangements must be necessary. The education and school authorities ought to make a positive support and cooperation and practice the system of the exclusive responsibility on the course of music study, teachers ought to exert themselves to self-study for developing the musicality of teachers and students as soon as possible.


Louis Armstrong is one of the most influential figures in jazz music history. Known for his distinctive voice and incredible trumpet skills, he left an indelible mark on the music world. One of his most iconic songs, âWhat a Wonderful World,â continues to captivate audiences to this day. The sheet music for this timeless classic allows musicians of all levels to recreate the magic of Armstrongâs performance. In this article, we will explore the significance of Louis Armstrongâs âWhat a Wonderful Worldâ sheet music and answer some frequently asked questions about it.
âWhat a Wonderful Worldâ Sheet Music: A Timeless Classic
Louis Armstrongâs rendition of âWhat a Wonderful Worldâ was first released in 1967. Although it wasnât an immediate success, the song gained popularity over time and eventually became one of Armstrongâs most well-known and beloved performances. The sheet music for this song enables musicians to play and sing along with Armstrongâs original recording or create their own unique interpretation.
The sheet music for âWhat a Wonderful Worldâ features the songâs melody, chords, and lyrics. It is available in various arrangements, including piano, guitar, and vocal arrangements. Musicians can choose the version that best suits their instrument and skill level.
7 Frequently Asked Questions about âWhat a Wonderful Worldâ Sheet Music
1. Where can I find the sheet music for âWhat a Wonderful Worldâ?
The sheet music for âWhat a Wonderful Worldâ is widely available online or at music stores. You can search for it on music sheet websites, online marketplaces, or even directly on Louis Armstrongâs official website.
2. How difficult is it to play âWhat a Wonderful Worldâ on the piano?
The difficulty level of playing âWhat a Wonderful Worldâ on the piano depends on the arrangement you choose. Some versions are simplified for beginners, while others are more intricate and suitable for advanced pianists. Itâs best to select a version that matches your skill level.
3. Can I use the sheet music for âWhat a Wonderful Worldâ to perform the song publicly?
Yes, you can use the sheet music to perform âWhat a Wonderful Worldâ publicly, as long as you properly credit the songâs composer and obtain any necessary licenses if required.
4. Is there a specific sheet music version for trumpet players?
Yes, there are trumpet arrangements available for âWhat a Wonderful World.â These arrangements are tailored to showcase the distinctive trumpet style that Armstrong was known for. Trumpet players can find sheet music specifically designed for their instrument.
5. Can I modify the sheet music for âWhat a Wonderful Worldâ to suit my playing style?
Yes, you can modify the sheet music as per your playing style. Many musicians like to add their own improvisations or embellishments to make the song more personal. However, itâs important to respect the original melody and structure while making modifications.
6. Can I use the sheet music for âWhat a Wonderful Worldâ for educational purposes?
Absolutely! The sheet music for âWhat a Wonderful Worldâ is an excellent resource for music education. It can be used to teach students about jazz music, musical interpretation, and vocal or instrumental techniques.
7. Is the sheet music for âWhat a Wonderful Worldâ available for free?
While some websites may offer free versions of the sheet music for âWhat a Wonderful World,â the quality and accuracy of these versions may vary. Itâs advisable to purchase the sheet music from reputable sources to ensure its authenticity and fidelity to the original composition.
In conclusion, Louis Armstrongâs âWhat a Wonderful Worldâ sheet music allows musicians to recreate the magic of this timeless classic. Whether you are a beginner or an experienced musician, the sheet music provides a platform to interpret and perform the song in your own unique way. Its availability in various arrangements makes it accessible to a wide range of instruments and skill levels. So grab your instrument, immerse yourself in the beautiful melody, and let the spirit of Louis Armstrongâs music fill the world around you.
Post Link: Louis Armstrong What a Wonderful World Sheet Music


Our TODDLER PROGRAM educates children from one year through two years of age. Our program is structured to recognize a childâs âwholeâ self. By using this philosophy, we focus on a childâs emotional as well as academic growth. These years are very crucial to a childâs positive development in all areas. Children are encouraged to explore the world around them in âfree playâ centers. More structured centers such as letter recognition, gross and fine motor skill development as well as other basic skills. Our weekly lesson plans include an opportunity to learn a second language such as Spanish, French, and Sign Language. Our curriculum reinforces standards set forth by the National Association for the Education of Young Children (NAEYC) and the State of Delaware Department of Education. We have attached a developmental outline that summarizes the areas that we focus on in this program.


Education in historic Saskatchewan MÃ©tis communities focused on skills related to hunting, trapping, and trade economies. The male children of buffalo hunters learned to ride horses at a very young age and were encouraged to be brave. Men initiated their sons and nephews into their areas of expertise, while girls were instructed in sewing, beadwork, quillwork, healing, and other skills essential to the mothers of large families. Parents who wanted their children to acquire literacy and increase their employment opportunities sent them away to be educated, usually to the Red River Settlement. Literate individuals often provided basic instruction to family and community members. Families with adequate financial resources, particularly those with Euro-Canadian or British fathers, developed the practice of sending at least one son to be educated in Canada, Britain, or occasionally the United States. Among the Saskatchewan-born sons to benefit from this practice were Cuthbert Grant and Alexander Kennedy Isbister, who made significant contributions to MÃ©tis history.
The first schools in Saskatchewan were the result of missionary activity. Henry Budd, an ordained minister of Cree descent, established an Anglican mission and school at Cumberland House in 1840. In 1847, a Catholic mission and school were established at Ile-Ã -la-Crosse. In 1860 three members of the Order of the Grey Nuns were sent from Montreal to assist in education and health care; Sara Riel (Sister Marguerite-Marie) worked at the mission school from 1871 until her death in 1883. Other early mission schools that served MÃ©tis communities were the QuâAppelle mission, established in 1866 on Lake Katepwa, and Bishop Ovide Charleboisâs small Catholic school built at Cumberland House in 1890. In 1879, Nicholas Flood Davinâs âReport on Industrial Schools for Indians and Half-breedsâ advocated the inclusion of the MÃ©tis in federal schools. Parents negotiated school fees with residential school administrators, and some schools took MÃ©tis children as day students. However, by 1910 the federal government excluded MÃ©tis and non-status Indian children from their schools, limiting their responsibility to the education of treaty or status Indians. The provincial government also refused to accept responsibility for their education. With few exceptions, Saskatchewan education in the early 20th century excluded the MÃ©tis.
In 1938, it was estimated that approximately 3,500 children of Native ancestry were unable to access basic schooling. The Reid report on education in northern Saskatchewan in 1939 and the Piercy report that followed in 1944 painted a grim picture of MÃ©tis education, particularly in the north. However, it was not until the election of the CCF in 1944 that the Saskatchewan government accepted responsibility for the education of MÃ©tis children. Schools were constructed in many communities, and within a decade virtually all MÃ©tis children had access to an elementary education. Unfortunately, decades of poverty and neglect were difficult to overcome: very few MÃ©tis graduated from high school, attended university, or participated in other post-secondary training.
By 1974, only two schools in northern Saskatchewan offered Grade 12. In 1976, after a painful struggle, Ile-Ã -la-Crosse gained control of its school system. The same year, the Northern School Board became an elected school board with nine members representing different regions; today it is known as the Northern Lights School Division. While northern MÃ©tis have seen an increase in educational autonomy, MÃ©tis living in central and southern Saskatchewan participate in the provincial system with slowly increasing success. The Gabriel Dumont Institute of MÃ©tis Studies and Applied Research, established in 1980, is the educational arm of the MÃ©tis Nation of Saskatchewan and the only MÃ©tis-controlled educational institution in Canada. (See also Dumont Technical Institute)
Sherry Farrell Racette


The past few years in the UK have seen a steady decline in the number of young people studying foreign languages at GCSE, A-Level and university. In other words, as soon as learning a language becomes optional, the majority of students give it up. But why, when languages offer a variety of proven benefits (see below), are they still seen as an unnecessary subject by so many? And what can teachers do to inspire their students â not only to persevere with languages, but actually to enjoy them?
A recent study by the National Literacy Trust has revealed a sharp increase in the number of pupils aged between 8 and 18 who read regularly outside of the classroom. In 2014, 41% of pupils read outside the classroom, a 32% year-on-year increase from 2013, and this is a hugely encouraging sign for literacy development.
I was lucky enough to be brought up in the geographical haven that is North Wales, and spent most of my youth walking in the Carneddau, canoeing around the coastline of the LlÅ·n Peninsula and mountain biking in the Gwydyr Forest. After my subsequent travels around the world, I maintain that North Wales is the most beautiful place Iâve ever been to, and while many children perhaps donât fully appreciate where they live, I certainly did. Even when other social distractions surfaced around A-Level time (Llandudnoâs Broadway Boulevard), I still spent as much time as possible out and about.
Isnât it funny how as toddlers, we question absolutely everything? At three years old, itâs all about the âwhyâ. Why is the sky blue? Why does a dog have four legs? Why do I have to eat green vegetables? Why does Mummy work? Weâve all experienced this phase with a toddler in one way or another, at times finding it exhausting.
Teachers have used phonics as a method for teaching reading since Victorian times! Look at a photo of a Victorian classroom and you will see rows of children being taught to sound out letters to make words such as âcatâ. Move forward to the 21st century and you still see children sounding out phonemes (sounds) and blending them to read (or the reverse - segmenting the phonemes and turning them into graphemes to spell).
The Royal Shakespeare Company (RSC) and Samsung Electronics UK and joined forces to develop and launch a new app which is set to inspire a whole new generation with Shakespeareâs work. RE:Shakespeare aims to transform the way pupils experience the work of Britainâs most prolific playwright, in and out of the classroom.
Educational company Succeedin have begun running introductory workshop which allow teachers, both new and experienced, to get the most out of their interactions with young people. These workshops are delivered over four hours, priced from Â£675 + VAT (subject to location).
As I get older â Iâm 47, and feeling every minute of it â I definitely have a sense that now is the time to âdo itâ, whatever that âitâ is. Having suffered a stroke not long ago helps focus the mind in that regard, as does having kids. And so Iâm delighted that something came my way at work (Iâm an enrichment and collaboration coordinator for an educational consortium in the Midlands) that has genuinely fired me up and made me think that I am using my time well and maybe that the slow advance to that crazily far-off retirement day, 20 years from now, can actually be a new chapter of fresh challenge and deep satisfaction.


