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Youth Music Study Presents Proof that Modern Music Ed Can Encourage School Attendance Among Hard-to-Reach Youths
Youth Music, a national charity in the UK that invests in music-making projects to bring opportunities for learning new musical genres to children of towns in want of such initiatives, has been calling on schools to overhaul their music lessons. The organization recommends the inclusion of hip hop, electronic music and other contemporary musical genre, as a means to encourage attendance among hard-to-reach youths.
In order to prove this point, Youth Music conducted a 4-year study collaborated with Birmingham University to show how schools that fail to include modern musical categories tend to discourage young people from taking part in the school’s music curriculum even at the onset of programs.
The study involved setting up partnerships between secondary schools and contemporary community music organisations, as a means of examining the impact of including modern music lessons in the school’s curriculum.
In encouraging nearly 1,000 pupils aged between 11-15 years old, to take part in programmes delving on modern music, the research study was able to reach young people who would have otherwise excluded themselves right at the onset. The study concluded to show that programme attendance was maintained at high levels, by as much as 95% throughout the entire set of sessions.
Even those who had already been excluded, attested that the new music programme inspired them to return to mainstream school. Moreover, researchers noted that participants in the new music programme showed improved performance in English and math lessons; proving related studies that engagement in lessons for learning music can positively impact student performance in other subjects.
The chief executive of Youth Music, Matt Griffiths said that they were able to provide evidence that young people’s personal and social development can be greatly influenced through modern music-making curriculum. He remarked of hearing consistent comments coming from young people that existing music programmes in schools, the one place where they can access music education, do not reflect their musical passion and lives.
Unfortunately, the sad reality in the UK is that access to music education in general, has become limited because school music departments are currently disappearing.
Youth Music Calls on Government to Ensure Schools Include Music in their Curriculum
In light of those findings, Youth Music is calling on the government to protect music education in schools by making certain all pupils receive at least one hour of music lesson per week. The national charity further suggests for schools to give less focus on attainment, and instead give attention to creative music-making.
In line with the Youth Music’s recommendation, the organisation met with the Department for Education to present a 21st-century music curriculum, which draws on existing musical tastes, music interests and listening habits of young people. The modern curriculum also supported previous calls for schools not to be rated as “good” or “outstanding” based on Ofsted judgment. Not unless the school professes a strong commitment to teaching arts and culture.
In response, a Dept. for Education representative said
Read More Youth Music Study Presents Proof that Modern Music Ed Can Encourage School Attendance Among Hard-to-Reach Youths
“We (DfE) wants all students to have the opportunity to learn music at school – that is why we have made music education for students ranging in ages between five to 14, compulsory in the national curriculum.”…”Also, we are currently working with music practitioners and various groups to refresh the national plan for music education, in order to develop a high-quality model music curriculum.”


Reading and Writing Instruction for Second- and Third-Grade Classrooms in a PLC at Work®
Discover how to design standards-aligned instruction, assessment, and intervention that support the literacy development of every second- and third-grader. This resource contains best practices for collaborative teams looking to improve their students’ reading comprehension.
Your instructional strategy guide to supporting the literacy development of every second- and third-grader
Fully prepare students to begin the pivotal transition from learning to read to reading to learn. Written for individual teachers and collaborative teams, this resource outlines how to craft instruction to ensure every learner masters literacy expectations in second and third grade. Readers will gain a wealth of strategies and practices for designing standards-aligned instruction, developing quality assessment, providing timely interventions, and more.
- Understand the role professional learning communities (PLCs) play in literacy development.
- Learn how teams of teachers can maximize their collective strengths to make profound impacts on student literacy and reading comprehension.
- Obtain instructional strategies and tools, such as the pre-unit protocol (PREP), for unpacking and clarifying literacy standards.
- Observe how to collaboratively score quality assessments as a team and conduct effective data inquiry and analysis.
- Study the powerful impact literacy has on student engagement and inclusivity in grades two and three.
Product Code: BKF915
Published By: Solution Tree
Page Count: 312
“Packed with theory and practice ideas, this book is sure to help educators maximize their collaborative team time and improve teaching delivery. Sarah Gord and Kathryn E. Sheridan zoom in on second and third grade to give a comprehensive view of what is possible when teams boost targeted instructional strategies, differentiation, and collaboration.”
“Finally, a grade-band-specific book that thoughtfully aligns literacy instruction to the PLC process, achieving two goals simultaneously. Any district currently revising curriculum would benefit greatly from this book.”
“This wonderfully detailed guide for teachers is guaranteed to be a well-used resource for demystifying reading and writing instruction in second and third grade. Teachers will appreciate the practical strategies for planning, teaching, and assessing students’ progress. Sarah Gord and Kathryn E. Sheridan clearly know their subject well and convey the supporting research in a powerful, teacher-friendly way. Plan to keep this book on your desk for easy reference.”
Explore these powerful tools to help reach your goals.


The alphabet letter sticks we’re using this month are awesome manipulatives for alphabet review and literacy development. We’ve been using them all month along with our A-Zoo Animals theme. Mother Goose Time sent the sticks and printed letters which I cut apart and glued onto the craft sticks. They’re colorful and the kids love to look for “their letters”!
Letter Sticks are a simple tool but they grab children’s attention and are a way for children to physically get their hands on letters. I keep our can of letter sticks in my circle time materials so we can use them daily. They would also be great in a library area or book corner so children can use them independently.
Make your own literacy tools
You can easily make your own set of letter sticks with craft sticks and a marker. Or print labels and attach them to the stick. It may help to cover the letters with tape so they hold up to use and play. Below, this group is working on literacy skills when we were learning about B is for Bird.
The Letter Stick labels provided by Mother Goose Time feature both the uppercase and lowercase letters on the same stick, but you may decide to label with only uppercase letters if your child is just beginning to learn their letters.
Another set could be made for lower case letters once they are introduced. Or write the uppercase letter on one side of the stick and the coordinating lowercase letter on the other side.
Ways to Use Letter Sticks
Here’s a variety of ideas for using letter sticks. Choose a different activity each time or based on the development of the child.
- Select a letter stick. Identify the letter. If you correct, keep the stick. Otherwise, return it to the cup and try again.
- Choose a letter stick. Look for that letter in a book.
- Use the letter sticks and alphabet cards to play a matching game
- Spell words
- Put the alphabet in order
- Find the letters of your name
- Select a letter stick and then make that letter with pipe cleaners, ribbon or play dough
- Make a set of uppercase letters and lowercase letter sticks. Match the letters.
- Each child draws a stick then puts themselves in alphabetical order.
- Choose a letter stick. Write the letter.
- Identify the sound the letter makes.
Letter Sticks can be used with children of all ages and literacy development. You may ask a younger child to find the letter on the stick in a word or a title of a book instead of looking through a whole book which may be overwhelming.
At circle time, each child can pull a letter stick and look for that letter on the circle time display.
Letter sticks have become a staple in our daily activities! Find a way to use them with your little learners.


We typically see our children as being in school and learning or being out of school and playing. Here at Young Engineers we aim to combine both. We find that our children see their classes as games; in Lego Challenge they build a cake mixer, we bring bowls and ingredients and we make a mess, however in the process we also tell them about gear transmission and the variation of power and speed depending on the gear setup.
As children go from being toddlers to through their early schooling and all the way through to age 15, they are constantly developing their motor skills from the obvious things like learning to stand and walk (types of gross motor skills) to learning to control their hands and fingers to write all the way through to being a teenager and working to develop sophisticated skills to play the electric guitar (all types of fine motor skills)
The pieces of K’NEX in our Big Builders programme are larger, with colours that are easily distinguished by younger children in the earlier stages of motor skill development. By the time they are 7 their motor skill is developed enough to enable them to build more complex models and to distinguish between the much smaller Lego pieces. As they build their model, our Young Engineers are exposed to a wide range of basic movements: gripping, connecting, beading and separating, all the time building their motor skills.
In 2014 Psychology Today published an analysis of several academic papers which noted that a child’s fine motor skills were a strong indicator of academic achievement in later life. You can read more about the study here.
In our classes the children build their models by themselves, using their own creativity and problem solving abilities. As they build they are also learning about how to set goals, how to gather the information needed to build their model and once completed they get to dream up ways to make their model better, all based on their own imagination.
All of our programmes follow a structured curriculum with our engineers learning new skills each lesson, however we suspect that if you ask them they’ll tell you they were playing and having fun and we hope that we create an environment where learning is an adventure for them.


