Story Telling Vs Reading Stories
There is more to telling stories than meets the eye.
I spend a good deal of time and effort finding and recommending books for you guys to read with your kids and parents and teachers around the world are likewise encouraged to read stories to their children and classrooms to enrich the imagination and introduce literacy.
There is so much more to explore through storytelling than simply reading the words aloud off the page of a good book!
Of course, reading is essential to literacy development but storytelling delights and encourages children to listen to the music of words in different ways.
Why Tell a story as opposed to Reading one?
Both reading and telling are great ways to communicate stories to children but the differences between the two are quite considerable for both the parent/teacher and the children listening.
When reading stories, the reader must always be focused on the printed words while occasionally looking at the audience.
In contrast, telling a story gives the teller freedom to speak directly to the children, remaining in eye contact while having the opportunity to watch for their reactions to the story.
It is the teller who makes the story come to life through the sound of their voice and personality combined.
The storytelling becomes almost a personal experience for all involved.
3 Basic rules of children’s stories
- There are three essential elements involved in storytelling;
- the story
- the storyteller
- the audience
- The story itself should be a narrative short enough to be told in one sitting.
- It can be a fiction or non-fiction but more importantly something that the teller is interested in and enjoys.
There really are no limits to what type of story can be told.
Before the written word, storytelling was the only way a person could relate events to other people.
Traditions were passed down from one generation to the next with the use of oral stories.
Even today, libraries are filled with books containing the different folk tales from cultures all over the world.
If it were not for storytelling, these may have been lost and never recorded.
Linking the story to your audience
Linking the story to the audience is up to the storyteller.
The best stories are personal stories because they come from within the teller and I find that my memory (and imaginative additions) is much clearer and provides a wider base for everything from descriptive surroundings to sub-plots and hidden lessons.
However, an experienced teller can learn any story and make it their own (and reading and practicing the tips and hints in the free storytelling technique course will set you on the right path).
The beginner may feel more comfortable with a traditional well known story like Goldilocks and the Three Bears, or Little Red Riding Hood.
Personal stories however, usually hold the greatest interest for a teller and have the potential to produce the inner most enthusiasm while reciting remembered events – plus : The audience will enjoy the story just as much as the teller enjoys telling it.
Some people are natural born storytellers, but anyone who is willing to practice and devote time and study can become a good one.
There are certain characteristics that a natural storyteller may possess that gives them an advantage.
A creative imagination and a flair for drama will help bring a story to life so the children will be able to visualize in their own minds the characters and setting of the story.
It is also better to be prepared for the sometimes unexpected tidbits the children will want to add to the story themselves. Including their ideas and engaging with the audience will truly make for a successful storytelling session.
There is clearly more to telling children’s stories than one at first thinks and indeed the same can be said of reading stories, but you have to start somewhere right?
I want you to be able to feel confident to tell stories to your children from your memory or made up from your incredible imagination that speak directly to the third piece of the storytelling : your audience!
The great thing is that generally we know our audience quite well which gets us off to a great start and I hope that in coming weeks you’ll start to gain some ideas and confidence and a structure around how you can formulate and tell your own stories to your kids.


Classroom teachers are trained to use rhythm and simple musical instruments to aid in teaching core curriculum. When music is used as a learning tool, students are more engaged in the learning process.
What is the issue, problem, or challenge?
Music programs are being cut across the country - just as the educational community is coming to understand that music is a key to learning and creativity, helping children make connections in math, science and other curricula, thus increasing grade point average, increasing self-esteem and building life skills. The benefits of learning through music are especially important for the under-served children we serve, who may not be good at sitting still.
How will this project solve this problem?
Just one teacher training followed by four visits from a musician throughout the year is enough to transform a classroom into a music room with its own set of rhythm instruments. By partnering with school districts, we are able to stretch every dollar.
Potential Long Term Impact
Music in Schools Today is finding solutions at this time of devastating budget slashing that will increase the amount of music in schools, improve California music education, and serve as a model for other districts nationally.
This project has been retired and is no longer accepting donations.


Students in three Fall 2009 courses are pilot-testing an interactive, computer-based tutorial developed at UW-Superior’s Center for Excellence in Teaching and Learning (CETL). The tutorial aims at increasing student skills in searching for, selecting, and citing online videos and images, and incorporates a section on the ethics of using information accessed on the Internet. It can be assigned as homework or used in-class as a preparatory activity for class discussion.
Work on the tutorial began in Fall 2008, when instructor Kay Biga asked students to incorporate videos and images into their semester-end presentations for her First Year Seminar on business ethics titled “Swimming with the Sharks.” Through CETL’s Teaching with Technology Program, instructional developer Lisa Larson worked with Biga to develop a tutorial to help students select engaging videos and images that would bring to life their presentations on historical business ethics cases.
Data generated for the Fall 2008 pilot project included student surveys at semester start and semester end to provide self-assessment data on the assignment’s impact on their learning of both information literacy and course topics. At semester start, 10 out of 13 of the First Year Seminar students responded “yes” to the statement “I understand copyright laws.” However, only half of the students said they knew how to use video clips and pictures in a presentation, and only three students said they knew the proper citations for videos and pictures.
After using the tutorial and completing the assignment, over 90% of students said that using the tutorial and the online search engines not only helped improve their searching and citing of online video and image sources, but also helped them learn more about the course topic.
For Fall 2009, the tutorial has been redesigned for greater interactivity and for use across disciplines. It is currently being pilot tested a Freshman English II course and an American Government course, as well as in Biga’s First Year Seminar. Students in each course will complete the tutorial and an assignment that involves incorporating video and images into presentations.
As in Fall 2008, results of the Fall 2009 preliminary survey are mixed. Seventy-seven percent of the 31 students surveyed so far agreed with the statement “I am able to use online search engines effectively and efficiently.” However, 42% of students agreed that “I probably miss some good online resources because I don’t look at many of the results of online searches.” Furthermore, only 10 out of 31 students agreed that “I often use AND, OR, NOT, or quotation marks in my online search terms.” Just over half said that they often follow links to find more information about the source of online materials they view and use. And only 35% said that they often go to online news sources or archives from well-known sources to find online videos.
For the Fall 2009 project, students will be surveyed again after completing the tutorial and assignment to gain further insights into student skills and needs in information literacy for academic purposes. A focus group will provide additional information on student perspectives and ideas for further tutorial redesign. Additional results from UW-Superior’s pilot project on information literacy development will be available in Spring 2010.
Submitted by Lisa Larson, Ed.D, UW-Superior