Say Hola to Spanish
By Susan Middleton Elya
Illustrated by Loretta Lopez
Hardcover: out of stock
With verse as bouncy as a conga line, Say Hola to Spanish makes reading and speaking Spanish fun for children. Playful illustrations bring over 70 Spanish words to life in ways sure to tickle a child's fancy, while introducing a new language and culture.
A glossary is included to help beginning Spanish speakers with pronunciation. Whether read alone or read aloud with the whole family, Say Hola to Spanish is the perfect way to share the excitement of learning another language.
For educator resources and ideas on how to teach Say Hola in the classroom, click here.
About the Creators
SUSAN MIDDLETON ELYA is the author of more than twenty popular picture books for children, including Lee & Lowâs Say Hola to Spanish series and Home at Last. She has degrees in Spanish and elementary education, and she taught Spanish for many years. Elya is known for blending English and Spanish to create clever, lively, rhyming stories. A native of Iowa, she now lives in Danville, California. You can visit her online at susanelya.com.
who was born in El Paso, Texas, earned a fine arts degree at Pratt Institute in Brooklyn, New York, and now lives in New York City. Visit her online at lorettalopez.com.


- Exhibition program
- Lesson 0
- Priscila Fernandes
- Curated by
- Azotea (Ane Agirre i Juan Canela)
Aesthetic education did not figure as a subject at the Modern School. But several articles published in their monthly Bulletin point to the role of the artist in society and the advantages of including artistic activities in the processes of learning.
Over a century after the death of its founder, Francesc Ferrer i GuÃ rdia â in 1909, soon after the school had come to an end â we can only wonder why art was not included in the curriculum and imagine what might have been. Which artists would have been studied? Which texts would have been read? What position would the Modern School have adopted regarding the different artistic practices and discourses at the time? Furthermore, how can we adapt these questions to our own time, bringing to the fore such a valuable legacy, long forgotten by the official accounts?
To deal with these questions, the project of Priscila Fernandes (Coimbra, Portugal, 1981) transforms Espai 13 into a classroom. Here we find reproductions of artworks and posters, together with all the furnishings and material necessary for an educational programme, and a recently published book, Â¿Y el arte? The Book of Aesthetic Education of the Modern School, from which the exhibition takes its title. All these objects and resources create an installation with a double function: they constitute the exhibition while hosting activities related to the project.
In this context, Friction Pedagogies, the programme of mediation of the cycle Lesson 0 offers a course for teachers, with some of the sessions open to the public. Educators, artists and theoreticians will discuss initiatives of pedagogic transformation in and around the school, and the role of art education and creativity in contemporary cultural production. These activities will be announced in the gallery space with a series of posters integrated into the installation. Following on from these discussions and the sharing of knowledge and experiences, the participating teachers will generate education proposals to be developed in their schools in relation to the next exhibitions in the cycle Lesson 0.


Burroughs was born Victoria Margaret Taylor in St. Rose, Louisiana, and by the time she was five years old the family had moved to Chicago. There she attended Englewood High School along with Gwendolyn Brooks, who in 1985-1986 served as Consultant in Poetry to the Library of Congress (now United States Poet Laureate). As classmates, the two joined the NAACP Youth Council. She earned teacherâs certificates from Chicago Teachers College in 1937. She helped found the South Side Community Arts Center in 1939 to serve as a social center, gallery, and studio to showcase African American artists. In 1946, Taylor-Burroughs earned a Bachelorâs of Art in Art Education from the School of the Art Institute of Chicago where she also earned her Masterâs of Art in art education in 1948. Taylor-Burroughs married the artist Bernard Goss (1913â1966) in 1939, and they divorced in 1947. In 1949 she married Charles Gordon Burroughs, and they had been married for forty-five years at the time he died in 1994.
Taylor-Burroughs taught at DuSable High School from 1946 to 1969, and from 1969 to 1979 was a professor of humanities at Kennedy-King College, a community college in Chicago. She also taught African American Art and Culture at Elmhurst College in 1968. She was named Chicago Park District Commissioner by Harold Washington in 1985, a position she held until 2010.
She died on November 21, 2010.
Margaret and her husband Charles co-founded what is now called the DuSable Museum of African American History in Chicago in 1961. The institution was originally known as the Ebony Museum of Negro History and Art and made its debut in the living room of their house at 3806 S. Michigan Avenue in the Bronzeville neighborhood on Chicagoâs south side, and Taylor-Burroughs served as its executive director for the first ten years of its existence. She was proud of the institutionâs grass-roots beginnings: âweâre the only one that grew out of the indigenous Black community. We werenât started by anybody downtown; we were started by ordinary folks.â Burroughs served as Executive Director until 1984 and was then named Director Emeritus, remaining active in the museumâs operations and fundraising efforts.
The museum moved to its current location at 740 E. 56th Place in Washington Park in 1973, and today is the oldest museum of black culture in the United States. Both the current museum building, and the Burroughsâ S. Michigan Avenue home are now listed on the National Register of Historic Places.


Skills, Training and Lifelong LearningSeries | Brave New Work Key Issues
As work evolves, workers need the right mix of skills and continuous learning opportunities at all career stages. Training programs need to function well, and the market must enable a smooth flow of workers into and out of positions while ensuring lifelong learning.
While Canadaâs K-12 education system is a world leader in equipping children and young people with the skills they need, training opportunities for workers in the labour force are scarce and unevenly distributed. Less than one-third of Canadians receive job-related, non-formal education. Those who do, receive only 49 hours of instruction annually, below the OECD average of 58 hours. Worse, the people who most need additional training are the least able to receive it. Less educated, Indigenous and older workers, as well as those workers living in rural and remote communities, are less likely to receive workplace training.
A better skills and training system must address the reasons employers do not or cannot provide enough training and development. These reasons include cost; the fear that employees will take their new knowledge to other organizations; and information gaps in what skills and knowledge they may want their employees to acquire. Employers may also believe it is easier to poach skilled employees from other firms and to place pressure on formal education systems to produce skilled âwork-readyâ graduates than it is to train their existing employees.
Training models around the world offer lessons for Canada to improve its training systems and programs. In successful models, companies, educational institutions and other organizations work together to fund training initiatives that benefit workers and firms alike, as in Swedenâs job security councils, the Technology Apprenticeship Program that PwC in the United Kingdom launched with five universities, and the training and skills programs developed by Italian sports car manufacturers.
Canada can also improve and expand its existing policy instruments. Lifelong Learning Plans, which allow workers to draw from their RRSPs in order to fund new training and education for themselves or their spouses, could be revised to allow employers to contribute more to accounts and to provide additional federal funds to match contributions. The success of Quebecâs legislation that requires firms to spend at least one percent of revenues on employee training annually could be replicated by other provinces.
As Canada improves its systems of skill development, training and lifelong learning, it should:
- Emphasize foundational skills, without which workers struggle to learn new skills and knowledge;
- Improve equity and inclusion of training and skill development opportunities;
- Encourage cost-sharing among industry, workers and government;
- Encourage information-sharing among educational institutions, industry, unions and other stakeholders, and sound analysis of that information; and
- Track program effectiveness.
A highly skilled and educated population is essential to economic growth and social well-being. In the face of rising global competition and rapid technological change, effective and inclusive systems of training and development are essential for innovation, growth, employment and good incomes. To ensure that our innovation economy is strong and benefits everyone, changes are needed to make Canadaâs skills, training and lifelong learning systems more accessible, inclusive and effective.
With thanks to our lead sponsor:
With thanks to our partners:


Expanding students' minds and lives through language and culture.
The Lower School Spanish program seeks to develop the foundational skills of communication, listening and comprehension through group work, engagement with primary sources and an emphasis on creativity.
- Teaching Proficiency through Reading and Storytelling (TPRS): Students learn the language through short stories and in-class performances.
Using the target language as the primary language of instruction, students are encouraged to take risks. The focus is on communication and creation using the target language.
Integrated performance assessments use the three modes of communicationâinterpretive, interpersonal and presentationalâto evaluate studentsâ communication abilities and style.
Reading and storytelling. Students engage with the language in creative, meaningful ways that draw on their own life stories and the stories of others.
Multidisciplinary projects. The Spanish curriculum integrates with Social Studies, Art, Music and Science to provide students with opportunities to use the language in real-world contexts.
Traditional and modern learning tools. Students use workbooks and pencils as well as web-based platforms like Flipgrid, where students submit videos to demonstrate their speaking abilities.