Pupil Premium spending at William Torbitt
The Government introduced the Pupil Premium Grant in April 2011. This grant, which is additional to main school funding, is seen by the government as the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and their wealthier peers, by ensuring that funding to tackle disadvantage reaches the pupils who need it most. The Pupil Premium is allocated to schools and is clearly identifiable. Schools can decide how the Pupil Premium is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility.
KEY PRINCIPLES FOR USING PUPIL PREMIUM AT WILLIAM TORBITT PRIMARY:
1. William Torbitt has a school-wide commitment to raise achievement for pupils who are eligible for Pupil Premium and knows these pupils must make faster progress than non-eligible pupils, and is determined to achieve this.
2. William Torbitt does not confuse eligible pupils with low ability, and strives to ‘bring out the best’ in this group of pupils and support them to achieve the highest levels.
3. William Torbitt creates an overall package of support aimed to tackle the range of barriers including; attendance, behaviour, external factors, professional development focusing on improving outcomes for eligible pupils, improving the quality of teaching and learning, language acquisition, parental engagement, opportunities for first hand experiences and development of literacy and numeracy skills.
4. William Torbitt uses assessment systems to track and enable thorough analysis of data (Reading, Writing and Mathematics) to identify pupils who are underachieving.
5. William Torbitt directs resources and interventions in an aim to accelerate progress of eligible pupils and close the attainment gap compared to their peers.
6. William Torbitt uses data to carefully track the impact of targeted spending (interventions, projects or pedagogy) on attainment and progress of eligible pupils.
7. The Pupil Premium Leader and the Headteacher have a clear overview of how funding is allocated and the difference it is making to the outcomes of pupils termly.
8. William Torbitt ensures class teachers, year group leaders and subject leaders know which pupils are eligible for Pupil Premium, so they can take responsibility for accelerating progress and accountability is shared across the school.
Please click HERE for a summary of pupil achievement across the school 2018
Please click HERE to see the school’s performance information on the Department of Education Website.
Please see our ‘Pupil Premium Planning and Evaluation Outline 2018-2019’ here.
Please see our ‘Pupil Premium Planning Outline 2019-2020’ here.
Please see our Sports Premium section here.
Please see our Disadvantaged Pupils strategy statement here.


Elementary Education Degrees in West Virginia
When it comes to educational needs, states with largely rural populations often suffer the most. This is true in the state of West Virginia, where rural districts often find it nearly impossible to get the funding and educators they need. Are you ready to do your part to turn that around? If you are, earning a degree in elementary education could be the first step. As an elementary school teacher, you may be able to learn the proper teaching techniques for different areas of study and put them to work in a classroom.
Becoming an Elementary Teacher in West Virginia
Getting the proper undergraduate or graduate education is the first step to becoming a licensed teacher in West Virginia. Use our list of top elementary education programs to reach out to schools in your community.
The field of education is tightly regulated, not just in West Virginia but in the entire country. As an aspiring teacher in this state, you have to be on top of changes that may influence your daily work and long-term goals. West Virginia legislators recently rolled out a new accountability system for West Virginia educators (West Virginia MetroNews, 2017). This system includes assessments for teachers and students that gauge how much students learn each year.
It’s crucial to find a teacher training program that fully utilizes your skills and previous education in this field. Request information from schools to find out how you can earn a degree in elementary education.
Getting Your Elementary Education Degree in West Virginia
Why is it important to get in touch with multiple schools? You never know which program will be a good fit for you! If you learn best in small classes, you may want to choose a program with a low student-to-teacher ratio. If you prefer a hands-on learning environment, you may select a program that offers lots of classroom learning rotations.
When you start comparing programs, there are several ways you can narrow down your list of potential schools. Look into the learning outcomes of each school. This may show you what you may expect to learn by the time you graduate, which makes it easier to find a school that is in line with your career goals. Another way to assess a school is to look at its required and elective course options.
From start to finish, elementary education programs last about four years. Master’s in elementary education programs are slightly different, since they require a Bachelor’s degree; if you go this route, plan on spending two years in school. You have to take approximately 60 credits in general education classes before starting your teacher education. As you explore different teaching theories, you may put them to work in classroom rotations. Use this time to connect with other teachers and build a solid reputation for yourself.
Elementary Education Course Options in West Virginia
- Literature for Children
- Professional Inquiry in Education
- Music in Elementary School
- Materials and Procedures in Teaching
- Instructional Design and Evaluation
- Math Methods for Elementary Teachers
- Music in Elementary School
- Managing and Organizing Learning Environments
- Foundations of Language and Literacy
- Promoting Literacy Connections
Student teaching is the most rigorous test of your growth as a teacher. You get assigned to a classroom in a nearby school. You get to spend the entire semester in this classroom, using your knowledge to tackle different classroom situations and make a great impression on your supervising teacher. Even elementary education online degree programs require student teaching, as classroom experience is mandatory for a West Virginia license.
Ready to get your license? Your next stop is the West Virginia Department of Education. After passing the Praxis II, you may get your three-year teaching license.
The future of education determines the future of America. Make your mark on this industry now by getting in touch with elementary education programs in West Virginia.
Working as an Elementary Educator in West Virginia
The field of education has been stable in West Virginia for the past few years. This trend may continue through 2024, giving you time to benefit from steady growth in education. Between 2014 and 2024, job openings for elementary educators may jump 3% (O*Net, 2017). West Virginia elementary educators bring in a mean income of $45,520 per year (Bureau of Labor Statistics, 2017).
In rural states, it’s important to have a strong network of contacts that can help you acclimate to the challenges of teaching. That’s why it’s recommended that you join groups like the West Virginia Education Association, which brings continuing education opportunities and networking events to WV teachers.
Don’t wait any longer to pursue a career that you love. Browse our list of West Virginia teaching programs and get in touch with those that catch your eye.
SEARCH YOUR STATE
- District of Columbia
- New Hampshire
- New Jersey
- New Mexico
- New York
- North Carolina
- North Dakota
- Rhode Island
- South Carolina
- South Dakota
- West Virginia


The website for Witnesham Primary can be found here.
Mathematics is therefore a core subject with high status in the School Curriculum. All children have a daily maths lesson as well as opportunities to use their skills in the context of other subjects across the curriculum. The School is committed to enabling all pupils to acquire good numeracy skills. All children are encouraged to explain their understanding and use mathematical vocabulary to express their understanding.
Number work is a major component of the Maths Curriculum Throughout their primary years
children use a range of materials and practical resources to support their learning. Our
planning framework, Abacus Active Learn, ensures that concepts are revisited
regularly, allowing children the opportunity to consolidate and build upon their
knowledge and skills. We aim to extend children’s understanding and use of
the four number operations and children are encouraged to explore number
relationships, sequences and patterns in order that they may develop a range
of methods based on understanding. Children are taught to apply this learning
to solve a wide range of mathematical problems. As far as possible these problems
are presented within real life contexts as appropriate to the children’s stage of learning.
Back to curriculum page
Maths is used in every aspect of our lives at work and in practical everyday activities at home and beyond. We use maths when we go shopping, plan a holiday, or decorate a room. Good numeracy is essential to us as parents helping our children learn, as patients understanding health information, as citizens making sense of statistics and economic news. Decisions in life are so often based on numerical information: to make the best choices, we need to be numerate. (www.nationalnumeracy.org.uk)
We encourage children to explore, make predictions, analyse data, measure and compare in order to build on their understanding of the world around them and to maximise the opportunities for learning. Above all, we hope that the children we teach will be excited by their mathematical discoveries and so develop a passion for learning new skills and concepts.