Five Apps Designed To Help Develop Children’s Learning Skills
Anyone with a child knows that smart devices are highly addictive. It seems as though children (especially mine) have this inbuilt antenna/radar thing that sends signals every time an iPhone or iPad is within a two metre radius, and they’ll move the earth just to get their pea-covered hands on it. Any parent would also know, that denying them such device is a futile experience. So, instead of preventing the use of technology, you can make their usage time a productive one with one of these educational apps.
Designed for three to six year olds, Little Digits is an entertaining app that combines finger counting with technology. Confused? Little Digits displays a series of numbers, which each one requiring your little one to place down the corresponding number of fingers onto the touch pad. It’s not just about finger counting though, there are games that start to introduce basic addition/subtraction calculations and others that require a collaborative effort from you to work together to calculate a series of mathematical concepts. Coupled with cool graphics and animations, this app puts a great twist on regular ol’ finger counting.
Dexteria – Fine Motor Skill Development
Many occupational therapists have praised Dexteria for helping young children or kids with special needs develop their fine motor skills. Recommended for use in short periods of time, this app stresses that it’s three therapeutic modes – writing, tapping and pinching – are designed to be exercises to improve finger dexterity, hand strength, and finger control. The inbuilt tracking system is just one of the valuable features for parents and teachers that tracks your child’s performance when using the app.
Foster your child’s inner artist and writer while teaching them key storytelling concepts with the Toontastic app. Promoting creativity from a young age, Toontastic allows the little ones to bring their story to life through drawing and animating their own cartoons to then share with family and friends. We all know that kids are naturally full of wild ideas, so why not let them project that energy and spark their imagination into a world full of virtual pirates, princesses, and far away galaxies.
More than just a pairing game, The Opposites challenges children to understand the concept of word context and how words they use in day-to-day life oppose other words. Consisting of ten different levels, ranging from easy to difficult; this app spits out a series of words which then need to be paired with the corresponding antonym. Also offering an inbuilt dictionary, your child can learn the definition of the words they have just paired in a kid-friendly context.
To put a fun spin on developing your child’s reading comprehension and cognitive reading skills, why not send them on a riveting journey to complete the story in Aesop’s Quest. Young readers must follow the clues and remember important parts of the Aesop’s tale to help him progress through to the next level. Each completed level is rewarded with a puzzle piece, and once the puzzle is solved, your child can continue on to the next story in the series.
If you are one of the special few hoping to tap into the educational mobile app market, it can be tough getting your app to the top of the pile. We recommend companies like Brus Media who pretty much do all the heavy lifting when boosting your app in the online sphere, you can check out their site at www.brusmedia.com/ .
Do you have an educational learning app you’d like to share? Let us know in the comments below.


Recently, there has been a great debate around the creation and implementation of an online platform that allows high school students to take classes and obtain their degrees. Advocating for children to stay in their own four walls and study the necessary subjects one would need to obtain a degree – a degree that is clearly not holistic and cannot equate to being in a high school atmosphere. One example of this system in our society is, Memphis, Tennessee. They require its students to take an online course to graduate. It is understandable why policy makers, teachers and parents are promoting this system – the educational atmosphere is no longer a safe environment and the ever-increasing budget cuts. Online classes still may not be the best solution to the problem and seems like a cop out resolution. I am not dismissing the great strides and efforts to reduce bullying and gun violence don’t think they should go unnoticed but it does leave many with questions like: Are those the sole reasons for an online high school degree? Are those reasons sufficient? How are educators and parents going to ensure the “typical high school experience”? Are online courses comparatively cheaper? All great questions to consider, however not the questions that I want to focus on in this post; the question that I will be discussing is how does obtaining a high school degree from the internet effect the arts and how/if a child receives art education.
The transition from a conventional high school education to online classes can be extremely problematic. It removes half of a child’s education, the humanistic aspects and simply reduces it to reading, writing and arithmetic. The arts & crafts component of school has been eliminated. Are children going to have an online application for painting, sculpture and pottery? I don’t believe that is possible and would not be hands-on and interactive. I often here my father and his friends talking about their “home ec” classes, learning to cook apple pie or fix a flat tire but all skills transferable to the real world – real life competency. These home ec courses taught high school students how to care for a life-like baby doll, manage money, reading an apartment lease and attain car insurance. Contrary to practical, hands-on examples, there are also disciplines that focus on the human condition and foster critical, innovative thinking. Fine arts, performing arts, literature, philosophy, religion and history are examples of humanistic study, subjects that require students to use core skills (reading, writing and arithmetic) as a tool and foundation that enables innovation. An educator can teach a student that 1+1=2 but if that student doesn’t know what 2 means or the different components that went into creating that 2, how can anyone expect that student to effectively and efficient use that 2? In other words, learning that 1+1=2 is a success but how can an individual take that 2 and make it a significance?


The Education section provides teachers with tools to create lessons exposing K12 students to architecture. These Discipline Based Art Education (DBAE) units can also be used in a general education (cross-disciplined) setting for students at all levels: Elementary/Emerging; Middle/Proficient; High/Advanced. The tools provided here include:
- Unit Plans: Form and Function, Styles & Elements of a Building, What is an Architect, Design and the Human Experience
- Timeline: Paul R. Williams, News Headlines, Social History, American Architecture
- Glossary of basic architectural terms with illustrations
- Bibliography for teachers
- Bibliography for students
Paul R. Williams was a successful architect. He overcame obstacles to achieve his dream and eventually become known as the “architect to the stars.” Teachers can use our GALLERY for examples of Williams' architectural designs or the TIMELINE for milestones in American architecture. The GALLERY essays and the TIMELINE provide a context for the buildings.
Paul R. Williams wanted to be an architect. He was told by his teachers that because he was African American he would not succeed. Williams proved them wrong and found a way to reach his goal. He is an example of a resilient role model for students.
In 2009 The Paul Revere Williams Project conducted an educational workshop for teachers on using architecture in the classroom. Feedback from these sessions is incorporated into the Unit Plans found in this section.
Photograph: Rebekah Laurenzi at the 2009 Paul R. Williams Summer Institute.


Educator blogs provide teachers to share and document their knowledge, ideas and experiences with others. Almost anyone can set up a blog and begin to self publish and share their ideas with the public. The blogs listed below provide examples on how valuable blogs can be to gain inspiration and ideas which can greatly contribute to the improvement of any educator. Not only reading/following other teacher blogs but creating your own blog in order to share your own ideas is important to the professional development as a teacher. Below is a list of art educator blog that I found to be inspirational, full of valuable information and new ideas.
THE TEACHING PALETTE – http://theteachingpalette.com/
This blog has gained a reputation as one of the top teacher blogs online. Its focus is on art education and provides as a great resource for new ideas. Previous blog post topics include lesson plans, art projects, classroom management strategies and technology. One paticular post that I found interesting was called There’s an App for That: iPads in the Art Room. Two art teachers provided their insight on how they implemented the use of iPads in their own art classrooms. If your an art teacher and want to use more technology in the classroom, this article provides some useful tips to get you started. URL: http://theteachingpalette.com/2012/02/24/theres-an-app-for-that-ipads-in-the-art-room/
ADVENTURES OF AN ART TEACHER – http://artteacheradventures.blogspot.com/
Katie Morris is a elementary art teacher in Kansas and uses this blog to document her experiences in the classroom. The blog also contains photos, artwork, student examples and reflections. Katie’s blog is a good example of how teaching blogs can be used to share information and ideas with other educators. Her post entitled Texture Hunt is a great lesson idea to teach children about texture. Blogs not only provide an opportunity to share ideas but also reflect on past experiences in which others can learn from. URL: http://artteacheradventures.blogspot.com/2012/09/texture-hunt.html
LEARNING IS MESSY - http://learningismessy.com/blog/
The author of this blog is Brian Crosby who has had over 30 years experience in teaching. He shares his extensive knowledge throughout this blog and has even written a book about utilizing blogging in the classroom. He discusses the importance of blogging in which it can help motivate students and teach them to become better writers. He suggests that blogging can help to create meaning and connect students to the outside world as they share what they have learned to other via online. URL: http://learningismessy.com/blog/?p=1352
As an educator, becoming more involved in the world of online blogging can be extremely beneficial. I have already started to follow many other online blogs that are specific to art and art teaching and have gained a lot of new ideas and resources. Blogging allows for a quick and convenient ways for teachers to share and document both good and bad experience so others can learn and benefit.