Study guides, lesson plans, activities, and more ideas to use for elementary education. Interested in becoming an elementary education teacher?â¦
Main Idea Task Cards
Main idea can be a tricky concept to teach, but these task cards make it so much easier. They are differentiated with 2 sets of cards (with main idea stated in topic sentence and main idea implied) and 2 answer sheet choices (multiple choice or open response) so that you can meet the needs of all your learners. High-interest passages written by a published children's author. Best selling main idea product on TpT!
Seasonal Word Problem Collection: Valentine's Day Grade 3-5
The next in the serios of Seasonal Word Problems! Check out the great differentiated problems in this set for grades 3-5...each of the problems has an "extra" component for those fast math finishers. Comes with rubrics, answers, and problems in THREE different formats. Everything is ready to go to make your Valentine's Day more mathematical!
Teaching the Research Process
We all know how important it is to teach our students information literacy skills: how to access, analyze, evaluate and communicate information. If you're ready to teach the research process to your students, click here to read this blog post for all the tips and tricks! #teaching | stayingcoolinthelibrary.us
Learning About Landforms - Around the Kampfire
Learning about landforms-Lots of hands-on ideas and creative landforms activities to get students writing about landforms. Students write fictional narratives after building imaginary landform filled islands with salt dough. Ideal for kids in 1st, 2nd, 3rd and even 4th grade.
Free Curriculum Night checklist for teachers
Curriculum Night tips, Power Point templates, and a FREE checklist to help you plan and organize for a successful back to school night, curriculum night, or parent open house. #curriculumnight #classroommanagement #openhouseideas
States & Properties of Matter | Second Grade Science NGSS
A complete properties of matter unit for 2nd grade science. Detailed lesson plans, teaching Power Point, student science journal activities and worksheets, plus 8 unique STEM science experiments for kids that your second grade students will love! #2ndgradescience #propertiesofmatter
100th Day of School Writing & A Free Class Book
Free 100th Day class book for primary grades. Things We've Been Told 100 Times! This post also includes some fun ideas for 100th day writing activities.
February Activities for Kindergarten or First Grade
February is one of the busiest months with all of the holidays â Groundhog Day, 100th Day, Valentineâs Day, and Presidentsâ Day! Check out some of my favorite no and low prep resources to get your through the month. In this blog post, I will show you ideas for bulletin boards, writing, math, journals, and so much more...
New Year Flap Book Craft
This New Year Goal Setting Flap Book is a great activity to use during the first week back from holiday break to reflect on the previous year and set goals for the new year. It can be difficult to get students back into the routine of school after a long break and this new year craftivity is a great way to ease them into the New Year.
100th day of school activities & gifts for 2nd and 3rd grade
These 100th day activities for kids will give second and third grade teachers ideas for math, ELA, and writing on the 100th day of school. This post is perfect for 2nd and 3rd graders with the writing and self-portraits making a great January or February bulletin board too!


By Erica Ranzato
Mathematics is an important life skill. Research findings tell us that individuals with poor numeracy skills have poorer educational prospects, earn less, and are more likely to be unemployed, in trouble with the law and to be sick (Parsons and Bynner, 2005). Moreover, poor mathematical abilities affect not only the individual but bear an impact on the whole society. The accountancy firm KPMG estimated that the cost to the UK of poor mathematical abilities in terms of lost direct and indirect taxes, unemployment benefits, justice costs and additional educational costs was Â£2.4 billion per year (Gross et al., 2009).
There are many causes that can explain difficulties with mathematics. For example, a low intellectual level, attention difficulties, use of inadequate strategies, or limited numeracy learning experiences. One cause of poor mathematical abilities is developmental dyscalculia â from now on we will refer to it as dyscalculia. Dyscalculia is a learning difficulty with neurobiological origins that can persist into adulthood. At the heart of dyscalculia there is a difficulty with learning maths, despite an IQ within the typical range, that is not caused by difficulties experienced in formal education (such as prolonged absence from school through illness, etc) or other social settings.
Dyscalculia is a heterogeneous disability but, generally, people with dyscalculia experience difficulties with the most basic aspects
of number processing and arithmetic. These learning difficulties manifest in different ways depending on the age of the person, and the setting â i.e., not only in the school environment but in their everyday life, for example, when they have to tell the time. In his book More Trouble with Maths, Steve Chinn lists 31 indicators/behaviours with the aim of providing a checklist that can be used by a teacher, a parent or an adult learner as a screening survey of mathematics learning difficulties and dyscalculia. Some of them are reported below:
- Find it difficult to âseeâ that 4 objects are 4 without counting
- Difficulties with counting (e.g. lack of one-to-one correspondence)
- Find it much harder to count backwards compared to counting forward
- Has difficulty retrieving addition facts from memory
- Counts all the numbers when adding
- Has poor skills with money
- Finds it difficult to write numbers which have zeros within them
- Difficulties with estimating
- When solving columnar operation does not line up columns of number properly
- Writes 51 for 15
- Struggles with mental arithmetic
- Learns multiplications facts, but then forgets them overnight
- Gets very anxious about doing any mathematics
- Shows inability to âsee patternsâ or generalize
In 2008, the UK Government Office for Science published a report as a result of the project âMental Capital and Wellbeing: Making the most of ourselves in the 21st centuryâ where the following recommendation was made:
âBecause of its low profile but high impacts, [Dyscalculiaâs] impact should be raised. Dyscalculia relates to numeracy and affects between 4-7% of children. It has a much lower profile than dyslexia but can also have substantial impacts: it can reduce lifetime earnings by Â£114,000 and reduce the probability of achieving five or more GCSEs (A-C) by 7- 20 percentage points.â
Dyscalculia does not have a high public profile such as other learning difficulties â e.g. dyslexia -, but since 2008 Dyscalculia and maths learning difficulties have received more attention (Butterworth, 2018). There are now helpful websites â you can find some listed in the references â and the British Dyslexia Association now recognise it as a separate learning difficulty from dyslexia and has started courses to qualify teachers in teaching learners with specific learning difficulties/dyscalculia. This accreditation enables teachers and practitioners to conduct informal, curriculum-based assessments and deliver specialist teaching programmes to learners up to 18 years of age.
Butterworth, B. (2018). Dyscalculia: from science to education. Imprint Routledge
Bynner J. & Parson, S. (2005). Does numeracy matter? London. Basic Skills Agency
Chinn S. (2017). More trouble with maths: a complete manual to identify and diagnose mathematical difficulties. Second edition. Imprint Routledge.
Gross J., Hudson, C., & Price, D. (2009). The long term costs of numeracy difficulties
http://www.ronitbird.com/dyscalculia/ https://www.smartickmethod.com/blog/education/psychology/dyscalculia- detected/


Supplies: A sketchbook about 8 x 10 inches, 100 pages, a paper portfolio that is 18 x 24 inches in size. Student may be charged a $25.00 fabrication cost for any consumable item(s). These items or projects are taken home and kept by the student.
In this introductory course, students express their creativity and develop their artistic perception while exploring the elements of art. Students will develop their technical skills and vocabulary as they work with a variety of art tools and materials and cover foundational skills in drawing, painting, and printmaking. They will exhibit work and participate in group critiques as they develop a working portfolio and a sketchbook. Through reading, writing and oral assignments, students will make aesthetic evaluations of works of art from a variety of cultures and reflect on their own artistic development.


Home learning for communication, language and literacy
A childâs language development begins long before they start school and is shaped by the people and places in their lives, in their home learning environment.
The National Literacy Trust website has a video about introducing current initiatives and valuing parents as their child's first educator.
Tiny Happy People
Tiny Happy People is a free to use online resource for parents, practitioners and community groups. The content is quality assured by speech and language therapists, midwives and health visitors. The main purpose of the plan is to encourage parents to talk to their children from a very early age.
Better Health Start for Life
This Department for Education campaign encourages parents and carers to adopt positive activities and behaviours to boost children's communication, language and literacy development.
Words for Life
Rhythms and repetitive language make it easier for babies to learn language skills. Words for Life has songs and nursery rhymes to support children's learning and development.
The Communication Trust
The Communication Trust have developed resources to encourage listening, understanding, interaction and play, for children aged 0 to 5 and 5 to 11 called Listen Up.
NHS speech and language therapy resources
The NHS website provides a wide range of information, activities, tips and strategies in promoting childrenâs speech, language and communication.
Our libraries have activities for all ages including wriggle and rhyme, storytime, crafts and much more. The BCP libraries Facebook page has up to date information about what's on and when.
Family Zone is full of free activities and ideas to keep children busy at home, whilst also benefiting their reading, writing and language development.
NHS Start 4 Life - learning to talk
NHS Start 4 Life has advice for parents, providing developmental information and tips on how to help your baby to talk. The website covers children from birth to 5 years including help and advice for when families speak more than one language.
National Literacy Trust
National Literacy Trust has useful resources to support families with bilingualism.
The NHS has a range of videos which offer quick and easy activities and tips to promote childrenâs speech, language and communication that are perfect to share with parents, carers and practitioners.