This study investigated the effects of teaching vocabulary words in thematically versus randomly grouped sets in the context of various forms of rich vocabulary instruction. A group of 62 fourth graders was taught 49 selected words. There were 19 students in the Frayer control group, 21 students in the Rich Mixed group and 21 in the Rich Thematic group. Each group received a form of rich vocabulary instruction. The Rich Mixed group received instruction that focused on student friendly definitions, examples and non-examples, text reading, and student discussion about word use. The Rich Thematic group received the same instruction. The Frayer control group's instruction was based on finding synonyms and antonyms and using each word in a sentence. Statistical analysis revealed that learning words in thematically grouped sets in the context of rich vocabulary instruction did not yield a statistically significant difference over learning words in a randomly grouped set in the context of rich vocabulary instruction, although students who learned words in thematically grouped sets did slightly better. All three groups showed significant growth from pretest to posttest with rich instruction and words taught randomly and thematically. The major finding was that the Rich Thematic instruction group had scores that were statistically significantly greater than the combined random instruction group.
The results indicated that teaching words in randomly grouped and thematically grouped sets is effective when both approaches are used in the context of rich vocabulary instruction. These results contradict findings from other studies indicating that presenting words in related sets causes interference with learning words. This study adds evidence to the body of research literature showing that rich vocabulary instruction with word learning activities in which students make connections to other words and concepts does facilitate vocabulary growth. The conclusion is that rich vocabulary instruction should be a part of vocabulary instruction. The added component of grouping words for study into thematic groups can be an effective approach to teaching vocabulary words. However, the same results might be achieved without thematically grouping words. The main factor in effective vocabulary instruction is that the instruction is rich.
|School Location:||United States -- Alabama|
|Source:||DAI-A 72/10, Dissertation Abstracts International|
|Subjects:||Elementary education, Literacy, Reading instruction|
|Keywords:||Rich instruction, Semantic grouping, Thematic grouping, Vocabulary instruction, Word categorization, Word learning|
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Early Childhood Learning Education: Improving Child Development Through Early Learning
Generally speaking, when one thinks of early childhood education, the assumption of this is one which encompasses the stereotype of ‘glorified babysitting’ and the teaching of ‘ABCs…’ and 1, 2, 3…” Well, say ‘so long’ to such!
The starting point to understanding early learning and education is simple. Think about the first years of a human being. You learn to see, to speak, to touch, to feel, to understand; all of which construct the basis of a personality. Once this personality is formed, so are attitudes and values which then guide a child’s behaviour and feelings, which resonate throughout their entire lifetime.
But what is early learning and how is it classified as education? In Australia, early learning centres have become synonymous with schools; childcare is now considered as part of the education sector. For the first time, the Australian government has acknowledged that learning is paramount to the development of a child, leading to the formation of educational outcomes, as found in the Early Years Learning Framework EYLF.
These outcomes are centred on the idea of the progression:
Advancing in skills
Advancing critical thinking
What differentiates early learning programs from conventional learning programs?
Early learning is concerned with the development of a child, as appropriate to their age. With this, learning is no longer confined to the 4 walls of education; pen, paper, textbook and teacher. In fact, learning in a childcare setting flourishes through equipment, teacher-guidance, thinking and 21st century skills.
There is no one kind of thinker. There is no one kind of learner.
With this, childcare centres are concerned with the founding of children as citizens. No longer is the world concerned with robot-like, by-products of society. In fact, the largest companies, in a global context, seek abstract, proactive and leader-like thinkers who can bring innovation and ideas to the table.
Take Apple, for example, one of the most successful corporations in modern history. When opening up the page titled ‘Jobs at Apple’ on their website, you are confronted with the statement “There's a place here for every kind of brilliant.” Nowhere in that statement does it denote that there is a restricted criteria or specific skill required to work with the most renowned company in the world.
This is the difference! Early learning is now boundless. The settings are often linked to art, prompting creativity, activities are often linked to ‘hands-on’ experiences, prompting critical thinking and educators are often linked to facilitators, prompting individuality. These are factors that all contribute to moulding 21st century thinkers.
Never too early for an early learning centre...
Abstract thinking can be founded from as early as 6 weeks old. Every single mannerism and reaction of a child is subject to an external influence, which means that ‘learning’ can be synonymous with ‘developing’ in the early years of a child’s life. Early learning can help facilitate child growth.
Want to know how early learning centres can facilitate your child’s future? Call 1300 668 993 to find out more.


Common Core Standards:
Next Generation Science Standards
Standard: Use observations to describe patterns of what plants and animals (including humans) need to survive. [Clarification Statement: Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and, that all living things need water.]
Time : One hour
Grade Level: Kindergarten – 2nd Grade
- To help students learn which food is fruit.
- To introduce the concept of healthy food.
- To introduce concept of where food comes from.
- Print the template of the color fruit basket from the website:http://www.first-school.ws/activities/nutrition/fruits/basket.htm
- Markers or crayons
- Printouts of different fruits
- Apple slices (optional)
- Oliver?s Fruit Salad book (online version: http://www.magickeys.com/books/fruit/)
- Go to the website (http://www.first-school.ws/activities/nutrition/fruits/basket.htm) and print the color baskets and the fruit templates. Tell the students that we are looking at fruits only, so they begin to understand what is considered a fruit and what is not.
- The students should cut out two pictures of the baskets.
- They will glue those two pieces of paper together along the edges so you can see the basket on both sides. (Do not glue the middle, it is intended so the students can put their fruit inside of the ?basket?).
- Then the students will cut out the fruit they would like to put in their basket and color them in.
- The students should put the first letter of the fruit on the back of the paper.
- After finishing their baskets, the students can now enjoy apple slices (if provided).
- While they eat you can read the book ?Oliver?s Fruit Salad? by Vivian French (http://www.magickeys.com/books/fruit/) and explain the connection between Oliver and the students (ie ask questions like ?Oliver likes grapes. Does anyone like grapes too??).
- Remind the students that some of the fruit that they put in their baskets will be growing in the garden and they will be able to help them grow.
Basis of project found here –http://www.first-school.ws/activities/nutrition/fruits/basket.htm
Lesson Plan collaborated with Claire Hindsley, Elementary Education Major at Purdue University
A?Fruitful Basket?- PDF


Resources › For Educators What Teachers Can Do About Misbehavior in the Classroom Keep minor issues in check with a simple action plan Share Flipboard Email Print skynesher / Getty Images For Educators Teaching Policies & Discipline An Introduction to Teaching Tips & Strategies Community Involvement School Administration Technology in the Classroom Teaching Adult Learners Issues In Education Teaching Resources Becoming A Teacher Assessments & Tests Elementary Education Secondary Education Special Education Homeschooling By Melissa Kelly Education Expert M.Ed., Curriculum and Instruction, University of Florida B.A., History, University of Florida Melissa Kelly, M.Ed., is a secondary school teacher, instructional designer, and the author of "The Everything New Teacher Book: A Survival Guide for the First Year and Beyond." our editorial process Melissa Kelly Updated March 19, 2020 Teachers deal with misbehaving students on a daily basis and generally resolve them without major disruptions. But left unchecked, even minor naughtiness can escalate into a bigger issue. You can combat many of the common classroom misbehaviors before you need to turn to your formal discipline plan. Major disruptions like belligerence and cheating require more direct action. The sooner you can stop a child from misbehaving, the more likely you are to prevent a larger problem. 01 of 07 Passing Notes Note passing disrupts not only the students involved but also those sitting near them. Try to catch the students in the act. Confiscating the notes makes a big impact. Some teachers hand confiscated notes back at the end of class, while others read them and throw them away. The choice depends on your personal style. 02 of 07 Talking Excessive talking can be truly disruptive. Walk near the students so they realize you are listening. Sometimes this alone hushes them. If not, stop talking yourself and use nonverbal cues to indicate your displeasure. The students in question should notice the silence and will probably stop talking too. 03 of 07 Getting off Task Students can be off-task in a number of ways. They might be daydreaming, completing homework for another class, or even surreptitiously texting on their cellphone. If this is not a chronic occurrence, try simply walking near the distracted student while you continue teaching. Your sudden presence near his desk may shock the student enough to recapture his attention. However, if this doesn't work or if it's occurred with this student before, you probably need to implement your discipline plan. 04 of 07 Clowning Around Nearly every class has at least one clown. The key to dealing with a class clown is to channel that energy to positive behavior within the class. However, realize that clowning around can quickly escalate into full-scale disruption. Talking to the student before or after class and giving her responsibilities within a class can help keep this attention-seeking behavior in check. 05 of 07 Calling Out Requiring students to raise their hands helps you maintain control of discussions and use best practices such as wait time and questioning techniques. Be consistent about enforcing raised hands from the beginning. If, despite your best efforts, students continue to call out in class, ignore their answers even if they're correct, and only call on those with hands raised. 06 of 07 Sleeping in Class Hopefully, this will be a rare occurrence in your teaching career. However, if you have a student who falls asleep, you should quietly awaken her and pull her aside. Investigate whether there's a reason, other than boredom. Is the child sick, working late, or having problems at home? If this is not a common occurrence for this student and you have lingering concerns, you might want to send her to the school guidance counselor for additional help. 07 of 07 Being Rude Rudeness can be the most troubling behavior. When a student generally has a rude attitude toward you, it can be disheartening. If a student calls you a name or otherwise blatantly disrespects you, take action by following the school's policy for issuing discipline referrals. This generally involves filling out a standardized form referring the student to the principal, vice-principal, or another administrator. You are asking for assistance with a discipline problem if you take this route, but in the case of a rude or openly defiant student, it's best to enlist the resources of the school to help deal with the problem. However, if you merely get sideways looks and a surly attitude, it's best to pull the student aside and discuss this with him. If necessary, calling for a parent-teacher conference may help you to get to the root of the problem.