Thomas Paine Park
Triumph of the Human Spirit
In 1991 construction workers excavating the foundation for a Federal office building at 290 Broadway and Reade Street made a startling discovery—they came across the intact remains of more than 400 persons interred long ago at the African Burial Ground. Following an extensive archaeological survey, a portion of this historic site was preserved as a National Historic Landmark, and the entire burial ground as well as other sites of archaeological sensitivity, from the southern portion of Foley Square to the northern precinct of City Hall Park was designated the New York City African Burial Ground and Commons District. Triumph of the Human Spirit, a monumental sculpture by Lorenzo Pace, and other commemorative features in the vicinity are intended to honor this important legacy of the city’s early history.
The African Burial Ground covered more than two acres, and it is estimated that as many as 10,000 men, women and children were interred in the graveyard that was nestled between two hills. Residents of African descent in New Amsterdam and later New York were enslaved from the city’s modern birth in 1625 to their emancipation in New York State in 1827. The burial ground itself was closed in 1794, and later subsumed by centuries of development, as the city’s growth advanced northward from the Financial District of Lower Manhattan.
In the late 1990s the City extensively renovated Foley Square, de-mapping cross streets and consolidating the various smaller park properties into a single unified, more gracious five-acre public space. This sculpture was commissioned through the City’s Percent for Art program as the centerpiece of the new park. Contained within a large circular fountain, it consists of a 50-high upright abstract granite sculpture inspired by the “Chi Wara” carved antelope headdresses of the Bamana people in Mali, West Africa, and is set within an elongated boat-like structure that symbolizes canoes used by Native Americans, as well as the “middle passage” or overseas journey of enslaved Africans.
Pace was born in Birmingham, Alabama in 1943. As a child his family moved to Chicago, and Pace later earned a BFA from the Art Institute of Chicago, as well as a doctorate in art education from Illinois State University. He maintains a studio in Brooklyn, and has served as the director of the Montclair State University Art Gallery. Working in diverse media, the artist has dedicated particular attention to themes of voodoo, African iconography and urban issues. His work has been exhibited widely, including at the Smithsonian Institution and the Museum of Contemporary Art in Los Angeles.
Soaring high above the square, the sculpture symbolizes freedom and endurance. Besides its universal message, it was created with the artist’s own personal ancestry in mind, and its granite base contains a replica of the inherited lock and key which were used to enslave his great-great grandfather Steve Pace. Radiating from the fountain are five granite paving bands that terminate with large bronze relief medallions, each representing an epoch in the history of Foley Square and its environs. They were designed by R.G. Roesch and realized by sculptor Gregg LeFevre. The medallion at the intersection of Reade and Lafayette Street commemorates the African Burial Ground, complementing Pace’s sculpture and providing additional images and historical context.
Directions to Thomas Paine Park
Thomas Paine Park Weather
- Park in Tribeca Renamed In Memory of Activist Albert Capsouto
- Last Chance To View Landscapes Of The Future In City Parks
- Landscapes Of The Future
- Foley Square
- Triumph Of The Human Spirit


Real reading progress in K-3
The research-based system trusted nationwide
How can K–3 teachers identify struggling readers early, deliver data-informed instruction targeted to students’ needs, and make sure their interventions are really working? Now there’s a simple answer: TPRI®, the research-based system that helps teachers teach and helps ensure that students make real reading progress.
Shaped by the feedback of thousands of educators and used successfully in more than 75,000 classrooms across the country, TPRI® solves key challenges for everyone:
- teachers are empowered with everything they need to link assessment data with targeted interventions and solve their students’ reading problems.
- students who may be at risk for reading failure get individualized help before problems escalate.
- schools get a detailed overview on every student and classroom, so they’ll have the accurate data they need to make critical decisions about instruction and professional development.
TPRI® and Tejas LEE® are registered trademarks of The Texas Education Agency. Monitoreo del progreso para lectores emergentes™ is a trademark of The University of Texas System and The University of Houston System. Progress Monitoring for Beginning Readers™ and Monitoreo del progreso para lectores principiantes™ is a trademark of The Texas Education Agency.
Administer the screening section to your students. (Classroom teachers should administer TPRI to their own students; if there are multiple teachers, the teacher most responsible for reading instruction should administer TPRI)
Once you identify children who may be at risk, conduct a more in-depth assessment of struggling students’ skills in key areas
Target instruction to your students’ needs with the Intervention Activities Guide, which gives you hundreds of activities linked to the reading skills assessed with TPRI
With the brief, effective progress monitoring assessments, monitor student progress and make any necessary adjustments to their instruction
Administer TPRI at the beginning, middle, and end of the school year to catch reading problems before they become chronic—and help all your students make real reading progress!
At a glance
Who is TPRI® for?
K–3 students receiving primary reading instruction in English
What does it assess?
TPRI® assesses student progress in critical reading domains, including phonemic awareness, graphophonemic knowledge, word reading, comprehension, accuracy, and fluency.
What are the steps of TPRI®?
There are 4 steps: screen, diagnose, intervene, and monitor progress
How long does it take per student?
Approximately 10-30 minutes in kindergarten, 10-45 minutes in Grade 1, and 10-15 minutes in Grades 2 & 3
Who’s using TPRI®?
More than 75,000 classrooms nationwide have successfully used TPRI®.
Does TPRI® align with the new Common Core State Standards?
TPRI® helps teachers assess and improve the foundational skills for reading identified by the Common Core State Standards Initiative, including print concepts, phonological awareness, word recognition, and fluency.
Does it fit with response to intervention?
Yes—TPRI® perfectly complements your RTI efforts. It was specifically developed to help teachers target and differentiate instruction.
Can TPRI® be used with my current reading curriculum?
Yes. Because TPRI® targets all of the foundational reading concepts and skills, it can work successfully within any reading curriculum.


Connections and Constructions
If we traced the rich histories of play and beginning literacy as topics of study in the area of early childhood, we would see straight away that their paths have only recently crossed. Prior to the 1980s, studies of play in early childhood largely examined relationships between playing and children's cognitive development. The goal was to determine if certain processes of play, such as pretending, influenced specific mental processes, such as symbolic representation. Studies of beginning reading, on the other hand, pursued the identification of reading readiness factors, such as visual discrimination, that might support the learning to read process (Bond & Dykstra, 1997). What children gained from playing and what they needed for learning to read and write seemed distant cousins.
But in more recent times, the discovery that literacy develops before schooling and includes a lengthy emergent phase has turned attention squarely on the role of play in this process (e.g., Jacob, 1984). For nearly two decades now, researchers have described different facets of literacy-play links, with fruitful results. Several observations seem valid based on descriptive research and suggest that literacy and play are more closely related than once thought (see, e.g., Christie, 1994; Morrow & Rand, 1991; Neuman & Roskos, 1990, 1992, 1997; Pellegrini & Galda, 1993; Pellegrini, Galda, Dresden, & Cox, 1991; Roskos & Christie, 2000; Rowe, 1998):
At this historical juncture then, where literacy and play clearly cross paths, we can derive at least two strong inferences about the play-literacy relationship without stretching too far beyond the facts. One is that play makes sense as a curricular tool for teaching literacy in the early years. Play obviously presents an attractive opportunity for children to demonstrate what they know about reading and writing and to encounter new ideas about literacy.
As straightforward as this seems, however, incorporating play into the learning-to-read process faces some tough challenges. Traditional views of play as children's business and a recess from the mental work of difficult learning are pervasive and deep-seated. Parents, many teachers, and adults in general do not view play as a real opportunity for academic learning (such as learning to read and write) to occur -- even though, as I have observed, the play context can be enriched to provide such opportunity. To adjust this perception in favor of play as a genuine curricular tool in early literacy education will require considerable persuasion and explanation. How play connects to literacy needs to be widely broadcast in plain terms, and we need to work harder to provide evidence of the benefits of play for literacy development.
A second strong inference we can draw is the constructive power of language to build relationships between reading, writing, and playing. Language is the energy, so to speak, of the literacy-play link. It is the mental process that carries the connections between play activity and literacy activity. As fundamental to interaction, language sparks the organization of ideas, the narrating of events, and the naming of objects associated with literacy in the play setting. In play, children use language to realize their own purposes and potentials, but in so doing they also practice (a lot) the essential communication skills that underlie literacy -- telling, narrating, and describing. Rich, elaborated play demands rich, elaborated talk that gives rise to the dynamic use of language in ways that build the foundations of literacy processes and skills.
These two inferences lead us to a practical realization, I think, and that is the importance of creating conditions for language-filled play in literacy-rich classroom environments. While we know some about the critical features of these conditions -- such as time for play, access to print and literacy resources, and opportunity to engage in literate acts -- we need to learn more from research and from one another to realize the literacy potential of play. This involves not only systematic inquiry, but also discussing, thinking through, questioning, and sharing ideas with one another, often and thoughtfully, so as to expand our vision of what literacy teaching and learning in play can be.
In the next section I take up this matter in the format of what the Japanese term a koukai kenkyuu jugyou, or public research lesson (Lewis & Tsuchida, 1998). The research lesson is an actual classroom lesson, but it also embodies a particular goal or vision of education -- in our case, the play setting as a context for literacy teaching and learning in the early years. The purpose is to observe this goal brought to life in a real classroom, to critically discuss what we see, and to take away from this discussion new ideas and insights that deepen personal understanding.
Go to the next page
Reading Online, www.readingonline.org
Posted May 2000
© 2000 International Reading Association, Inc. ISSN 1096-1232