An elementary school is that school which imparts or provides the first part of a childâs education, the age of the children attending elementary schools is between five years and eleven years. The elementary school provides the basic education that becomes the building block of a childâs character. Cymbalta online
Various elementary programs on offer
The academy, situated in Mississauga, provides a detailed division of Elementary schools that focuses on giving knowledge & learning process at a personalized pace. The academy understands that the learning capabilities of aspirants are not equal. Hence they provide a unified platform where they focus on nurturing young minds in order to make them curious and knowledgeable. Their main motto is to instill the features of curiosity and learning in a tailored way to all the children. Fluconazole online
There are mainly 3 levels or grades in their elementary program:
- Primary Level- Grades 1 to 3.
- Junior Level- Grades 4 to 6.
- Intermediate Level- Grades 7 to 8.
If the learning opportunities are coming with project-based and inquiry-based experiments and examples, then the children are going to learn with full attention. The curriculum of the USCA academy is well organized and it is judiciously distributed among various subjects for the students to enjoy their learning process. There are varieties of subjects that are taught at the academy elementary level that include French, Visual Arts, Drama & Dance, Music, Physical and Health Education, English, Mathematics, Social Studies, Geography, History, Computers & Technology, and Science. Cialis Original online
- Benefits Of Elementary School:
Elementary education is not only beneficial to the children but also the nation at large. Elementary schools provide the basics of advanced learning. It helps in shaping the lives of children even into adulthood by helping them to take wise decisions on their own. The children who obtain this education develop many skills such as sharing, turn taking, communication as well as math skills. The benefits of elementary school learning are listed as follows:
- Enhanced knowledge & Improved Behaviorâ If a child gets the opportunity of elementary school, then his/her knowledge is going to be much more enhanced than children who do not receive education in elementary schools. It has also be seen that there has been an improvement in the behavior of children who attend elementary schools rather than who do not attend elementary school.
- Crucial for Personal Growth & Being a Team Playerâ The children who attend elementary schools have a better chance for their personal growth and it also helps them to become team players.
- Boosts Confidenceâ The education that is imparted in the elementary schools helps to boost the confidence of the children so that they can later contribute to the wellbeing of the society.
- Improves Cognitive Skills & Concentration Power- It has been seen that the children who attend elementary schools have better concentration power and cognitive skills than children who do not attend elementary schools.
- Strengthen Oral Language Skills- Elementary school education helps the children to strengthen their oral language skills, be it English, French, Spanish, Hindi, Bengali and many more.
- Independent Learners- The children who attend elementary schools become independent learners so that they can understand the subject that is being taught in school.
To conclude, we can say that elementary school education is required for every child so that they can become independent and they can also help the society to become a better place to live in. Elementary school helps the child to express their emotions better. Thus, in the long run, the elementary schools play a vital role in shaping up the character of an individual as the child grows up.


At Glenbervie School, we are following a Structured Literacy approach for our teaching of the English Curriculum. A Structured Literacy approach is a highly explicit and systematic way of teaching all important components of literacy. These components include both foundational skills (e.g., decoding, spelling, handwriting and letter formation) and higher-level literacy skills (e.g., reading comprehension, written expression).
We have invested in the iDeal Online Platform for all teachers, which includes professional learning, assessments, reporting systems and multi-sensory resources to explicitly teach foundation literacy skills. We utilise assessments for placing learners at particular levels/lists so that they can learn the patterns they are missing that are evident through our assessment. While the reading programme in the junior rooms is focused on teaching in this way, the middle and senior rooms are all on board too. This approach adds another tool to their literacy toolbox and all students are being introduced to explicit phoneme teaching. Our aim is for all our readers to use phonemic awareness alongside their use of meaning and syntax to decode books and enable sound comprehension.
We are building up the iDeal decodable texts to be used in the scope and sequence. We have been fortunate enough to have Ricoh Northland commit to printing all of these copies for us. We have also purchased Little Learners Love Literacy (LLLL) decodable texts and are looking at buying more texts with sponsorship money.
We began our journey in 2022 and want to acknowledge the support of the BOT and business sponsors for reading resources, professional development for staff and the commitment of our teachers.
Two full days of Professional Development around Structured Literacy in 2023 have given the teachers further skills. We thank the community for supporting us in taking these Teacher Only Days.


Every educator has at least one professional development horror story, and those make it hard to imagine advocating FOR more professional learning. Thatâs why itâs important to build your case for what high-quality, effective learning opportunities should look like.
âEnable professional development for all literacy educators, including teachers of all subjects and school principals, so that they understand characteristics of literacy development and literacy learners, are knowledgeable about effective curricula and pedagogies, share effective practices, and create strategies for addressing challenges as they arise.â â 2015 NCTE Education Policy Platform
The best professional learning happens when teachers are able to collaborate in meaningful ways and have some agency in decision making and problem solving. Here are some resources you can use to make the case for that kind of learning experience in your context.
- These findings from a recent study by the National Center for Literacy Education show that collaboration and deprivatizing practice are critical to moving literacy learning forward.
- This blog post offers a compelling case for the value of teacher research in professional learning.
- If educators are going to be evaluated on performance, NCTE has outlined some criteria for what such evaluations should look like.


Grade(s): 4, 5, 6, 7, 8, 9, 10, 11, and 12
Location: Visual Art Studios at St. Albert Place (Art Gallery of St. Albert)
Program Delivery: In Person, In School, and Virtual
Built in 1906 and 1929, two grain elevators stand side-by-side at the St. Albert Grain Elevator Park. Students capture the iconic grain elevators in a three dimensional project, including farm trucks bringing grain to the elevator and trains for transporting the grain.
*Note: All in school and virtual clay programs use air dry clay which is much less durable than clay that is bisque fired at our visual art studios. We cannot transport clay from in-school programs to the visual art studios for firing, but if your school has a kiln and a technician, we can supply suitable clay for firing at your school.
Click here for information on in school techniques for finishing air dry clay
Art: refining forms, creative process, expression and celebration, fine and gross motor skill development
- Social: Alberta: The Land, Histories & Stories; Developing an understanding of Western Canada
- Learn the different parts of a grain elevator and out buildings
- Learn what clay is and where it comes from; why it is bisque fired in a kiln; how to use clay and clay tools safely in a professional studio
- Experiment with drawing, impressing, rolling cutting and coiling clay in order to create a realistic rendering of a grain elevator
- Create art for enjoyment
Communities the Grow â St. Albert Grain Elevator


Reading is one of the most important skills children learn in early elementary school, but every child learns how to do it in their own way and at their own pace. That is, literacy development milestones are helpful to keep in mind, but may differ from one child to another. This guide will help you know if your child is on the right track to developing important skills like reading comprehension, recounting stories, and reading fluency.
Speak to your child's teacher if you have questions or concerns about the development of their reading skills.
Hereâs what your child may be able to do by the end of kindergarten, first grade, and second grade.
Skills By the End of Kindergarten
- Recognize and name all upper- and lowercase letters in the alphabet
- Read basic single-syllable words
- Identify the main topic in a text with prompting and support
Retell familiar stories
Write simple stories using pictures and words
Read their own writing back to you (even if they have some misspellings)
Write a letter for every sound they hear in a word
Place spaces between words when writing
- Use upper and lower case correctly when writing
Skills By the End of First Grade
Recognize the distinguishing parts of a sentence, including capitalization and punctuation
- Pronounce unfamiliar but commonly spelled one-syllable words
- Read words with inflectional endings (-ing, -ly, -ed, -tion)
Skills By the End of Second Grade
Pronounce unfamiliar two-syllable words
Recount stories and say what the lesson or moral is
Identify the beginning, middle, and end of a story
Identify the points of view of different characters
Learning to summarize stories with important facts only, as opposed to retelling the whole story
Donât be concerned if these skills develop erratically, unless your child...
has trouble remembering new words
has trouble blending sounds together to say words
says reading is easier for their classmates
avoids reading silently or aloud
If your child is struggling to read at home but you havenât been informed of an issue at school, check to see if the books theyâre reading with you are manageable and enjoyable for them. You can get tips for selecting just-right books in this reading guide for ages 6-7.
âSometimes kids resist reading at home because the books are too hard,â says Marissa Fraser, an elementary school teacher in Danbury, Conn.
For instance, you may be eager to read the Harry Potter series with your seven-year-old, but the magical crystals and wizards in the Dragon Masters series may be a better place to start the familyâs foray into fantasy.


Date of this Version
Goodrich J, Hebert M and Namkung JM (2022) Impacts of the COVID-19 Pandemic on Elementary School Teachersâ Practices and Perceptions Across the Spring and Fall 2020 Semesters. Front. Educ. 6:793285.
Following the closure of schools in the spring 2020 semester due to the COVID-19 pandemic, we developed two surveys to understand how the pandemic affected elementary education in the U.S. First, we distributed a survey at the end of the spring 2020 semester to understand how school closures impacted delivery of instruction. Second, we conducted a follow up survey in November 2020 to determine the nature of instruction provided to students when schools did or did not re-open in Fall 2020 and understand teachersâ perceptions of student learning and achievement during the pandemic. Each survey was sent to a sample of over 9,000 teachers who were randomly selected to be representative of the population of the U.S. Results indicated that many students did not receive direct instruction in academic skills during the spring 2020 semester. Although by late fall 2020 teachers reported broad use of some form of in-person instructional model, teachers indicated that many of their students were not ready to transition to the next grade level and that achievement gaps were larger in fall 2020 than in typical years. These findings have important implications for practices during potential school closures in the future.