Using this resource become a scam-wise champion by learning about different types of scams. Identify ways to protect yourself, family and friends
In 2018/19, CCEA initiated a curriculum monitoring programme, designed to allow us to hear the views of teachers and other stakeholders about the
The tasks in Units 1-4 are designed to encourage students to explore language, dialect and poetry.
Assessment for Learning (AfL) is used for formative purposes, and it is built into the learning process. It can help inform both teachers and pupils
This document supports the assessment of Communication and provides examples of what you would expect pupils to display at each level in Communication
The following resources provide activity ideas for teaching Drama at Key Stage 3.
These numeracy units for Key Stage 3 learners with cognitive difficulties use engaging scenarios based on local life to develop their numeracy skills
Ciallaíonn ‘Gach Spórt do Gach Duine‘ gur féidir gach spórt a oiriúnú ar bhealach éigin le go dtig le gach imreoir a bheith páirteach ann, bíodh siad
Aimed at teachers and those who are interested in the curriculum, these resources support the development and understanding of Thinking Skills and
This course will guide you through programming with C#. Learn about C# syntax, decision making, lists, methods and more. You will learn how to write C
The WOW Factor is a series of units for each year group. Each unit provides learning, teaching and assessment opportunities that can be run for four
Áis Saoránacht Áitiúil agus Dhomhanda d’Eochairchéim 3. Tá an áis seo ann le tacú le múinteoirí agus le scoileanna moltaí an churaclaim maidir le
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Making paper flowers is a really fun & easy activity to do with kids of all ages. Plus, this spring activity is a fantastic way to kick in the warmer weather and refreshing signs of growth! This activity creates a beautiful paper flower with lots of room for variation and creativity!
Paper flower making activities satisfy even the craftiest of human beings. Plus, there are loads of benefits including:
- Fine motor skill development
- Practical life applications such as scissor cutting
- Process Art
- Learning about the seasons and life cycles
Paper crafts for kids are actually quite easy to put together and kids can help prepare the materials by cutting the strips and placing the materials out.
How to Make Curled Paper Flowers
- Paper (I used cardstock.)
- Guillotine cutting board or ruler
- Unsharpened pencil
How to Make Paper Flowers
- Cut paper into ½ to 1-inch strips, depending on how thick you want each flower.
- Wrap the paper strips around a pencil to create the curls.
- Also, cut thin strips for stems and cut leaf shapes. (You can cut two at once by folding the paper in half and cutting along the seam.
- Create a flower by gluing the stem and leaves to a plain sheet of paper. Add puddles of glue where you want to place the flower curls. Place the curls on top of the glue and press the curls down.
- Allow drying completely before displaying.
Easy Steps to Make a Paper Flower
Kids will have a blast creating their flower scene! What are your favorite papercrafts with kids?
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This child is three and a half and found that after examining her face she needed to trace the mirror she had been using. She has been exploring the shape of a circle and the concept of “round”. This is another extension to her first inquiry. Every time this child explores the concept of “round” she does so in a way that is tactile and concrete. Building her understanding by using her senses. Next her hand is traced. And I did not inspire these learning experiences. This child wanted to paint so we set it up and away she went with her own ideas.
This child is in between the early literacy stage of scribbles to symbolic representation of objects, thoughts and ideas. Literacy development takes years and is not a process to be rushed or forced. As a Teacher it is my job to create and set up an environment that allows children to naturally engage in ways to express themselves. Allowing the developmental process of learning to happen through “play”. I can add, extend and dialogue with each child to find where he/ she is on the literacy and artistic journey.
Going back and forth between the scribble stage and symbolic representation is normal development and is a process we do not need to rush. I love to observe, listen and question to find out how to add more challenging materials and curriculum that supports the early literacy and artistic development emerging before my eyes. The letter “K” and “I” are represented above. This did not happen due to my influence though, it happened out of pure chance. And this child took time to really examine what she had created. I did not comment for fear she was not ready for these symbols to have meaning. If by chance she wasn’t ready, they would soon be covered up with more paint. So be careful about commenting on a child’s work. We want to respect their free expression without our bias.
Play-dough is a staple in most early learning programs due to the fact that is is a wonderful open-ended way for young children to develop eye-hand coordination, strengthen fine motor skills and be as creative as they want! You don’t have to provide cookie cutters for perfect pictures in the dough. Allow children to form their own expectations with objects you may not normally think of to use. Incorporate colors so children continue to explore and discover not only real world shapes, but real world colors. We don’t always have to add traditional boxed curriculum ideas. Break down barriers on how to learn and allow the natural scientist to emerge! 🙂
By only placing primary colors on the table at first, this child created green and purple was next! The look of pure joy and discovery on this child’s face made me so happy! Her art work is so creative, and again is showing the transition from scribble to symbolic representation.
Scribble writing can be a fascinating process of literacy development to observe and be a part of . The attention to detail this child gives is a sign of internal interest. Exploring writing in a way that she interprets at a young age, then exploring shapes through her scribbles and even taking time to feel the rolling motion of colored pencils all support and extend this child’s beginning writing and artistic talents. And along the way she is gaining understanding of shapes and colors too. Learning does not stop at one content area. Learning is fluid and interacts to enable children to tap into a world of knowledge as they grow and discover.
Support your child’s need to learn by enrolling them in a quality preschool program. And do some research to find out what theories are being implemented in the programs you are looking at. Do not just go by a worksheet and primary colors. Really take the time to learn about early learning theories and the ones that resonate most with your outlook on life.
Heidi Scott, BA & MIT
The Marigold School of Early Learning! 🙂


Why speech-language therapy may be the PERFECT fit for children with literacy issues.
When thinking about getting help for reading or reading disorders, going to speech therapy usually isn’t the first thing that people think of; however, it SHOULD be! Speech therapy could hold the key to success for a struggling reader.
Reading and writing are both forms of language or communication. We use writing or reading to communicate our thoughts and learn new things. Who better to teach communication than a speech language pathologist or speech therapist who SPECIALIZES in communication and language?
ASHA (The American Speech Language and Hearing Association), the governing board of speech language pathologists and audiologists states that:
“Speech-language pathologists (SLPs) have the specialized knowledge and experience needed to identify communication problems and to provide the help that children need to build critical language and literacy skills. SLPs are often the first professionals to identify the root cause of reading and writing problems through a child’s difficulty with language. SLPs help children to build the skills they need to succeed in school and in life.
Key elements of a speech-language pathologist’s academic training relating to early language and literacy development include skills to:
- Build and reinforce relationships between early spoken language and early pre-literacy abilities and consider influences of parent-child interactions in early shared storybook interactions;
- Address difficulties involving phonological awareness, memory, and retrieval;
- Teach children to use tactile-kinesthetic and auditory cues in reading and writing;
- Analyze how the language demands of textbooks, academic talk, and curriculum may stress a student’s capabilities at different age and grade levels; and
- Conduct fine-grain analyses of written language, including spelling, to generate intervention that matches the needs of individual students.”
Does speech therapy work for reading and writing disorders?
“ The American Speech-Language-Hearing Association’s (ASHA) National Outcome Measurement System (NOMS) data indicates that more than 70% of teachers who responded to a survey believed that students who received SLP services demonstrated improved pre-reading, reading or reading comprehension skills. A majority of teachers also cited improvements in the student’s listening and written language skills and ability to communicate in socially-appropriate ways (pragmatics).”
For additional information on the role of a speech language pathologist in regards to reading and writing, please visit:
Learning WHY your child may be struggling with reading is the first step in helping your child develop the necessary skills to become an efficient and successful reader. If you are interested in a full literacy evaluation by a licensed skilled language pathologist who specializes in literacy, please feel free to contact our office at 704-821-0568.