How to Become An Elementary School Teacher
Would you like to play a role in the education of children, so that they may be better prepared for making a difference in the future? If you are interested in how to become an elementary school teacher, continue reading to get more information.
What Do Elementary School Teachers Do?
As an elementary school teacher, your responsibilities will include:
Preparing lesson plans, class activities, homework assignments, and tests
Teaching basic subjects like science, mathematics, reading, social studies, English, and history
Grading tests and assignments to evaluate progress of the students
Providing individual attention to students
Communicating with parents regarding their child’s class performance, behavior, and other school related activities and events
Preparing students for taking standardized tests which are required by the state
Supervising children outside the classroom - lunch-breaks, assemblies, recess, or field trips
What Are The Educational Requirements?
American InterContinental University Online
University of the Rockies
There is no single definite set of requirements for becoming an elementary school teacher
. It varies depending on the state and school district where you want to teach. Most states require teachers to have a bachelor degree in elementary education. Some school districts would prefer specialized knowledge in a certain area like science or math. If you are specializing in a specific area, you could enroll in a teacher’s preparation program at a university. These programs also enable you to take courses in education and child psychology. The programs are designed in such a way as to teach you the skills necessary for dealing with children of different abilities and backgrounds. In addition to classroom instruction, most programs require students to complete student teaching during their last year of their undergraduate program.
If you want to teach at a private school, you may not have to comply with state requirements. But remember to check the specific requirements of each school and state.
Are There Any Licensure Requirements?
If you intend to teach in a public school, you will be required by your state to be licensed. Before granting a certificate, some states will require you to fulfill several additional conditions:
Your undergraduate GPA must be above their minimum requirement
Pass a general teacher certification exam
Take a specialized test related to check your knowledge of the subject you want to teach
Complete an annual professional development class
Pass a background check
What Does It Take To Become A ‘Good’ Elementary School Teacher?
Many elementary school teachers have additional skills and traits that help them be successful. Teaching might initially come across as a very pleasant and rewarding profession, but it is also challenging and stressful in several ways. Some useful qualities include effective communication skills, patience, steadfastness, creativity, sense of responsibility, and the ability to view a situation from different perspectives.
What Is The Employment Outlook?
According to the US Bureau of Labor Statistics, there is going to be a 17% growth in the employment of elementary school teachers from 2010 to 2020. In 2012, elementary school teachers earned a median salary of $56,130 on a yearly basis. There is a shortage of teachers in several subspecialties like special education and English as a Second Language (ESL). To enhance your employment prospects, you might consider focusing on these areas. Opportunities, however, will vary in different states and school districts.
Questions / Answers
Q:How long does it take to become an elementary school teacher?
A:At least a 4 year bachelor degree is needed to become a teacher in any state. You can opt for a bachelor in education with specialization in elementary teaching. Most bachelor degrees take four years to complete. Apart from this, you will also have to apply for a teaching license in your state.


The Kodály Method
The Kodály method is a complete program of music education that contributes to the emotional, intellectual, aesthetic and physical development of the child, providing the child with tools to help him/her achieve a fuller life.
This method is a structured and sequenced approach to music education that is related to the child’s own development, physically and intellectually.
The principal objectives of Kodály musical training are:
- To develop to the fullest extent possible the innate musicality present in all children.
To make the language of music known to children and to help them become musically literate (able to read, write and create music, to “sing what they see and see what they sing”).
- To make the music of a child’s own culture known to him through the folk songs of his/her language and culture.
- To make the great art music of the world available to a child through performing, studying and analyzing music while developing a love and appreciation for all types of music.


Dyscalculia: A Quick Look
By: National Center for Learning Disabilities (NCLD)
What you should know about dyscalculia
- Dyscalculia refers to a wide range of learning difficulties involving math skills.
- There is no single form of dyscalculia - difficulties can vary from person to person and can change throughout a lifetime.
- Two major areas of weakness that are responsible for learning disabilities in math are
- Visual-spatial difficulties - which result in a person having trouble processing what the eye sees
- Language processing difficulty - which result in a person having trouble processing and making sense of what the ear hears.
- Like all learning disabilities, dyscalculia is a life-long challenge.
- Using alternate learning methods, people with dyscalculia can learn how to achieve success.
Dyscalculia: Warning signs by age
- Difficulty learning to count
- Trouble recognizing printed numbers
- Difficulty tying together the idea of a number (4) and how it exists in the world (4 horses, 4 cars, 4 children)
- Poor memory for numbers
- Trouble organizing things in a logical way - putting round objects in one place and square ones in another
- Trouble learning math facts (addition, subtraction, multiplication, division)
- Difficulty developing math problem-solving skills
- Poor long term memory for math functions
- Not familiar with math vocabulary
- Difficulty measuring things
- Avoiding games that require strategy
Teenagers & adults
- Difficulty estimating costs like groceries bills
- Difficulty learning math concepts beyond the basic math facts
- Poor ability to budget or balance a checkbook
- Trouble with concepts of time, such as sticking to a schedule or approximating time
- Trouble with mental math
- Difficulty finding different approaches to one problem
If a person continues to display difficulty over time the areas outlined above, testing for dyscalculia should be considered.
Copyright 2007 National Center for Learning Disabilities, Inc. All rights reserved. Used with permission.


Have you ever wondered what the benefits achieved through the study of music? Read on to discover the many benefits of music education.
Learning music is hard work, but also very useful, which can lead to an increase in the true inner self. This can occur when a student of master of many steps along the way to become proficient, and when they have a successful recital or concert.
One of the many benefits of music education is that it is a good exercise to improve memory students learn to identify the different notes.
Music can be a creative outlet for self-expression. This may take the form of music learning that mimics the experience of emotion. Or can be expressed in creating music and lyrics, which can then be passed on to family and friends.
Bring Together People
Music can be a great catalyst to unite people in a common experience, where friends can be made, and a sense of belonging can be available.
Improved Academic Achievement
When talking about the benefits of music education are often also believe that learning music can improve academic achievement. Although the exact mechanism of this is often not understood, the belief is that learning music stimulates parts of the brain which then has an impact carry-over at all academic fields. It also provides a structure and a focus that may benefit other areas of learning.
Learn to work well with others is one of the things that currently is often overlooked, but when the timesheet is often painfully obvious. Live music requires skills relating to teamwork an extremely valuable throughout life. In order to play a musical instrument students must successfully tuned in to what people around them do so as to form a cohesive unit for various instruments.
The structure, organization, and discipline
When talking about the benefits of music education is very important to recognize the value that can be found in the structure, organization, and discipline which offers. Structure and organization are important skills to be learned. They can be brought forward in many areas of life, not just a musical education. When talking about the discipline here we discuss the discipline needed for the child to set aside time each week to practice. Learn to discipline yourself to eliminate delays, and like its structure and organization, can be valuable in all areas of life.
Pleasure may not be a top priority for many when considering the benefits of music education, but it can be a great asset to consider. If playing an instrument is considered pleasant may take time away from things that are less desirable, such as watching television or playing video games. In addition to this, any fun activities can be a stress-busting, which may be very important for our kids now because they are living in a world of ever-increasing stress.