CREDE Professional Development
Research-based strategies of effective practice for culturally and linguistically diverse children
The Center for Research on Education, Diversity, and Excellence (CREDE) Hawaiâi Project promotes educatorsâ use of research-based strategies of effective practice for culturally and linguistically diverse children and students. The CREDE project offers professional development to educators who want to improve the learning and engagement of children and students from diverse backgrounds.
- Joint Productive Activity: Collaborating with students to create joint products.
- Language and Literacy Development: Developing competence in the language(s) of instruction throughout the day.
- Contextualization: Connecting new information to what students already know and teaching in culturally relevant ways.
- Complex Thinking: Challenging students toward cognitive complexity.
- Instructional Conversation: Teaching through dialogue.
- Modeling: Promoting observational learning.
- Student Directed Activity: Encouraging studentsâ decision-making.
Teachers and students are working together, on real products, real problems. Activities are rich in language, with teachers developing studentsâ capacity to speak, read, and write English and the special languages of mathematics, science, humanities, and art. They teach the curriculum through meaningful activities that relate to the studentsâ lives and experiences in their families and communities. Teachers challenge students to think in complex ways and to apply their learning to solving meaningful problems. Teachers and students converse; the basic teaching interaction is conversation, not lecture. A variety of activities are in progress simultaneously (individual work; teamwork; practice and rehearsal; mentoring in side-by-side, shoulder-to-shoulder, teacher-student work). Students have systematic opportunities to work with all other classmates. They all learn and demonstrate self-control and common values: hard work, rich learning, helpfulness to others, mutual respect (Tharp, Estrada, Dalton, & Yamauchi, 2000, p. 8).
These strategies are derived from Vygotskyâs theory and over 30-years of research from the national CREDE project, now at University of California, Berkeley. These standards were recognized by the national What Works Clearinghouse. For more information, go to http://crede.berkeley.edu.
For the past seven years, our program has offered professional development to teachers of native Hawaiian and other culturally and linguistically diverse students. We are currently working on developing an early childhood place-based science curriculum in collaboration with several schools across the state of Hawaiâi.


Abingdonâs First Grade Team
|Teacher Name||Email Address|
|Meredith Rose â Special Education email@example.com|
|Trinity Ewell â Nicole Jondahlâs Long Term firstname.lastname@example.org|
|Julia Schmidt â English Language Learner email@example.com|
Abingdon First Grade is full ofâ¦ First graders all learn to be more independent readers, writers, and mathematicians. Our students are immersed in a print-rich environment that develops oral language, phonics, vocabulary, and comprehension skills. We foster oral language development and bolster listening comprehension through interactive read-aloud and content knowledge building using the Amplify Core Knowledge Language Arts resource. Using the Wilson Fundations and Heggerty Phonemic Awareness programs, students build phonological awareness skills and phonics skills daily to acquire foundational literacy skills. Students apply these foundational skills to read new words and reread familiar selections with fluency and expression. First-grade students receive small group instruction in literacy to both extend and reinforce necessary skills for all students to read and comprehend. Students continue to develop an understanding of characters, setting, main idea, and story sequence in a variety of texts.At the first-grade level, reading and writing will develop together. Students will be given daily opportunities to write and read their writing. As their knowledge of letter-sound correspondence and their sight-word vocabulary increases, they will be able to use these skills to put their ideas and thoughts on paper. With teacher guidance and support, they will also begin to revise and edit selected pieces of their writing for a specific audience. Teachers will encourage the development of writing skills that are foundational to effective written communication and critical thinking.In math, students work on learning basic addition and subtraction facts with ease, solving and writing story problems as well as how to count spare change and tell time. Student learn math through a variety of whole group and small group instruction. Hands on manipulatives and games are interspersed with paper and pencil tasks to make sure the fundamental understanding of each concept is in place.First Graders participate in Tiny Toy Tales and Poetry in Music as just a few of the CETA programs to enhance their learning. First grade is all about becoming independent thinkers and learners!


The Difference Between Benchmarks and Milestones
The terms benchmark and milestone are often used interchangeably, depending on who is speaking. While they look the same on the surface, there are some technical differences between benchmarks and milestones. Knowing the difference makes communication with schools and medical professionals easier.
Show Me the Benchmark
Benchmarks are statements that reflect what your child should know or what she should be able to do at a certain age. Benchmarks are often used in the educational setting to clarify what is expected of your child at each grade level. Because benchmarks outline the behavior or knowledge your child should be able to demonstrate, they are easy to measure and provide the educational staff with specific guidelines for assessment. Benchmarks typically leave little room for variations in normal child development.
Meet Those Milestones
Milestones, on the other hand, reflect skills that most children within a particular age group have mastered, reports the University of Michigan Health System 1. Developmental psychologists, developmental specialists and pediatricians refer to milestones to assess whether your child is developing normally 2. Although there are ages associated with each milestone, these vary greatly. Normal development occurs along a continuum and does not occur at specific ages.
Say That Again
Benchmarks of a 5-year-old child who is entering kindergarten include being able to sort and classify objects according to several characteristics, such as size, color and shape; make simple patterns; and describe why the objects are sorted in the given way. These benchmarks tells parents and teachers exactly what the child is expected to do.
Milestones for the same age include counting up to 10 items, recognizing and naming four colors, developing an understanding of the concept of time and understanding what common household objects are used for, says HealthyChildren.org 2. These milestones describes the skills most children have mastered by age 5 but allow room for variations in development.
Who Upset the Apple Cart?
Benchmarks vary among school systems. While efforts are made to match the expectations to the developmental age of the child, this is not always the case. A child who is within the normal range for meeting developmental milestones may fall short of meeting the benchmarks designed by the school 1. As a parent, keeping an eye how your child matches up to both milestones and benchmarks can be challenging, but familiarizing yourself with both makes your job as a parent a little bit easier.
- Differences Between Cognitive Development and Language Learning
- Goals & Objectives for Gross Motor Skills in Young Children
- Basic Pattern of Motor Skill Development
- Brown's Stages of Language Development
- What Is Considered a Speech Delay for a 3-Year-Old?
- At What Age Should Your Child Be Able to Write the Alphabet?
- The Five Parts of Language Development
- How to Jam the Radio Signal of a Toy Car
- Ten Characteristics of Early Childhood Development
- The Sequence of Language Development
- What Is the Premoral Stage of Moral Development?
- What Is Telegraphic Speech for Children?
- Language Development in Adolescence
- How Does Language Development Affect Cognitive Development?
- Psychosocial Development of Toddlers
- Comstock Images/Comstock/Getty Images


Starting as young as 6 weeks old, infants are already beginning their educational journey at DCCDC. We strongly believe caregiving routines are the curriculum at this sensitive stage in life. Routines at school include diapering, feeding, sleeping, dressing, and greetings/farewells.
Our experienced, and dedicated Infant teacher carefully pays attention to infants non-verbal cues to respond quickly and ensure their needs are being met. When infant's needs are met, they then can move on to form positive relationships with their teachers and are free to explore independently.
Max Group Size: 4
Around the age of 6 months, children transition to the Infant 2 classroom. Through responsive caregiving, infants are forming positive attachments to their teachers and begin passing many new, exciting developmental milestones!
The classroom environment is set up to allow open space so children can practice their emerging crawling and walking skills. Through songs, games, and conversation, infants in this classroom work on their language and social-emotional skills with purposeful teacher-initiated interactions.
Max Group Size: 5
Around the age of 12 months, children transition to the Toddler 1 classroom. At this age children are working to strengthen physical skills such as walking and grasping. They do this through planned fine and gross motor activities.
With purposeful teacher-initiated conversation, finger plays, rhymes, and songs, children practice listening, understanding, and expressing increasingly complex language.
Max Group Size: 11
Between the age of 18 to 30 months, children move to the Toddler 2 classroom. Through dramatic play and teacher-modeling, there is an emphasis on social-emotional skills such as regulating your own emotions and behaviors.
Children also work to develop cognitive skills such as problem solving, classification, and remembering and connecting experiences.
Ratio: 1:6 (until all children are 24 months, then 1:9)
Max Group Size: 13
At around the age of 30 months, advanced potty-training children embark upon more advanced learning as well as more complex interactions with their peers as they learn to participate cooperatively and constructively in group situations.
Children also expand upon previous literacy knowledge as they work to demonstrate emergent reading and writing skills.
Ratio: 1:9 (until all children are 36 months, then 1:10)
Max Group Size: 15
Once theyâve reached the age of 42 months, children transition to our PK-2 classroom. This classroom prepares children for entrance into public or private schools. They continue literacy development through learning to hold a pencil and writing letters of the alphabet.
Mathematical skills such as number concepts and operations, comparing and measuring, patterns, and exploring spatial relationships/shapes are a focus as well.
Ratio: 1:10 (until all children are 48 months, then 1:13)
Max Group Size: 17


This literature review outlines the basis of the choice-based art education philosophy Teaching for Artistic Behavior (TAB). The review addresses the history of the philosophy and what it looks like in the classroom setting with a focus on the creativity, engagement, motivation and connections, and supporting student autonomy. The TAB philosophy and pedagogy is based on a three-part theoretical framework of what do artists do, the child is the artist, and the classroom is the childâs studio. TAB is compared and contrasted to traditional Discipline-Based Art Education (DBAE). When TAB is implemented, the art classroom looks different and impacts the studentsâ creativity and autonomy making art accessible to all.