Kowalchuk, E., & Stone, D. (2003). Art education courses for elementary teachers: What really happens? Visual Arts Research, 29(57)
While approximately 85% of elementary schools in America offer art education, only about half have a specialist to provide arts instruction. This means that many classroom teachers teach visual art in the context of general education classrooms. This study explores the relationship between learning in an arts methods course at the pre-service level and how that knowledge plays out in practice in the non-arts classroom. Through questionnaires given at the beginning and end of an arts methods course and questionnaires given to in-service teachers who had taken the same course, researchers draw the conclusion that one of the keys to preparing effective, committed teachers of art is a persuasive, substantial, and comprehensive art methods course. The researchers found that pre-service teachers’ art beliefs were dynamic and changeable, and evolved during the teachers’ training program; however, this did not necessarily translate to meaningful art instruction as they became practitioners.
Teacher questionnaires revealed that:
- A high percentage of teachers agreed that, “one has to have talent to be an artist.” However, teachers also felt that instruction in art is important.
- High majorities of pre- and post- pre-service and in-service respondents disagreed with the statement, “a person either has talent for painting or does not; going to school isn’t going to help much.”
- A high majority agreed that it takes practice and effort to create works of art and that “inspiration” is more important than skill when creating works of art.
- Pre-service teachers placed a high value on the role of art in society while in-service teachers placed less value.
- Most respondents disagreed with the statement, “the best works of art are realistic.”
- Only 33 percent of in-service teachers indicated that they teach art to their students. When they do teach, they focus on basic skills rather than toward developing critical understandings.
- Pre-service teachers feel that art fosters creativity, encourages self-expression, and builds self-esteem. In-service teachers mentioned the same values but emphasized self-expression and a manifestation of intelligence.
Significance of the Findings:
Elementary teachers will only become effective and committed as instructors of art when they bring to the classroom a deep understanding of methods, materials, and concepts of art learned from a pre-service arts methods course, but also through ongoing in-service training. The fact that such strengthening of college courses on art teaching methods, art appreciation, art history, and studio skills and values, is highly feasible, makes the findings of this study very significant, showing as it does, that such strengthening is now very necessary.
The researchers guided their study with the two questions:
- What beliefs, values, and approaches do pre-service and in-service teachers have about art?
- How do these attitudes and approaches to art education change during their professional studies and after they become elementary teachers?
Their descriptive research was comprised of pilot-tested questionnaires based on Eisner’s Art Attitude Inventory (1972). It included a combination of closed-and open-option items examining:
- Values and beliefs about art
- Conceptions of the ideal art program
- Prior training and experience in art
- Impact of the elementary education methods course on their ideas about art and art education
Their sample consisted of 37 pre-service teachers enrolled in the art methods course. They were pre- and post-tested. It also consisted of 43 in-service teachers who had taken the same art methods course within the three years prior to the study.
Most of the participants were female, white, and had formal art education prior and during college. Very few had college studio art experience.
Limitations of the Research:
The sample used was too small to allow for generalization to other contexts.More observations of art instruction in the methods course combined with observations of how these methods play out over time by the same group of students would provide valuable insight into whether transfer is happening and if so at what levels.
Questions to Guide New Research:
Are the values, beliefs and approaches of teachers with college studio experience more aligned with effective art instruction than is the case with the teachers surveyed in this study?
How much of what is taught in college art instruction is actually transferred to the classroom?


Editor's Note: Allison Hilliker is a Federationist who serves as president of the Michigan Association of Blind Students, and she is a board member of the National Association of Blind Students. As part of her study of elementary education, she gained practical experience in the classroom. Here is what she says about her experiences with second grade students to subscribers of NOBE-l, a listserv sponsored by the National Federation of the Blind and the National Organization of Blind Educators.
Every day is an adventure. The kids see me as a teacher, and the classroom teacher has been giving me ever-increasing levels of responsibility. Last Thursday, however, was a day that tested my philosophy and confidence. That was the day that we all went sledding. Now, this really hadn't been something I had planned for, but when the situation arose, I had to find a way of dealing with it.
Having grown up in the Midwest, I have been sledding a number of times. I knew that it was something I could do as a blind person, but I also realized that the teacher and students didn't necessarily understand that. The teacher confirmed my suspicion when, without asking for my opinion, she announced to the class that before heading outside they would all sit in a circle while I explained how best to do things for me. When they had gathered around, I took the chance to re-explain how I use my cane. I also reassured them that I could do much by sound. I tried to make everything seem as normal and as easy as possible, but without asking me again, the teacher next tried to assign one of the kids to guide me around outside. I politely explained to both the child and the teacher that a guide would not be necessary. The explanation seemed to suffice, and I headed towards the hill, using my cane and following the sounds of talking and laughing children.
The hill on the playground was pretty chaotic. All I can say is, thank goodness for the blindness skills I've obtained; otherwise I would have likely never managed. There were kids, sleds, snow, and ice, everywhere.
After some hesitancy to have me climb the hill by myself, they became used to it. I sledded down that hill with the kids and things went fine. The best part of the experience was when a couple of the girls in the class begged me to race down the hill with them. When it was all over, I was tired, cold, and sore, but happy that things had gone well.
Not one person offered to guide me on the way back into the school, so I felt that I had done some educating. I helped the kids gather their sleds, and we walked into the school together. I like to think that everyone, kids and teacher, learned a little bit on that afternoon.


The accurate performance of melody and rhythm when playing a musical instrument is important for all instrumentalists. Although this is a primary component to most music education curricula, research investigating the effect of melody on rhythm reading is limited. Further understanding of this vital process in the performance of instrumental music would assist music educators in the development of effective lesson and rehearsal techniques to facilitate this process for their students.
The purpose of this study was to investigate the effect of melodic contour on rhythm pattern identification among beginning band students. Data were collected on participantsâ ability to identify rhythm patterns from aural prompts consisting of either no melody, melody that moves by step, or melody that moves by leap. The researcher developed a fifteen question multiple choice rhythm pattern selection test. The subjects listened to a variety of rhythm patterns containing either no melodic movement, melody that moved by step, or melody that moved by leap. Subjects chose one of three possible non-melodic rhythm patterns for each question. Scoring was completed using a score of two points for each correct answer and one point for each incorrect answer. Scores were calculated and analyzed comparing the three presentation formats (no melody, melody by step, and melody by leap). Also compared were scores among the different elementary schools, instrument families, and reported previous instruction in instrumental music.
In the analysis of the data collected, a three-way ANOVA with repeated
measures on three factors was conducted to determine differences among the groups. The repeated measures were the three scores received by each student reflecting the three melodic conditions, and the three factors were school attended, instrument family, and previous experience. No significant differences were found for any comparisons, nor were there any significant interaction effects. While this study did not have any significant findings, further research is needed in the area of melodic and rhythmic processing in instrumental music performance.


When a school district is faced with a budget issue, music programs are often among the first cut. It’s a problem that districts around the country have faced for years now despite several studies that show the benefits of music education.
Here are five statistics that prove why music education is so important
1. Better Test Scores
Nature Neuroscience found that students participating in music education programs score higher on standardized tests than students who do not.
2. Higher Graduation Rates
According to Children’s Music Workshop, schools with music programs averaged a 90.2% graduation rate, while schools without music education had an average graduation rate of 72.9%.
3. Fewer Discipline Issues
A study from the Northeast Iowa School of Music found that children involved with music programs have shown to have fewer discipline issues and get along better with classmates.
4. Greater Cognitive Benefits
5. Improved Ability to Accept Constructive Criticism
A study published by The Wall Street Journal found that children involved in music education programs “offer a space where kids learn how to accept and give constructive criticism.” Another study from the Neighborhood Music School in New Haven, Conn. concurred and found that “Turning negative feedback into positive change helps build self-confidence.”