January 23, 2014
A Texas Tech student reads to preschool-aged children in the Lubbock community.
Today is National Reading Day, an event celebrating and encouraging young readers across the country, but Texas Tech University’s College of Education celebrates young literacy every day with their Jumpstart program.
Jumpstart is a national organization that provides educational programming for preschool children in low-income communities. The Texas Tech chapter was established in 2002 and has now grown to more than 50 students who volunteer.
Nationally, 50,000 children have been impacted by the organization’s support, and Dawn Burke, site manager for Jumpstart Lubbock at Texas Tech, said the goal is that one day every child in America enters Kindergarten prepared to succeed.
“We provide essential early literacy skills to preschool children who are lacking in those language and reading skills,” she said.
Texas Tech students who volunteer for Jumpstart are trained to engage preschool students in different activities such as singing songs, playing word and letter games, and reading poems. Volunteers teach lessons on concept knowledge, vocabulary and reading retention.
“We have been able to help more than 150 students each year in the Lubbock community,” Burke said. “This past year, 96 percent of the children who participated gained one developmental level within the September thru May time period.”
Student volunteer Hugo Ontiveros said it’s a great opportunity to get to know the Lubbock community and to make an impact on a child’s life.
“It’s awesome seeing them grow throughout the year,” said Ontiveros, a senior psychology and biology major from El Paso. “We’re lucky to be able to be in the same classroom all year because we get to see firsthand the huge progress the kids make with our help.
“It’s impacted me personally because each time I teach something new the kids give me satisfaction when they show they’ve learned something.”
Recently, Texas Tech’s College of Education was rewarded a grant from the U.S. Department of Education for the East Lubbock Promise Neighborhood. The grant will allow Jumpstart to expand its services and help more children in need.
The College of Education at Texas Tech University offers a full range of programs, including eight doctoral degrees, 12 master's degrees and two bachelor's degrees with numerous specializations leading to careers in public or private education as teachers, professors, administrators, counselors and diagnosticians.
Programs in the college are housed in two departments. The Department of Curriculum and Instruction offers undergraduate programs leading to initial teaching certificates and graduate programs in bilingual education, curriculum and instruction, elementary education, language literacy and secondary education.
The Department of Educational Psychology and Leadership offers graduate programs in counselor education, educational leadership, educational psychology, higher education, instructional technology and special education.


BABY BUILDERS STIMULATES MOTOR SKILL DEVELOPMENT
“Developmental psychologist have long recognized that perceptual-motor development in infancy [is] the foundation of all mental life.”1
BABY BUILDERS BUILDS STRENGTH,BALANCE AND COORDINATION
“. . .The processes by which infants learned to control and coordinate their bodies. . . set the stage for all further development.”2
BABY BUILDERS STIMULATES COGNITIVE DEVELOPMENT
BABY BUILDERSWORKS TO PREVENT DEVELOPMENTAL DELAYS
“Early care and nurture have a decisive and long-lasting impact on how people develop, their ability to learn, and their capacity to regulate their emotions.”4
BABY BUILDERS POSITIVELY IMPACTS CHILDREN PSYCHOSOCIALLY
“Parents who have a broader understanding of their infant’s development and his capacities, improve their ability to cope and interact with their infant.”5
Campbell FA, Pungello EP, Miller-Johnson S, Burchinal M,, Ramey CT. “The development of cognitive and academic abilities: growth curves from an early childhood educational experiment.”, Dev Psychol 2001 Mar;37(2): 231-42.
Elkind, D. “Authority of the brain.” J Dev Behav Pediatr, 1999, 6, 432-3.
Palmer, et al. “The Effects of Physical Therapy on Cerebral Palsy.” New England Journal of Medicine, 1988, 318, 803-8.
Copyright 2003 – 2014 Leadership Vision, LLC. All rights reserved


Note: To protect the privacy of our members, e-mail addresses have been removed from the archived messages. As a result, some links may be broken.
Kathryn Cascio wrote in response to B. Reed's questions:
<"Why is it important to have a complete understanding
of the elements and principles of art in order to carry
out a successful work of art?"
I'm not so sure it is important. My graduate program focused heavily on the
need for an understanding of the elements and principles but my more recent
experience teaching teachers proves otherwise. When we visit the classrooms
of teachers who attend our professional development institutes, we recognize
how limiting lessons on the elements and principles can be. They are very
comfortable lessons to teach because they are so definite but that is not
what art is all about.>
I guess I have kind of a problem with that kind of belief, although I
suppose in the grand scheme of art education I can certainly concur that an
over dependence on priciples and elements is not good, it IS important! I
have always tried to teach conceptually, even in elementary school, and the
"Big Questions" were usually a part of each lesson and activity I presented
to my class. But are the foundations really "not important?" My question
stems from two recent encounters:
1. Somewhere (maybe even this listserv) I came across the example of music
composition. Are musicians expected to write music without the
foundations---meter, time signature, key, rhythm, etc.? Or can they just
explore emotions, ideas, and the "Big Issues"? Somewhere there has to be a
balance---those foundations can't just be written off as not important.
2. I just had lunch with an ex student of mine attending a graphic
design/illustration school in Madison, WI who had some strong criticism for
the UW-Madison art department's approach to teaching art. He felt that the
"anything is art" attitude that predominates the campus really shortchanges
those students. Yes, the art is trendy and filled with angst. It tends to
be controversial for the sake of controversy, so heavily idea laden that
the fact that a lot is just bad drawing and naive primitivism is lost on
most people. Lots of feeling and very little consistent talent. This is
from a very talented printmaker and painter whose own style is generally
loose and almost neo-primitive as well, but has had a lot of foundation
work in design of late --- anatomy, P&E, studio techniques, etc. He said
that this background in structure didn't harm his own style, but has
refined it and enhanced it so that he can make intelligent decisions about
his own work.
I by no means am advocating a studio only approach --- that IS awful, but
somewhere out there, there HAS to be a balance between ideas, criticsm, and
technique so that our discipline can move forward with the respect and
importance it deserves. While it's true that musicians like John Cage and
artists like Barnett Newman can get away with a kind of nihilist approach
to their art, they are the exceptions, not the rule, and art educators need
to shore up the foundations so that the art product (no matter which
direction it takes) will be enhanced AND our students will also be able to
discuss and critique art intelligently as well.
Keep on thinkin', gang!
* Mark Larson, Art Teacher *
* Lincoln High School *
* 1801 16th Street So. *
* Wisconsin Rapids, WiI 54494 *
* School: 715.423.1520 *
* e-mail: mlarson *
See you soon on the World Wide Web!