Phonic Teachers' Training Course is a systematic synthetic phonics program designed to teach children to read and write words in an enjoyable, multi-sensory way. Children learn the 42 letter sounds of the English language, rather than the alphabet. Phonic Teachers' Training Course enables early learners to become independent and successful readers and writers.
The Phonics course for teachers trains the teachers on phonics and other related subjects. Through these programs, teachers can learn how to introduce phonics to students through various phonological activities in order to ensure the literacy development of children. Phonics training for teachers unlocks every teacherâs potential to achieve greater success in the classroom while teaching the English language to the children.
Our Phonics course for adults follows a systematic way where teachers are trained in synthetic phonics using a multisensory approach. The phonics course for adults is typically designed for individuals who are looking to improve their reading, writing, and pronunciation skills in English
Mothers of children ages 1 to 7
Owners of schools
To become a professional phonic teacher
To acquire an additional skill as a pre-primary teacher
To understand the child-centric approach towards the foundation for reading & writing English Language.
42 letter sounds
Alternative spellings of vowel sounds
The teaching sequence
Course content delivery
How to conduct Online sessions/ virtually engage children
How to start phonic classes (the business model)
Course is highly recommended for practicing teachers, teachers trainees undergoing ECCEd or D.Ed. and parents
You can start your own phonic classes
You can get a job in pre-primary school as a Phonic teacher
Phonic teachers are in demand at Activity Centers.
Very high paying part time or full time job.


Career Paths for Education Students: Opportunities and Possibilities
1. Teaching in K-12 Schools
One of the most common career paths for education students is teaching in K-12 schools. This includes elementary, middle, and high school levels. As a teacher, you have the opportunity to shape the minds of young individuals and make a positive impact on their lives. This career path offers stability, job security, and the chance to inspire future generations.
Subheading 1: Elementary School Teacher
Elementary school teachers work with students in grades 1-6, focusing on foundational skills and knowledge. They teach subjects like math, science, English, and social studies. As an elementary school teacher, you play a critical role in building a strong educational foundation for students.
Subheading 2: Middle School Teacher
Middle school teachers work with students in grades 6-8, transitioning them from elementary to high school. They specialize in specific subjects and help students develop critical thinking and problem-solving skills. Middle school teaching requires patience, creativity, and strong communication skills.
2. Higher Education Instructor
If you have a passion for a specific subject area, becoming a higher education instructor could be an exciting career path. Instructors teach courses at colleges and universities, sharing their expertise with college students. This career offers the opportunity to conduct research, publish scholarly articles, and contribute to the academic community.
Subheading 1: Adjunct Instructor
Adjunct instructors work part-time, teaching courses on a contract basis. They often have practical field experience and bring real-world examples into the classroom. Adjunct teaching allows flexibility and the opportunity to pursue other professional endeavors.
Subheading 2: Tenure-Track Professor
Becoming a tenure-track professor involves a long-term commitment to research, teaching, and service. Tenure-track professors have the opportunity to conduct in-depth research, publish books, and mentor graduate students. This career path offers job security and the chance to contribute to knowledge in your field.
3. Education Administrator
If you have strong leadership and organizational skills, a career as an education administrator might be a good fit. Administrators work in educational institutions at various levels, including principals, superintendents, and education directors. They oversee school operations, manage budgets, develop policies, and ensure the smooth functioning of the educational institution.
Subheading 1: School Principal
School principals are responsible for creating a positive learning environment, managing staff, and collaborating with parents and the community. They work to improve student performance, implement curriculum changes, and support the professional growth of teachers.
Subheading 2: Education Director
Education directors work at the district or state level, overseeing curriculum development, teacher training programs, and educational policies. They focus on improving the overall quality of education and ensuring that students have access to resources and opportunities.
Choosing a career path in education can lead to fulfilling and rewarding opportunities. Whether you decide to become a teacher, higher education instructor, or education administrator, there are numerous possibilities to make a positive impact on the lives of others. Consider your strengths, passions, and long-term goals when exploring different career options in the field of education.
FAQ 1: Is a teaching career financially rewarding?
While teaching may not be the highest-paid profession, it offers steady income and benefits, especially with experience and additional qualifications. Moreover, the intrinsic rewards of making a difference in students' lives make teaching a fulfilling career choice.
FAQ 2: What qualifications do I need to become an education administrator?
To become an education administrator, you typically need a master's degree in education leadership or a related field. Additionally, relevant experience in teaching or educational leadership positions is beneficial.
FAQ 3: Are there growth opportunities in the field of education?
Yes, the field of education offers various growth opportunities. Teachers can progress to administrative roles such as principals or education directors. Higher education instructors can become tenured professors and contribute to research and scholarly activities.


Stepwise Melody Rule
Learn how to avoid this common fault many songwriters and producers make in their melodies. But first... Tea!
Hello revolutionary music makers, we are Kate and Ray Harmony (AKA Revolution Harmony), and welcome to Hack Music Theory, the fast, easy and fun way to make music! If youâre new to theory, or if you just want a refresher, then read our free book "12 Music Theory Hacks to Learn Scales & Chords". Itâll give you a super solid music theory foundation in just 30 minutes. The free download is below. Enjoy!
Right, first things first. We intentionally use the word âfaultâ in this context, because music is an art, so technically there canât be any mistakes. But, and itâs a big but, there can definitely be faults, as faults are weaknesses. And unfortunately, when songwriters and producers compose by ear, their music ends up with many faults!
For the record, though, itâs not their fault. Itâs the fault of our current music education system that focuses on classical and jazz, which are irrelevant for most songwriters and producers. This means they struggle finding resources to learn relevant music theory, which often results in them composing music by ear instead. This is a huge problem in the music world, and it was the inspiration for us launching Hack Music Theory back in 2016, so songwriters and producers could finally have a place to learn theory thatâs actually relevant to the music they make!
Now, letâs get back to that melody. So, what is the theory fault here? Well, it contains more than three stepwise notes from the scale. In the beginning of the melody, it goes: E, D, C, B. And in the middle of the melody, it goes: E, D, C, B, A.
We refer to this as the âpractising scalesâ fault, because whenever a melody goes stepwise through the scale (up or down), it literally sounds like the producer accidentally hit the Record button while they were practising their scales.
This fault is extremely common, as songwriters and producers who compose by ear donât have the confidence that theory gives you to experiment, so they tend to play it safe and stick with a lot of stepwise movements. You see, our ears will always be led by musical gravity to the predictable note, like resolving the 7 up to the 8. Boring! If we wanna make cool music that stands out, we need to use theory!
And by the way, if you were wondering, our example is in the key of A minor, which is all the white notes from A to A, and the tempo is 100 BPM.
You know whatâs interesting? Now that youâre aware of this fault, youâll start noticing it everywhere. It really is sad how common it is! But, thereâs a super easy hack to fix this fault. All you have to do is change a note (or two) in each scale segment, to break up that stepwise movement.
In our example, we only had to change one note in each segment to fix this fault. After this tweak, our melody now has no more than three stepwise notes, which is the maximum you want. Itâs truly amazing how changing just one note can have such a massive impact on a melody!
So to conclude, our Stepwise Melody Rule is to have no more than three stepwise notes in your melodies (unless for some good reason, you really really want that). Lastly, if you need more help writing melodies, then simply use our "Melody Checklist", which tells you exactly what to do and what not to do in your melodies. The "Melody Checklist" can be found in our Songwriting & Producing PDF. Thanks for being here in the Hack Music Theory community, we really appreciate you, and we'll see you next time. Until then, we're sending you good vibes and gratitude :)
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In partnership with the Huntsville Symphony School, the 3rd Grade Violin Program was established in 1997. Although the Athens City School System has long supported music education, instrumental programming is not available in the elementary schools. Most public school students rarely have the opportunity to touch, much less learn to play a string instrument. This program allows students of all ethnic and socio-economic backgrounds to receive training from highly skilled members of the Huntsville Symphony Orchestra School and to be involved in performances and orchestral field trips. Research suggest that not only does school and community-based music instruction have an impact on brain functioning, but that it could possibly make a significant difference in the academic trajectory of lower-income kids. Unfortunately, these are the students who typically have less access to music education programs. The violin program does three things for our students in addition to learning to play the violin: teaches them to succeed in a collaborative environment at the highest level, builds their personal confidence and self-worth, and encourages them to recognize that they exist as an important piece of a bigger picture. Each of these areas is crucial to developing healthy children who will contribute to the future of our community.