Some teachers are facing a new and unexpected challenge in the classroom. They write on whiteboards. They make comments in the margins of essays they grade. A few students complain, claiming they can’t read their teachers’ handwriting. No, the students don’t have any vision issues, and the script is neat and legible. Or is it? For some students, the script is illegible. These students never learned to read or write cursive handwriting. For them, the teachers’ notes might as well be hieroglyphics. What should the teachers do? Should they give in and print all their correspondence? Or should they insist that students master cursive handwriting? Before you make up your mind, let’s talk about why cursive was once a very good thing.
Early precursors to modern cursive date as far back as the fifth century AD. It steadily evolved over the centuries. Cursive handwriting allowed writers to minimize the lifting of their pens. Thus, they could write more quickly. In fact, the term cursive derives from a medieval Latin word that means running. Over the centuries, penmanship became a matter of pride. Calligraphy, a type of decorative writing, is considered to be a form of art.
If it facilitates more rapid writing, you might wonder how cursive could ever decline in popularity. Well, remember that quills were the main writing utensil between the sixth and nineteenth century. These large bird feathers could break or splatter the ink. Cursive writing reduced the probability of both these undesirable events. However, two major inventions changed the world of writing forever. Can you guess what they are?
The first revolutionary invention was the ballpoint pen. The fountain pen came first, but it still had some of the messy problems of the quill. László Bíró improved ballpoint design by developing a quick-drying ink that wouldn’t smudge. Unlike fountain pens, ballpoints are disposable, so they don’t need ink refills. You can lift your hand as much as you want with ballpoints; you are unlikely to break them or splatter ink. The second influential invention was the modern computer. Not too many writers are willing to lug around a typewriter, but a laptop or tablet computer is another story. Some students even take notes with a portable device rather than with a paper and pen. And how quickly they can type!
Cursive handwriting instruction began fizzling out as far back as the 1970s, according to a 2010 public schools report. The Common Core State Standards, a set of educational guidelines, requires students to learn keyboarding but not cursive handwriting. Some schools, especially those with limited budgets or low standardized test scores, are focusing strictly on state-mandated subjects.
Has modern technology annulled the benefits of cursive handwriting? Some defenders of the style say no. Research suggests that cursive aids fine motor skill development, memory, and hand-eye coordination. Some neuroscientists even fear that the loss of cursive will impact the reading ability of future generations. Can you imagine hiring experts to decipher documents written in cursive? How sad it would be for a grandchild who is unable to read a personal letter from his or her own grandparent!
Is this an exaggeration? You might consider the impact typing has had on traditional Chinese. Chinese characters are significantly more complex to write longhand than English letters are. Young people use smartphones to text and computers to type. As long as they can pronounce the word, they can use phonetic input systems to find the character they need. Computer technology, similar to our keyboard shortcuts or T9 system, helps to ensure they choose correctly. As a result, some Chinese speakers never learn to write characters by hand. Others experience character amnesia, a condition in which previously proficient writers forget how to form Chinese characters. One Chinese spelling competition tested competitors with dictated words. Less than a third of the adults could correctly write characters for common words like “toad” and “appropriate.” One contestant got only half of her answers right. She blamed pinyin, the method of spelling out the pronunciation of a character in Latin letters. Pinyin is increasingly popular in text messages. Many Chinese worry that technology will completely smother the ancient art of Chinese writing.
Now, we face the same worries. As more and more school districts drop cursive writing from their educational planning, the issues become more urgent. What do you think? Does cursive still have a place in education? If your answer is yes, you may decide to do as one mother did: she taught her child to write in cursive at home. When confronted with instructions to copy an anti-cheating pledge in cursive on the SAT exam, her son’s peers struggled. However, he was able to complete the task effortlessly. Can you spend a little time teaching a member of the younger generation this endangered writing style?


Music and singing play an integral part of our culture. You will find that music is present in many aspects of our lives: movies, television, celebrations, holidays, worship, military ceremonies, and government. At home, music can become an important part of our culture- a natural part of our daily experience. Right from birth, parents use music as a way of soothing the child and showing them love and care. Parents can continue to build on these natural instincts by learning how music can positively impact a child’s development. Studies have shown that music and music training provide a wealth of benefits to children. Read on to find some of the benefits of music in early childhood.
How Music Education Benefits Early Childhood Development
- Brain Development
A recent study carried out by the Brain and Creativity Institute in Southern California found out that musical experiences in early childhood can accelerate brain development particularly in areas of reading skills and hand-eye coordination. The institute also found out that learning how to play a musical instrument can improve a child’s ability to understand mathematics.
- Improve Self-Confidence and Self-Esteem
When a child builds skills at a speed that is directly related to the amount of work put into it, that child will see the benefits of his labor. It’s empowering and encouraging for a child to see how much he/she can achieve through his own efforts. Also, music is meant to be performed! Developing the required courage to stand in front of family, friends and even strangers can build a child’s self-confidence and self-esteem.
- Better Test Score
Both professional and non-professional musicians can attest to the fact that focus is needed to improve skills and also perform with confidence. The ability to listen carefully, concentrate and maintain a regular practice schedule, benefits a child in academic areas. As children continue to encounter situations with high pressure and continue to concentrate on the same areas for an extended period, they will find it easier to practice, study effectively and efficiently, which may later lead to high test scores.
- Improved Language Development
Studies have shown that learning music requires the same part of the brain that is required for language development. Embracing new melodies, singing and playing an instrument such as a piano thickens the web of circuits’ important for comprehension and sound processing. Children who are proficient in verbal communication tend to have the upper hand in both a social setting and educational. This is a benefit that will be magnified as time goes on.
Interested in a new Yamaha piano, used piano, piano rental or piano lessons?
Music is a powerful tool, and as seen it can enrich and drastically improve everybody. It allows children to gain wonderful benefits- increased IQ, increased creative thinking, physically stronger brains and problem-solving ability. Invest in music education for your child to reap all these benefits. Visit us at Piano Plus in The Bay Area. We are dealers in Yamaha Pianos, used piano, piano rental, and piano lessons. Contact us online or call 510-581-1660 for more information.


OBOE - A member of the woodwind family. The Oboe has a sound that is clear and penetrating. Its name comes from the French word hautbois, which means 'high wood'.
OCTAVE - From the Latin word for "eight". An interval that is eight diatonic scale steps above or below the original note of the same alphabet letter. For example, D to D, or G to G.
JACQUES OFFENBACH - (1819-1880) A German-born French composer of the Romantic era. His first full-length operetta, "Orpheus in the Underworld" (1858), remains one of his most played works. The Galop from this operetta is the melody most often associated with the can-can.
OPEN STRING - The note produced from a full unstopped string.
OPERA - A dramatic musical play, in which all or most of the dialogue is sung rather than spoken.
OPERETTA - A "light" opera. An opera that is lighthearted in musical style and story.
OPUS - A term composers use identify their musical works. The use of the term may or may not indicate the chronological order of the composition.
ORCHESTRA - A large instrumental ensemble with string, brass, woodwind, and percussion instruments. A full-size orchestra is typically made up of 90 musicians.
ORCHESTRATION - The practice of scoring music for an ensemble, or adapting music composed for another ensemble. For example, a composer may choose to orchestrate a piece of music for full orchestra that was originally written for piano. Understanding how "paint" this new arrangement of the original score with vibrant new colors is the art of orchestration.
CARL ORFF - (1895-1982) German composer. He is best known for his cantata Carmina Burana (1937). Orff was also internationally recognized for his contribution to music education. His Orff-Schulwerk combines movement, singing, speech, listening and instrument playing.
ORGAN - An instrument with a very large and complex keyboard, with pipes that act as resonators for the sound. A sound is made by striking a key or foot pedal, which sends compressed air through a pipe.
ORNAMENTS - Melodic embellishments.
ORNAMENTATION - Embellishments used to enhance a melody.
OSTINATO - A repeated melodic or rhythmic motif.
OTTAVA - Octave.
OTTAVA ALTA (8VA) - One octave higher.
OTTAVA BASSA (8VA OR 8VB) - One octave lower.
OVERTURE - An instrumental introduction to an opera, play or movie, to set the mood or describe the action that will follow.