The project name, Comienza en Casa | It Starts at Home, was suggested by one of the parents involved during the first year of the project, 2012. The first year, there were many logistics to figure out related to the various components of the program. Initially, units were two weeks long, the home visitor would visit with families every two weeks, and there were no evening meetings. The focus was on working with families to support their child’s early literacy development and develop school readiness skills while becoming familiar with iPad use and the importance of dual language learning, reading and having conversations in their home language. At that time, there were not many ebook apps available in Spanish, so written translations in Spanish were provided later in the spring.
As part of our third module in Spring 2012, “Growing Things”, we all went on a field trip to a local farm (every child in the project milked a cow!) A list of the children’s questions about farms were gathered and consulted during the trip. After visiting the farm, children created stories about the trip and what they learned. One child was inspired by feeding sheep and created this digital story:
Below are more photos of the popular farm field trip:
Before taking a break for the summer, each family worked with Ana to develop a personalized learning module for their child. Parents identified a learning goal and a high interest topic for their child, and used this information and the READ, PLAY, CREATE framework to plan activities they would do together. The final module didn’t introduce any new material on the iPad, making it easier to transition into the summer when iPads would not be available or were being used for other Mano en Mano programming.
Resources from Spring 2012 Pilot Project:
- Comienza en Casa | It Starts at Home: Program Components Image Map
- Comienza en Casa| It Starts at Home: Activities (and Apps) Overview
- Comienza en Casa | It Starts at Home: Activity Sheet Sample (Growing Things 2)
- Finding, Selecting and Purchasing Apps on a Limited Budget (Includes App list)
While the overall framework of program components remained the same (READ, PLAY, CREATE, and so on), changes in the fall included:
- Learning goals were identified at the top of activity sheets given to families each month, with a focus on early math skills
- Units switched from bi-weekly to once a month
- Monthly group meetings were held at the Mano en Mano office, to discuss learning goals with parents, and try out activities and apps
- A school readiness checklist was discussed with each family prior to and following the season, to better understand what families felt each child knew and learned related to identified learning goals.
Additionally, Suzen Polk-Hoffses, Kindergarten teacher at Milbridge Elementary School, became involved as a collaborative partner, joining evening meetings to explain how she might present a concept to young children in her classroom, to model story reading and join in discussions and conversations. Community visitors, including the local dentist and a yoga instructor, gave short presentations to parents, and then visited and offered activities to the children, who were meeting in the Kindergarten room doing activities coordinated by an Americorps worker and volunteers.
The home visitor would visit once a month, after the first two weeks of the unit, to get feedback about how well activities worked to help their child meet stated learning goals. Parents were asked to identify what they felt was a learning priority for their child for the final two weeks, plan learning activities to help their child learn and to use the iPad to record a video reflection about how well this worked out, to be handed in with the iPads between units. Family feedback on how helpful it was to have apps in both English and Spanish, to help their children learn (Fire Safety story) and the importance of seeing educational practices modeled, such as expressive story reading, informed planning for 2013.
Additional details about the Comienza en Casa (CEC) program, including activity sheets, app lists and selection tips, field trip photos, student work samples and resources used, can be found by clicking on Comienza en Casa 2012, Comienza en Casa 2013, and Comienza en Casa Resources Page. Visit the Community Partnerships page to learn about other efforts to expand early learning opportunities for children and families at the library.


Submitted On: Monday, June 23, 2014
Analyst: Stephens, Diane
Effective July 1, 2014, South Carolina established state-wide reading policy via a law known as the Read to Succeed (RTS) Act. The law is intended to increase the number of K-12 students who are able to comprehend grade level text. The law requires that students have knowledgeable teachers, administrators, and school psychologists; access to diverse texts; time to read; and, as needed supplemental support.
The law requires all pre-service K-5 teachers have 12 hours in reading and pre-service 6-12 grade teachers have six hours in reading. These courses must address a set of “essential competencies” designed collaboratively with faculty from Institutions of Higher Education (IHE) and the about-to-be-established state-level RTS Office. In-service K-5 teachers and all special education teachers who teach reading are required to add-on state certification as a Literacy Teacher. They have ten years to do so but must take at least once course every five years. In-service middle level and secondary teachers have six years to take one of the courses which leads to Literacy Teacher. Principals and school psychologists also have six years to take at least one course. All elementary schools must have Literacy Coaches. State monies were provided to either fully or partially cover this cost. Coaches have six years to obtain the state’s Literacy Coach add-on endorsement.
All districts must develop a district-wide reading plan. The plan consists of their answers a set of questions about how they will provide what is needed (e.g., books, time to read, knowledgeable teachers, knowledgeable staff, involved and informed parents) to help ensure that all students progress as readers and are able to comprehend grade-level text.
Within K-5 schools, students must have 90 minutes a day of literacy instruction and all students who need additional support are required to have 30 minutes a day of supplemental support (e.g., book clubs. Across the K-12 continuum, schools are required to provide appropriate supplemental support until students are able to comprehend grade level texts.
Summer reading camps are provided, without cost, to all K-5 students who cannot yet comprehend grade level text.
Schools are expected to work collaboratively with parents/guardians to help them understand how to best support their child(ren) as readers. Schools and communities are expected to collaborate to increase the volume of reading that students do in and out of school. Pre-school programs are also required to help parents learn how to support the literacy development and children.
Third grade students who read at the equivalent of Not Met 1 on the state test (which equates to reading about two years below grade level) are required to attend a summer reading camp. While there are several good cause exemptions, students who are still reading two years or more below grade level by the end of the summer will not be promoted to the fourth grade but will spend a year in a specially designed literacy rich classroom. The decision about grade level competency can be determined by portfolio rather than by a standardized test.


Art and Creative Development for Young Children
ART AND CREATIVE DEVELOPMENT FOR YOUNG CHILDREN, 7th Edition, is a comprehensive, must-have resource for establishing and implementing a developmentally appropriate art program. Written for pre-service and in-service early childhood professionals in child care, preschool, or kindergarten through third grade settings, the text takes a child-centered approach to art education. The book blends theory and research with practical applications as it discusses important topics and issues related to creative experience, including art and the developing child, special needs and diversity, and children's artistic development. Also discussed are planning, developing, implementing, and evaluating art along with strategies for integrating art across the curriculum. The updated Seventh Edition gives greater emphasis to communication with families, and includes such new topics as digital camerawork and the use of recycled materials in art.
Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
What people are saying - Write a review
Young Children as Artists A Developmental View
Art and Aesthetics
Providing Art Experiences
Roles and Strategies
Where to Go in Your Local Community for Artistic Junk
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Allen D. Glenn
Strategies for teaching social studies and the arts through integrated thematic units of curriculum and instruction. Prerequisite: elementary TEP student.
After completing the course you will be able to: (1) identify the core learning outcomes for social studies education; (2) develop strategies to integrate social studies learning into the school curriculum; and (3) develop instructional strategies appropriate for a diverse group of students. We focus on three core questions: (1) What is social studies? (2) What is taught in elementary social studies? And (3) what are appropriate instructional strategies? During the course you will be asked to read the text and related materials, participate in instructional activities designed to illustrate a pedagogical strategy for teaching social studies, develop lessons, critique each otherís work, and participate in on-line discussions. You will need access to the Internet. If you do not have a personal computer, the College has a computer lab on the fourth floor of Miller Hall. During your school placement you will also be asked to talk with your teacher about units and lesson plans in social studies, examine one or more teaching units, and explore how technology is being used in the classroom.
Student learning goals
General method of instruction
Lectures, small group work, micro teaching, and threaded on-line discussions will be used in the course.
Course is for elementary education majors in the College of Education.
Class assignments and grading
Four assignments: (1) Teacher led presentatioin; (2) Concept lesson; (3) Inquiry lesson; and (4) Final examination.
(1) Grades received on four assignments; (2) Attendance and participation in class activities; and (3) Professional conduct