How to Attain 100% Readers in your Class: Proven Effective
Learning to read is one of the most important educational outcomes of primary education. Everybody will acquiesce that we all believe that reading is the beginning of fundamental learning and academic knowledge. The teachers are duty bound to teach every learner to read. However, the efforts of teachers alone appear to be not enough without the help from the parents. Parent involvement with the learning process is a good forecaster of early literacy and academic success of a young learner in the future.
According to Evans, Shaw, and Bell, parent involvement in early literacy is directly connected to academic achievement. Children need parents to be their reading role models with daily practice in order to navigate successfully through beginning literacy skills. Notwithstanding the fact our learners fall behind in term of literacy.
Some of the notable researchers have their remark on reading; Reading is crucial to the academic success of pupils and to the growth of a nation (Oberholzer, 2005; Oyetunji, 2011). Successful pupils in school are those who develop interest in reading because many of the subjects taught and class assignment given require reading comprehension (Darrel, 2005; Grams, 2003). Darrel (2005) and Oberholzer (2005) highlight that reading is a basic life skill and a cornerstone for success at school and throughout life; therefore, pupils who can read well can function more effectively in everyday school activities (Darrel, 2005; Oberholzer, 2005). It is believed that reading as well as language competency are both the means and the end to educational achievement (Jordaan, 2011).
The Department of Education recognized that the literacy needed to be given special attention as to why in support the department is continuously fulfilling its mandate, to make every learner a proficient reader, schools across the country were tasked to help learners develop their reading skills. The department, however, recognized that notwithstanding the effort and initiatives still the same is insufficient based on the results of national assessments for student learning.
As stated in the DepEd Memorandum no. 173 s.2019, it admits the following results: There are still many early grade learners struggling to meet the learning standards in early language, literacy and numeracy. The low achievement levels in English, Math, and Science appear to be caused by gaps in learnersâ reading comprehension. This means that there are many low performing learners who could not comprehend (read and understand) Math and Science word problems that are written in English. Hence, they were unable to demonstrate their knowledge in these content areas. Most alarming is that elementary and high school learners are still deficient in literacy skills both in language and content areas, more so in reading. In connection to this, the secretary of the Department addresses the dilemma by planning to reduce the number of learning areas in K to 3 from 7 to 5 to focus on foundational skills in literacy and numeracy in the early grades, particularly among disadvantaged students.
Teachers play an important role in the success of fighting illiteracy but equally important is the role of the parents. Leaving the responsibility to teachers without parentsâ support and involvement, literacy for every learner becomes difficult to attain. It has been proven that in order to attain literacy in primary level the teamwork of teacher and parent is required. The question is, how will a teacher involve parents? Especially those neglectful in supporting their childrenâs education.
Some of the tips a teacher may do get the involvement of parents in the literacy of their children.
Consistent and clear communication with parents is the key.
Always remind them how important their role in the literacy of their children. Some parents tend to lose interest in involvement, that is why reminding them of important tasks to be accomplished by their children may prevent said problem.
Do not bombard children with too many homework assignments. Instead, give them a performance task in reading, e.g., short video of one-on-one reading involvement with parent to be sent via messenger, which will form part of the grade. In this way parents will have to assist their children with one on one reading which is proven to be more effective in learning to read.
Choose appropriate material based on the capabilities and abilities of each learner.
Make a rubric of the performance tasks and explain to the parents that the said performance tasks in reading form part of their grade in the report card.
Be consistent, performance task in reading must be continuous throughout the whole school year.
Notify each of the parent regarding the status and development of a child in reading.
Give not only the learners a positive reinforcement but also parents for teaching their children, e.g., certificate of appreciation.
As the Holy Bible aptly says it so, âTrain up a child in the way he should go; even when he is old he will not depart from it. â Proverbs 22:6â
Article Written by:
Mark John Ortiz
San Juan Elementary School - Teacher III


This paper is taken from research which seeks to illustrate how English secondary school music teachers view creativity. It explores methodological issues regarding the eliciting of the views of teachers regarding creativity, with particular reference to the use of videotaped extracts of lessons during in-depth semi-structured interviews. Various research designs and results from previous studies are examined and the implications pointed out. A pilot study using a theoretical four-fold framework (pupil-environment-process-product) is reported. A qualitative research design was used to allow teachers to reflect on their own ideas. Music lessons on composition and improvisation from three schools were observed and videotaped. The teachers were interviewed and asked to complete a âMusical Career Pathâ. The process of analysis was assisted by a software package for qualitative research (i.e. NUDIST). The conclusions presented some subcategories that supported the initial framework and exemplified the complexities in defining the term âcreativityâ, pointing to a need for further enquiry. It is suggested that the use of videotaped extracts of lessons for the purpose of discussion with participants during the interviews, proved beneficial in exploring the teachersâ views of creativity. This method may have relevance for both researchers and practitioners interested in teachersâ attitudes.
|Publication status||Published - 2001|
- teachers' views
- music education
- qualitative methods


Toddler Musical Drum
Designed in Sweden, it is made Drumsticks store underneath the drum for clever, tidy toy storage.
SIZE: 3.5" x 6.5" x 6.5"
AGE RANGE: 18 mos.+
AWARD: Baby Toy of the Year, Sweden 2014
What is more joyful than watching a toddler rock out, body and soul?
Music stimulates nerve connections between brain cells that play an important role in cognitive development. Music and rhythm is a natural and important boost to a child's creativity.
When playing instruments, toddlers and preschoolers will use ears and eyes, large and small muscles. Children must practice eye-hand coordination. But more importantly, if your child learns an appreciation for music, you may see tremendous benefits:
Language and Music are interdependent. Research shows that growing up in a musically rich environment supports language development. Both music and language process in the same region of the brain. What's more, children with strong language ability have shown enhanced brain activity in the area that processes music.
Children are often flooded with different emotions and have difficulty articulating those feelings. Music and movement is a tool that helps release expression.
Numerous studies link enhanced spatial skills, math skills, and music education. Music involves ratios, patterns, and proportions as does math. Playing music, as opposed to simply listening to it, has long-lasting positive effects. One study found that six months of piano lessons at elementary school age improved a child's ability to do puzzles and other spatial tasks by nearly 30%.
Most importantly, music is in the human soul. Studies find people who enjoy music experience joy and have a higher happiness factor, on average.
BRIO was founded in 1884 in Osby, a small town located in southern Sweden. The firm has been creating quality products since that time. They have combined innovation with respect for the heritage of craftsmanship. Their mission is to create happy childhood memories. They believe in the magic of play. They support children's growth and development in a safe way. Today BRIO is a global company. They have been a Purveyor to the Royal Court of Sweden since the 1940s.
When designing toys, there are four key principles BRIO strives for:
- Toys should be safe to play with
- They must comply with BRIOâs high-quality standards
- They must be intuitively easy for the child to understand
- They must help the child grow through play
Brio has held onto wood as the primary material they use for their toys. Beech hardwood as a material is timeless and very durable. It is not endangered, and it is easy to replace. Their wood comes from renewable forests grown in forests from Southern Sweden to the Northern European mainland. No unique biospheres are destroyed. At Sweetpea Toys, we love BRIO because they are thoughtful about toy design, safety, play needs, manufacturing and the care of our planet.


When it comes to cultivating the land and ourselves, there is quite a bit we don't know. A humble realism is called for. One where we look and listen to actual places, and are open to new information. Any scientist will tell you there is a lot yet-to-be-known about their field. With each discovery, the working scientist realizes there's so much we don't know. And methodologists point out that there are some things that are just unknowable, using our current research methods. In the soil and in our guts, countless organisms work for the health of the system--our gardens and our bodies. We don't know all of the ways a single organism functions. But we do know diversity appears to be the law of sustainable ecosystems.
This month "Anthropene: Innovation in the Human Age" shared a research study finding pasture grasses and other plants thrive (in arid regions) under solar panels. Basically, it seems the solar panels create microclimates, which can conserve moisture (in arid regions and deserts moisture is often lost due to evaporation). The term agrovoltaics refers to the use of the same land for both solar arrays and agriculture. This makes good sense as we continue to need both food and energy as the population grows. We can't continue to cut down new forests for food. We have to learn to live on soil, to use the land for many things at once. In the US, Brazil, Congo Basin, and elsewhere around the globe, agriculture causes deforestation. All the work we do--to drive more/fly less, drive fuel efficient cars, walk and take bicycles instead of driving locally--goes to waste if carbon sinks, forests and swamps, are destroyed so that we can eat. Any time land can be used for two ends, that's a good thing. If it can be used for a dozen purposes at once, even better.
Because there is a lot that is unknown, yet-to-be-known, and unknowable using our current methods, being rooted in place, looking and listening to your place, is essential for finding new ways of living and being in balance with nature. In Eco-Literate Music Pedagogy I write: "Music education on soil begins on actual soil. Like growing a garden in a local place. Unlike global, generalizable knowledge, local places are not places of theoretical perfection. ... In music education on soil, we ask deep questions, such as what type of education will sustain life. And we look to lived practices (cases of people living sustainably in urban, suburban, and rural places) for inspiration. Like gardeners, because we stand on soil, we must be willing to relegate unsustainable practices to the compost pile, where, through the magic of Mother Nature, even the worst weeds become food for next year's life." If you have suggestions for how music educators can live better on soil, leave them in the comments.