Importance Of Education: A Perfectly Written Essay Sample.
Music education is a very important and basic part of general education, but now in China’s high school, teachers and students are not aware of the importance of music education. For instance, In China, students only have one music lesson a week and music lessons may be canceled at any time if other teachers want to use the music lesson for their own subject.
The Importance of Music provides a flexible template for high quality music provision throughout a pupil’s education. When young people make music together, they work toward a common goal that has the potential to change lives profoundly for the better. This is the first time that a National Plan for Music Education has set out a.
Why Music Education is so Important. We all know that music education is an extremely important part of any child’s education, otherwise why we would we teach it every day! But how do you continue to demonstrate it to the community, your school administration staff and parents. The answer is advocacy! And in a time of budget cuts, and less.
The Importance of Music Education Essay - Music, an extremely broad concept, is playing an increasingly vital role in the modern society, and most people today are experiencing music subconsciously.
Why Music is Important Music education is important for several different reasons. Music is a very valuable resource for students and teachers alike. Research has shown that musical study improves a child's early cognitive development, basic math and reading abilities, SAT scores, ability to work in teams, as well as spatial reasoning skills (VH1, 2003, para4).
Music education usually requires students to be sitting together and playing group pieces as well as individual pieces. One of the most important things that music education teaches children is that they will need to rely on people sometimes and they will have to work together to achieve success.
This essay does not suggest the reason for music education is to bolster math grades, or increase S.A.T. scores. However it is clear these are important educational benefits to parents who are making choices about their child’s participation in music.


We are all familiar with the nighttime works of artists like Van Gogh, Rembrandt, Henri Rousseau, Edvard Munch, and Edward Hopper…to name a few. These paintings come alive with the use of light, shadow, and color to create depth, enliven asleep objects, and develop movement. The lesson plan “Moon Over NYC” gives us the opportunity to draw from our own personal experiences and surroundings to create an evening skyline mixed media work. Research work by mixed media artists such as Picasso and Georges Braque. Using mixed media such as board, tissue paper, markers, graphite, and colored pencils allows us to enhance the shadows and properties of night environments. Explore these environments by taking a nighttime walk or drive and observe the silhouettes and other forms created by city or natural light. Look at the calendar and study the phases of the moon and when the nighttime light will be at its brightest. Observe objects that are familiar to you and discuss how they look different at nighttime. What makes them look different–moonlight, streetlights, color, shadows, and shapes? Take all your research and create a nighttime silhouette that is meaningful to you!
Moon Over NYC Art Project
This project allows students to study the works of both collage artists such as Picasso and Braque as well as nighttime painters like Van Gogh and Hopper. They will understand and experience the art of collage making by creating a nighttime silhouette collage. Students will be able to explore how mixed media and the Elements and Principles of Design all play a part in their artwork.
Tips for the Moon Over NYC Project
- Keep the design simple and avoid too much detail
- Sketch out skyline or landscape to be used and determine background, middle ground, and foreground.
- Students should start with the background and determine their light source, natural or man-made, then build out middle ground followed by foreground.
- Have students study the phases of the moon and how this affects the natural light on an object.
- Highlight important Elements and Principles of Design that students should keep in mind when planning their piece.
More Nighttime Art Lesson Plans & Ideas
Want to try something else? Be sure to check out these other art lesson plans and view our Art Lesson Plan collection for even more.
Share Your At-Home Students’ Artwork and Enter for a Chance to Win $250!
While we engage in at-home learning, we want to celebrate the wonderful pieces students have created! We are looking for all at-home student artists and giving them an opportunity to shine! Submit their artwork to be considered for our next featured at-home student artist and a chance to win a merchandise certificate worth $250 for the student and the teacher who inspired them. Original artwork from students of all grade levels is eligible and the online submission process is simple. Visit our Student Art page for details.
After 24 years as a college admissions director, Mary crossed over to provide the materials for art education as a member of Sax, first as manager of Inside Sales, then as National Sales Manager. Mary has overseen a team of 15 art consultants. In 2000 Mary and her team created Sax Lesson Plan Book partnerships with prominent art supplies vendors. Meanwhile, she has refined her own artful style of presentation at various national, state and local conferences.
For Nadine, art education has been her life’s work, including an Ohio teaching license, 5 years teaching elementary art, and 19 years in higher education (teacher prep). She has served Sax for 25 years as a Category Account Manager, Art Consultant, and Subject Matter Expert. In the latter capacity, Nadine has presented at various national, state, and local conferences.


How To Research And Analysis Philosophy
I’m grateful to the organizing committee for thinking about me and welcoming me to deliver a guest lecture on distinctiveness of Humanities and social sciences in increased technical training. Those that observe our French follow and undertake to act as schoolmaster for several minds diverse in type and capacity, using the identical instructing and the same degree of steering for them all, not surprisingly can scarcely discover in an entire tribe of youngsters multiple or two who bear fruit from their schooling.
I discover it a helpful textual content for masters college students studying early years music because it questions the accepted and challenges us to think about the underlying and often unspoken elements of arts schooling in society right nowâ€¦ The ebook calls us to think about our work as music educators as pedagogical artistryâ€¦encouraging philosophical dialogue and reflection on the role of music education; thereby serving to people clarify for themselves their role, function and identification as music educators.
LAPES seeks to introduce to a large United States viewers information about Latin American philosophies and theories of education by providing scholars, college students and practicing lecturers opportunities to check in collaborative vogue the various collection of philosophical and theoretical works on training produced in Latin America.
Though perennialism is instructor-centered, followers of this educational philosophy urge academics and students to have interaction in Socratic Technique, which is a type of open-ended inquiry, based on asking and answering inquiries to stimulate important thinking and logical reasoning, the intention of which is to expose contradictions and to guide students to discover underlying presumptions and solid conclusions.
Writing A Philosophy Of Teaching Statement
It is going to be my accountability as a teacher of language arts to problem, inspire, and assist college students in turning into proficient readers, writers, speakers, listeners, and thinkers. And so they coexist as impulses inside broad philosophical actions, and even within the considered particular person philosophers themselves, generally conflicting in a method that may assist clarify the tendency toward reflexive self-examination and uncertainty that so workout routines philosophy of education as a field.
In exploring ideas and strategies of inquiry used by different disciplines, in taking over questions that disciplines generate about their own subject material, and in examining the questions which are fundamental to any area of inquiry involved with producing data in regards to the world and making worth claims about that information, philosophy fulfills a unique and necessary role as a meta-discipline.anonymous,uncategorized,misc,general,other
Philosophy Of Schooling MA
The abilities improve as the little one grows, and with time, they are going to have learnt enough to allow them to operate in the society without constant guidance.
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College Of Philosophy And Training
This MA programme is exclusive within the UK. It is based in a serious centre for philosophy of training and aims to give students a comprehensive grounding in the subject. We think of training in terms of laboratory or industrial practices in mineral and mining sectors, vitality, electronics, engineering, pc application, surroundings, management, regulation, well being sciences, life sciences, and all that, however hardly care for ‘producing’ fully competent and spiritually mature human beings.
Guided by the purpose of having a transformative influence on schooling research, coverage, and practice, you’ll give attention to impartial analysis in numerous domains, together with human growth, studying and instructing, policy analysis and evaluation, establishments and society, and tutorial follow.
Operation Pull Your Own Weight As A Philosophy Of Education
District 143Â½ believes that schooling is an important component in everyday survival. Learning occurs as a result of college students receiving and studying supplies, processing the knowledge acquired in a manner that prompts superior cognitive skills, and then is utilized to and related with present concepts, information, and actual-world scenarios in order that it is retained in long-term reminiscence.
This programme allows students to explore additional the relevance of ethics, political philosophy, philosophy of thoughts and epistemology to modern instructional issues and to deliver philosophical considering to bear on their own academic issues including skilled apply.
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Experiential training is just like different learning processes in the best way that it’s best taught and understood by the breaking down into levels. Physique has sure physical wants for survival or continuation of life similar to meals, water, and sleep, mind has some instinctual wishes for interactive life reminiscent of parental intuition, gregarious intuition, learning intuition, and sex intuition, and soul has some ingrained urges in the direction of moral excellence.