Written especially for parents, Growing Readers (formerly Ed Extras) provides monthly tips for raising strong readers and writers. Schools and PTAs can add these preformatted briefs to their parent newsletters. Growing Readers is also a great resource for libraries and community literacy organizations. The one- or two-page articles are available as a PDF in both English and Spanish.
Sign up to have Growing Readers delivered monthly to your inbox!
Download and print the latest Growing Readers article:
Got a newspaper? You've got learning!
We've archived all of our past Growing Readers articles by topic:
Nursery Rhymes: Not Just for Babies!
Finding and Sharing Great Kids' Books
Rediscover Your Public Library
Early literacy development
Tips for Teaching Your Child About Phonemes
Simple Yet Powerful Things to Do While Reading Aloud
Good Night, Sleep Tight: Preschoolers and Sleep
How to Read With a Squiggly Baby (or Toddler!)
Does My Preschooler Have Delayed Development?
One, Two, Buckle My Shoe: Math and Literacy for Preschoolers
Building Your Child's Vocabulary
Handwriting: What's Normal, What's Not
Beginning Readers: Look! I Can Read This!
Emergent Readers: Look! That's My Letter!
Families and schools
Supporting the Common Core Writing Standards
How Parents Can Support the Common Core Reading Standards
Children and Digital Media: Rethinking Parent Roles
Flipped Classrooms and Flipped Lessons: What Does It Mean for Parents?
When to Call Your Child's Teacher
Choosing a Preschool
Listen and Look at Back-to-School Night
Preparing Your Child for Testing
The Parent-Teacher Conference (Pre-K)
The Parent-Teacher Conference
Literacy activities for the family
Getting the Most Out of Nonfiction Reading Time
Mission Critical: Reading Together to Build Critical Thinking Skills
Use a PEER When You Read Aloud
Picture This! Using Mental Imagery While Reading
Playing with Word Sounds: Stretch and Shorten
The Night Before the Museum
Grocery Store Literacy for Preschoolers
Grocery Store Literacy
Developing Writing and Spelling at Home
Reading for Meaning with Your Child
A Fresh Look at Your Home Library
Playing with Words
Creating a Home Library
The Role of Fathers in Their Child's Literacy Development: Pre-K
The Role of Fathers in Their Child's Literacy Development: K-3
Developing Writing and Spelling at Home: Pre-K
Making Reading Relevant: Read, Learn, and Do! (K-3)
Making Reading Relevant: Read, Learn, and Do! (Pre-K)
Reading Aloud to Build Comprehension
Writing and Spelling Ideas to Use with Kids
Back-to-School, for Parents!
Is My Child Ready for Kindergarten?
Easing Into Preschool
Easing Back Into School
Ready to Read
Five Literacy-Based Ways to Celebrate Earth Day with Your Child
Start the New Year Off Right: Resolve to Raise a Reader!
Creating Holiday Learning Traditions
Learning That's Hands-On Holiday Fun (Pre-K)
New Year's Resolution: Help Your Kids Do Great in School
Summer Learning, Side-by-Side
Use Summer Fun to Build Background Knowledge
Take a Break, but Bring a Book!
Struggling readers and learning disabilities
Learning Disabilities, Dyslexia, and Vision
Successful Transition to Kindergarten for Learners Who May Be at Risk for Learning Disabilities
Recognizing Reading Problems
Common Signs of Dyslexia
Developing Research and Information Literacy
Share What You Discover! Publishing Your Work
Making Inferences and Drawing Conclusions
Recording Observations: Capturing and Sharing Images
Recording Observations: Journals and Field Notes
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Career Facts - Education Program
Elementary Education (Teacher)
What They Do:
Elementary school teachers work with children ages 5 to 13. Most are assigned to one grade level, K-6, with a classroom of about 20-25 children. They teach a broad range of subjects such as reading, math, geography, and science. Teachers who specialize in subjects such as Music, Art or Foreign Language, might move from class to class and grade to grade. Teachers also serve as counselors, role models, and disciplinarians, and regularly spend time outside of class communicating with parents, preparing lessons, grading papers and improving their own knowledge and skills.
School administrator, school counselor, sign language interpreter, university professor.
Who Would Enjoy It:
You will probably enjoy being an elementary teacher if you:
- Are interested in a career in a human services field,
- Enjoy being around young children,
- Like solving problems and sharing what you know,
- Think it is important to explore new ideas
- Hope to make a difference in someone's life.
What They Earn:
Certified elementary teachers work 10 months per year with a median salary of $45,570 in May 2006, according to the U.S. Department of Labor, Bureau of Labor Statistics. Specialties such as math, science, special education and bilingual education are currently in high demand. Teachers who have taught for many years and have earned advanced degrees could earn up to $85,000.
How Many Jobs Available
Nearly 30% of Michigan's teachers will be retiring over the next decade, creating available positions for newly certified teachers in all fields. There are current and projected shortages for urban school districts and special education.
How Much Schooling, Training, or Skill Development:
To earn certification as an Elementary Teacher you must complete a Bachelor Degree (B.A.) in teacher education from an accredited college or university and pass the Michigan Tests for Teacher Certification (MTTC). Most degree programs require completion of two minors or a major in subjects normally taught in K-8. To become qualified to teach special education, pre-school (early childhood), or bilingual education, you must earn a degree in the field or take supplementary coursework. Teachers are expected to earn six professional development credits every five years.
What They Study at LCC:
Follow the Curriculum Guide for Associate in Arts Degree, Elementary Education
LCC has articulation agreements for Elementary Education with the following schools:
Central Michigan University
Spring Arbor University
For information about transferring to other Michigan colleges and Universities: Transfer Guides.
Social Science and Humanities Department
Arts & Sciences Building, Room 201
Phone: (517) 483-1018
Additional contact information »


How to Ensure That Your Baby Gets Enough DHA and ARA
Providing DHA and ARA for Your Baby
Infants must obtain DHA and ARA from their diets, so it is important that parents provide them a diet that includes adequate amounts of both nutrients. Research has shown that infants who consumed adequate amounts of DHA and ARA, either through breast milk or DHA and ARA supplemented formulas, had higher levels of DHA in their bodies which may lead to improved developmental outcomes, including improved mental, visual and motor skill development.
DHA and ARA through Breastfeeding
Breast milk naturally contains DHA and ARA. Therefore, it is important that breastfeeding women consume a healthy diet that includes these important nutrients to support both their health and the health of their developing infant.
While most women typically consume enough ARA in their diets, many do not get enough DHA. The primary source of DHA is fatty fish, a dietary choice that is not a staple of the typical Western diet. Fortunately, a growing awareness of the dietary sources of DHA and the recent inclusion of DHA in certain prenatal products and fortified foods are making it easier for women who are breastfeeding to include this important nutrient in their diets every day.
DHA and ARA through Infant Formula
Although breast milk is the best source of nutrition for infants, some mothers are either unable to breast feed or choose to use infant formula for various reasons. Fortunately, over 90% of the infant formula sold in the U.S. now includes DHA and ARA. In fact, expert bodies such as a joint Expert Committee of the World Health Organization and the Food and Agricultural Organization (WHO/FAO) have recommended the inclusion of DHA and ARA in infant formulas.
Supplemented infant formula has been shown to be a good source of DHA and ARA for formula-fed babies. Certain studies have shown that infants who were fed formula supplemented with DHA and ARA at recommended levels showed improved mental development and exhibited better visual acuity than infants who were fed formula without these fatty acids.
What is ARA and Why It's Important for Your Health
Arachidonic acid (ARA) a long-chain omega-6 fatty acid, is the principal omega-6 in the brain, representing about 48% of the omega-6 fats in the brain. It is also abundant in other cells throughout the body. Like DHA, ARA occurs naturally in breast milk and is important for proper brain development in infants. It is also a precursor to a group of hormone-like substances called eicosanoids that play a role in immunity, blood clotting and other vital functions in the body. Supplementation beyond infancy is generally not required because adults obtain ARA by eating a balanced diet containing foods such as meat, eggs and milk.