Phase 1 Phonics
In Nursery, we focus on Phase 1 phonics which teach the underlying, foundational skills needed for reading and writing. Even if a child already knows the names or sounds letters make, these prerequisite skills are essential to give them the best start to their reading and writing journey. Phase 1 is divided into seven areas which are outlined below along with ideas of activities you could do at home. These aspects are designed to be 'dipped into' rather than taught in any particular order, with the exception of Aspect 7 which tends to be taught later once the children have had lots of practice of Aspects 1-6 and are developing good phonological awareness.


Craft Mix Modelling
Contents: Soft Clay, Silk ClayÂ®, plaster Gauze, modelling sticks, polystyrene balls and illustration sheets.
With this classroom set, children can creates lots of imaginative shapes and figures. Develops fine motor skills, creativity and concentration.
This mix provide a creative activity that is always popular with children â modelling. It comes with both Soft Clay and SIik ClayÂ®, two materials that are easily for small hands to work with. Children can roll, roll and shape it and itâs also fun to mix the different colours. They can make fantasy figures or use the illustration sheet as inspiration.
Modelling offers lots of advantages..
- Fine motor skill development: Working with modelling clay requires precise hand-eye coordination and fine motor skills, which are important for childrenâs development
- Creative expression: Modelling clay is a fun and creative way for children to express themselves. Children can create a wide variety of different shapes and figures, with only their imagination as the limit
- Strengthens concentration: Working with modelling clay requires that children concentrate on their work for longer periods of time. This can help strengthen their ability to concentrate and focus
|Retail quantity||1 pack|
|Content quantity||1 pack|


What Are the Special Characteristics of Native American Art Today?
Native American art has a rich history that spans thousands of years. It is deeply rooted in the cultural and spiritual beliefs of indigenous peoples across North America. Today, Native American art continues to thrive and evolve, blending tradition with contemporary influences. Here, we will explore the special characteristics of Native American art in the present day, highlighting its significance and beauty.
1. What is the significance of Native American art?
Native American art holds great cultural and spiritual significance. It serves as a medium to express stories, traditions, and connection to the natural world. It also plays a vital role in preserving and promoting indigenous cultures.
2. How is symbolism incorporated into Native American art?
Symbolism is a fundamental aspect of Native American art. It often incorporates motifs such as animals, plants, and geometric patterns, each carrying specific meanings. These symbols convey spiritual messages, reflect tribal histories, or represent elements of the natural world.
3. What are the common materials used in Native American art?
Native American artists utilize a variety of materials to create their artworks. These can include natural materials such as wood, stone, clay, animal hides, feathers, and shells. Additionally, modern artists also incorporate contemporary materials like glass, metal, and synthetic fibers.
4. How does Native American art reflect the diversity of indigenous cultures?
Native American art is incredibly diverse, reflecting the unique cultural identities of different tribes and nations. Each tribe has its distinct artistic style, techniques, and materials. From the intricate beadwork of the Plains tribes to the pottery of the Southwest, Native American art showcases the richness and variety of indigenous cultures.
5. How has Native American art evolved over time?
While Native American art has deep roots in tradition, it has also evolved over time. Artists have embraced new materials, techniques, and subject matters, incorporating contemporary influences into their works. This evolution allows for the continuation of cultural traditions while also reflecting the realities of the present day.
6. Is storytelling an essential part of Native American art?
Storytelling is integral to Native American art. Many artworks depict narratives, legends, or historical events, often passed down through generations. These visual stories not only entertain but also educate and preserve tribal histories.
7. How does Native American art connect to spirituality?
Native American art is deeply intertwined with spirituality. It serves as a means to connect with the spiritual realm, express religious beliefs, and honor ancestral spirits. The creation of art is often considered a sacred act, with artists acting as conduits between the physical and spiritual worlds.
8. How do Native American artists balance tradition and innovation?
Native American artists face the challenge of balancing tradition with innovation. While they honor their cultural heritage, they also strive to express their individuality and explore new artistic directions. This delicate balance ensures the continuity of tradition while allowing for artistic growth and expression.
9. What role does Native American art play in contemporary society?
Native American art plays a vital role in contemporary society fostering cultural pride, raising awareness about indigenous issues, and challenging stereotypes. It serves as a platform for indigenous voices and contributes to the cultural diversity of the art world.
10. How can one appreciate and support Native American art ethically?
To appreciate and support Native American art ethically, it is essential to educate oneself about indigenous cultures, respect their traditions, and purchase artwork directly from Native American artists or reputable galleries. This ensures that artists receive fair compensation for their work and that cultural traditions are respected.
11. How does Native American art contribute to the economy of indigenous communities?
Native American art provides economic opportunities for indigenous communities. It serves as a source of income for artists and contributes to the overall economic well-being of tribes. Additionally, the sale of Native American art often supports community initiatives such as education, healthcare, and cultural preservation.
12. How can Native American art be preserved for future generations?
Preserving Native American art for future generations requires a multi-faceted approach. This includes supporting indigenous art education, engaging in cultural exchange programs, establishing museums and galleries dedicated to Native American art, and advocating for the protection of indigenous cultural heritage.
13. How can non-indigenous individuals learn more about Native American art?
Non-indigenous individuals can learn more about Native American art visiting museums and galleries, attending art exhibitions and cultural events, reading books and articles on the subject, and engaging with indigenous artists and communities. It is crucial to approach learning with respect, openness, and willingness to listen to indigenous perspectives.
In conclusion, Native American art today embodies a fusion of tradition and contemporary influences, reflecting the diversity and resilience of indigenous cultures. Its symbolism, storytelling, and spiritual connections serve as a powerful means of cultural expression and preservation. By appreciating, supporting, and learning about Native American art, we can contribute to the continued vitality of indigenous artistic traditions.


Collaborative learning: An instructional strategy for effective teaching and learning of creative arts at Onwe m/a â2â primary school
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The study of Creative Arts is very essential in the education of children because it equips a child the creative and problem-solving skill. Thus, skills acquired in Creative Arts play significant role in national development. Despite the relevance of studying Creative Arts for national development, students do not seem to have interest in pursuing Art as a subject to the highest level of education. Many schools in Ghana mostly depend on generalist teachers to implement Creative Arts curriculum, consequently, the effective teaching and learning of the subject has been in crisis since its inception in the Ghanaian primary school curriculum in 2007. The purpose of this research was to examine the factors that hinder effective teaching and learning of Creative Arts and adopted Collaborative learning framework as an intervention to facilitate effective teaching and learning of the subject at the primary school level. The study employed qualitative research design. Purposive and simple random sampling were adopted to sample 30 lower and upper primary pupils and 6 teachers as respondents. Direct observation and interviews were used in data collection and data analysis in the classroom environment of Onwe M/A â2â primary school. Results of the study were descriptively analyzed to evaluate the efficacy of Collaborative learning framework as an intervention to improve effective teaching and learning of Creative Arts. The intervention changed the classroom dynamics and fostered active and participatory learning through engagement. The evidence conclusively attests to the fact that teaching and learning of Creative Arts in the primary school is ineffective and left in the hands of generalist teachers who do not make the effort in teaching the subject. Finally, recommendations were made that, teachers must plan activity-based lesson to facilitate pupilâs engagement for effective teaching and learning of Creative Arts in the primary school. Again, education stakeholders must organize periodic workshops or In-service training for classroom teachers to augment their instructional skills and also be abreast with new developments and trends in the field of teaching.
A thesis submitted to the Department of Educational Innovations in Science and Technology, College of Art and Built Environment, Kwame Nkrumah University of Science and Technology in partial fulfillment of the requirements for the Degree of Master of Philosophy in Art Education.
Collaborative learning, strategy, effective teaching, creative arts, Onwe m/a â2â primary school


Reading comprehension refers to a personâs understanding of the text he is reading. Unfortunately, if a child is required to browse through a thick book, he might find it hard to digest the wealth of information that is presented to him.
Reading comprehension is a vital skill, especially for kids. If you want your children to absorb all the important information in his books, then here are reading comprehension strategies that can help him out:
Help Him Draw a Mental Picture
Kids find text boring and images more interesting, that is why they prefer comics and picture books to lengthy manuscripts. In order to help your kid comprehend the story they are reading, it will help if you encourage your child to draw a mental picture in his head. Let him use his imagination â and he will be able to grasp the story fully â and ask for more childrenâs books!
Encourage Him to Speak Out
Most of the time, kids do not like to ask questions from their parents or teachers because of embarrassment, as well as fear of what they have to say to him. If you want your child to improve his reading comprehension skills, then motivate him to speak out in case he does not understand certain words or sentences in books or e-books. Giving him the freedom to raise questions, as well as answering his questions empathically, can help him understand what he is reading, and not just fake his understanding of reading.
Let Him Mark âStrangeâ Words or Passes
There might be words and passes that your child finds confusing. Urge him to mark these words and sentences by encircling or underlining them. Get back to these passes and help him browse through and understand these phrases after he is done reading.
Ask Your Child Questions After Reading
One way to check if your child has understood the text he read is by asking questions after he has finished the book. Do not make him feel like you are his teacher, expecting him to answer correctly. Ask questions casually, as if you are just starting a conversation with him. Not only will it foster parent-child boring, it can encourage your kid to understand the stories better so he can share his thoughts with you.
Improving your childâs reading comprehension skills can take some time. However, if you follow these strategies, you can help your kid exceed in school because of his hastened ability to digest and absorb pertinent information.
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