Large ensembles aren’t the only way to teach music. Dr. George looks at some of the possibilities.
eniThere has been a lot of gnashing of teeth lately as reports are coming out that large classes and specifically, ensembles like band, choir, and orchestra, won’t be able to run in the Fall and possibly, the entire school year. I understand the concern and empathize with it, but only to a point. It’s disheartening for sure, but our students’ safety, and that of society as a whole, comes first. The sooner we face that fact, the sooner we can begin tackling the problem of how to teach music safely and effectively, whether in the classroom or online.
Large ensembles maybe the most common way music is taught in US secondary schools, but they are not the only way. In most countries, music is taught in the classroom, and ensembles and private lessons are co-curricular. Even in the US, many schools offer classes in guitar, music technology, and theory. I myself have been teaching music for 40 years and though I’ve played in many, I have only once directed a large ensemble.
So, I thought it would be useful to take a look at what it is that we can teach if we are forced online again. For simplicity’s sake, I’ll use the old National Music Standards which cover the spectrum of what we do when teaching music.
- Singing, alone and with others, a varied repertoire of music.
- Performing on instruments, alone and with others, a varied repertoire of music.
- Improvising melodies, variations, and accompaniments.
- Composing and arranging music within specified guidelines.
- Reading and notating music.
- Listening to, analyzing, and describing music.
- Evaluating music and music performances.
- Understanding relationships between music, the other arts, and disciplines outside the arts.
- Understanding music in relation to history and culture.
Let’s start with the first two, as they are key to large ensembles. The standards say singing or playing “alone and with others.” Of course, the problem is “with others.” We can’t perform together online. Or can we?
Since schools have closed, one of the more popular activities has been the collage video, where individual performances are edited to look and sound like a group performance. Like many others, my first reaction to them was that they were just a gimmick with little educational value, but my thinking has come around on this. Performance is the goal of any ensemble and when final concerts were canceled, many students’ motivation waned. Done correctly, as student-centered, project-based learning, collage videos could provide that goal and at the same time teach students new technical and critical thinking skills. That that didn’t happen much in this situation has more to due with our having to respond to an emergency. But with planning, this is one way forward for ensembles.
Beyond that, there’s no reason every one of those standards can’t be taught, either face-to-face, blended, or completely online. I’m sure you can already think of ways to do this and over the coming weeks, I’ll provide some suggestions as well.
For years, music education advocates have been arguing that music, not band and choir, but all music, is essential to a child’s development. Band, choir, and orchestra have been popular in schools for a reason and I have little doubt they will return when it’s safe to do so. But in the meantime, our students need music. Yes, it’s asking a lot of you to change your curriculum on top of having to teach online. But it’s what we have to do.


About this Indicator
The percentage of students in grade 8 scoring at or above proficiency on the National Assessment of Educational Progress (NAEP) provides a measure of whether students enter high school with foundational skills and knowledge in such areas as math, reading, and science. Eighth grade academic achievement has been found to be a highly significant predictor of college readiness among 12th grade students.
National Center for Education Statistics. National assessment of educational progress.
Note. State-level estimates for NAEP Science were not available for 2005, 2008, 2017, and 2019.
 American College Testing. (2008). The forgotten middle. Retrieved from https://www.act.org/content/dam/act/unsecured/documents/ForgottenMiddle.pdf


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Our learning in the Nursery!
This year in Nursery we will be using Letters and Sounds and Read, Write, Inc. Phonics programmes to teach phonics to our Nursery children. These are excellent programmes that are geared towards teaching young children to develop their listerning skills and later to develop their understanding of phonics and writing. It is important at this stage that children learn the sounds that a letter makes, begin to blend these sounds to make words and to practise correctly forming the letters.
Please find attached some links that will help your child develop their phonic sounds and their writing.
Ways you can help your child...
1. Read books with your child.
- Talk about the pictures. Help them to notice details and characters.
- Encourage them to use their phonic sounds to sound out words they are unsure of.
- Ask them questions about the text to help develop their comprehension.
- Teach them the correct way to hold a book and follow along with the text.
- Read in a quiet environment and give your child your undivided attention.
2. Begin developing their Numeracy skills.
- Practise counting with your child. Ask them to count out a particular number of things such as "Please can you give me four pencils" or "How many steps can you count?"
- Recognising numbers and shapes.
- Ordering objects by size.
- Using mathematical language such as big, small, taller, later, before, more or less, etc.
- Sort object by colour, size, etc.
3. Activities to strengthen fine motor skills - ie. using playdough, building with LEGO/blocks, colouring, tracing, threading and lacing activities, picking up small objects, button buttons, etc.
4. Practise correct pencil grip (crocodile fingers) with your child.
- Provide pens, pencils, paper, crayons for your child to make marks with.
- Encourage your child to make marks on paper or copy letters.
- Get them to colour in pictures.
- Trace letters.
- Practise correctly forming the letters in their name.
5. Help your child develop their independence.
- Help them to recognise their own name.
- To use the toilet independently.
- Get dressed on their own and change their own clothing.
- To blow their nose and wash their hands correctly.
- Begin eating and drinking correctly.
- To recognise and care for their own belongings.
6. Talk to your child. This is crucial in developing their not only their speaking but also their understanding.
- Ask them questions about their day.
- Name everyday objects.
- Speak to them about their environment and their family.
- Order things according to size.
7. Encourage your child to interact with other children in social situations both inside and outside their home.
- Practise taking turns with others.
- Use correct manners.
- Share with others.
- Practise waiting their turn to speak.
- Speaking to others including familiar adults.
- Sing with your child.
Please remember that all children develop at different rates and in their own time. Please try not to compare your child with others and celebrate their achievements :)


Computer games, Computer assisted instruction, Elementary Education, Secondary Education, Educational games, Milken Family Foundation, Teachers Attitudes
This research examines the nature and level of educational computer-based game techniques adoption by Milken Educator Award winning teachers in achieving success in their classrooms. The focus of the research is on their level of acceptance of educational computer-based games and the nature of game usage to increase student performance in the classroom. With Davis' (1985) Technology Acceptance Model (Davis, 1985) as the conceptual framework, the research also examines how teachers' perceptions of educational computer-based games influence their willingness to incorporate these teaching methods in their classroom. The approach utilizes a descriptive survey to develop and evaluate responses from exemplar teachers about the level and nature of their use (or lack thereof) of educational computer-based games and implementation in the classroom. Further, this research seeks to identify successful and unsuccessful techniques in the use of educational computer-based games in the classroom. In addition, data collection and analysis will seek to identify the strength of relationships between content-specific educational computer-based games and subject; educational computer-based games and gender; educational computer-based games and age; etc. A teacher who is exemplary as defined by Milken Educator Awards possesses, "exceptional educational talent as evidenced by effective instructional practices and student learning results in the classroom and school". Survey findings are placed within the Technology Acceptance Model framework developed by Davis.
If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at STARS@ucf.edu
Proctor, Michael D.
Doctor of Philosophy (Ph.D.)
College of Engineering and Computer Science
Industrial Engineering and Management Systems
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Marks, Yaela Dahan, "Analysis of the Relationship Between the Level of Educational Computer Game Use and Milken Exemplar Teacher Instructional Strategies" (2011). Electronic Theses and Dissertations, 2004-2019. 6683.


What is a Reader and a Writer?: Using a balance of literature and informational texts, students will begin to learn the foundational skills needed to become a reader and writer. The students will become familiar with text structures. This unit should be paired with the Reading Foundations units which focus on print concepts, phonological awareness, phonics, word recognition and building fluency. It is essential that these skills are not taught in isolation, but applied within students reading and writing.
Print Concepts, Phonological Awareness, Phonics and Word Recognition: This unit consists of 3 sub-units designed to provide students with basic foundational skills for word work, closely following the Next Generation Foundation Skills standards. The first part focuses on print concepts, the second on phonological awareness and the third on phonics and word recognition. It is essential that a word-work curriculum closely aligns/integrates with reading and writing instruction, supporting how students develop as writers, readers, speakers, and listeners. Additionally, in keeping with the recommendations of the Next Generation Learning Standards, it is important that kindergarten units are developmentally appropriate, with play and hands-on learning underpinning all instruction.