Scoil an Teaghlaigh Naofa, Easca,Ceatharlach
Word Processing Resource CD ROM
In order to raise badly needed funds we are making the following resources available on CD ROM. These sheets have all been created within the school and are based on class experience. On the WP Resource CD ROM you will find the following.
A:135 individual Word Processing lessons for children. These lessons are grouped thematically. They can be printed up and are ideal for photocopying. You do not need any new software on your PC to get the children to use these lessons. They are all based upon Wordpad which comes free with the Windows operating system.
The basis for these WP worksheets may be found in the second last paragraph on P.46 in the Primary School Curriculum [Introduction] Also, on page 36 Point Two you will find a further reference.There are also significant referances to specific exercises which are replicated below. See Broad Objectives - English Language Curriculum Manual.P11 and 12. This provides the basis for the grouping of the 125 worksheets provided on the CD ROM.
These sample worksheets give an indication of the resources to be found on our WP Resource CD ROM
B: 40 sheets that cover some of the more basic PC skills e.g. Arranging Icons, Maximise and Minimise, Creating shortcuts etc. They focus on one item per sheet and are written in language suitable for children.These can be printed up as a general reference for the children.
C:Over 300 categorised educational internet links which can be placed on the desktop. This gives direct access to the site you or the children are looking for.
D: Over 100 fonts and dingbats. While the actual worksheets use very few "odd" fonts we have included these fonts and dingbats as they should prove very useful. The site we downloaded these fonts from said they were freeware.
E:Computer Literacy Board. This is a dummy coloured keyboard which can be printed up and laminated. I have found it extremely useful when it comes to teaching children the keys on the keyboard. e.g. Sean! What colour is the SHIFT key on your CLB? If he says orange then I know he has the right key etc.
F:Pictiuirí. This folder contains categorised clipart images which you may find useful re Irish History, Nature, Children etc
How to order: Please send a minimum donation of 40 Euros -cheques only- to Mr. John Farrell, WP Resources CD ROM, Holy Family BNS. Askea, Carlow. Cheques should be made out to Holy Family BNS development fund. Do not send any personal cheques. Thanking you all for your support. Please note, if you wish to order the Gaeilge Resources disk for children also, then a minimum donation of 60 Euros will suffice.
We get 80 hits on average per week from schools in America. If you wish to get a copy of this disk, any donation in the region of $40 will suffice.
"These sheets are very useful for teaching kids word processing." Kidsdomain.com
The WP lessons are excellent..I particularly liked the Creative and Descriptive ones.- P.M. Dublin.
Worksheets much appreciated.- J.M. Drimnagh.
Thank you for your worksheets. They are excellent.- F.M. S.Treasa.
Very user friendly. J.C. Limerick.
Excellent Resources.- R.W. Bromley
Wonderfully simple. Mrs. G. Philadelphia.
Thank you for your site. It has given me some hope! Y.S. Santa Cruz New Mexico.
The children seem to be able to work ahead by themselves with just a briefish introduction on my part. S.L. Dublin.
Wonderful resources. Children enjoy them very much. JL. California.


Teach children the power of activity!
Teaching children physical education fulfills a unique role in their overall development.
Learn activities and games that provide kids with the knowledge, skills, and attitudes necessary for a healthy lifestyle. You'll learn from professors such as Kathy Haas, who says, "Our vision is to communicate the importance of balancing a healthy lifestyle that includes exercise, physical activity, or just play - a challenge in today's society!"
In addition to the Teacher Education Candidate Proficiencies, physical education candidates demonstrate their ability to develop and plan physical education curriculum (K-12) that includes developmentally appropriate instructional strategies targeting state and national standards.
"I know this is where I belong."
- Hannah McCormish
Elementary Education, 2012
A major in Physical Education consists of the following:
- PE 215 - Anatomical Structure and Function
- PE 265 - Introduction to Fitness, Physical Education, and Sport
- PE 282 - Individual Sport Instruction
- PE 283 - Team Sport Instruction
- PE 284 - Dual Sport Instruction
- PE 320 - Physical Education for Children
- PE 332 - Motor Behavior
- PE 345 - Sociology of Sport
- PE 383 - Curriculum and Instruction in Physical Education
- PE 424 - Adapted Physical Education
- EXSC 313 - Kinesiology
- EXSC 413 - Physiology of Activity
- HED 220 - Core Concepts of Health
- BIOL 273 - Introduction to Human Biology
Professional education courses totaling 35 hours are also required for licensure:
- EDUC 112 - Foundations of Education
- EDUC 232 - Psychology of Human Learning
- EDUC 262 - Instructional Technology
- EDUC 312 - Principles of Secondary School Instruction
- EDUC 357 - Content Reading Strategies
- EDUC 405 - Applied Instructional Technology
- EDUC 415 - Assessment in Education
- EDUC 460 - Student Teaching Seminar
- EDUC 472 - Teaching Physical Education in the Secondary School
- EDUC 495 - Multi-Age (PreK-12) Student Teaching
- SPED 243 - Inclusion and the Schools
- Valid Red Cross First Aid & Safety Certification is also required.
Acquiring licensure in both Physical Education and Health Education:
Acquiring licensure in both Physical Education and Health Education is an option that may enhance employability, particularly in the state of Ohio. With the following additional courses, a student will receive health education licensure valid for teaching health education in PreK-12. Careful planning with the academic advisor is encouraged. Two additional semesters will be required in order to complete both licensure programs.
- HED 200 - Philosophy and Foundations of Health Education
- HED 300 - Community and Consumer Health
- HED 330 - Organization of School Health: PreK-12
- HED 342 - Introduction to Illness and Diseases
- HED 361 - Drug Education
- HED 425 - Health and Sexuality Education
- HED 431 - Program Planning and Evaluation
- HED 442 - Biostatistics and Epidemiology
- EDUC 245 - Teaching the Young Child
- EDUC 436 - Methods and Materials in Health Education


Tuesday, January 8th, 2013 | education, ICT in Africa | Comments Off
After the 2012 matric results were announced last week, the media – particularly the social media – were abuzz with comments from education authorities celebrating the results and defending the not-so-good aspects, and with criticisms from those who believe that education is failing the country.
A though provoking article written by Professor Mary Metcalf appeared in The Sunday Independent of 6 January 2013, highlighting the things that are amiss in our education system but giving clear suggestions of what can be done to improve matters. Her recommendations are succinctly summarized by a paragraph towards the end of the article:
The five challenges are clear: improve success from primary school; reduce the dropout rate in Grades 10 to 12; increase the proportion of pupils who are passing at higher levels; focus on the provinces which have inherited the greatest portion of the apartheid devastation, and where the largest numbers of the poorest children live; and reduce the huge inequalities that are pervasive across the system.
This is a tall order! And it will require us to pull out all the stops to overcome these challenges.
While addressing these issues, don’t overlook the possible contribution of technology. How can technology help? In some way, it can address each of the five challenges:
Improve success from primary school: Many teachers are already using technology in their classrooms to develop and improve literacy and numeracy skills of learners from Grade 1 up till Grade 12.
Reduce the dropout rate in Grades 10 to 12: After introducing technology, many schools have reported that it serves as a way of regaining and retaining interest in learning among learners who might have given up on their education.
Increase the proportion of pupils who are passing at higher levels: Technology can help to fill the gap where skilled teachers are not available, or where big learner numbers make it impossible for teachers to provide individual guidance.
Focus on the provinces which have inherited the greatest portion of the apartheid devastation, and where the largest numbers of the poorest children live: An injection of technology in these provinces, alongside other interventions, will accelerate the rate of improvement in the qualityof education.
Reduce the huge inequalities that are pervasive across the system: Technology has proved to be a great equalizer.
Who is responsible to address these challenges? Professor Metcalf says that the state has a responsibility:
The Department of Basic Education has diagnosed these and other challenges, and has a clear and credible plan to address them in its Action Plan to 2014. The National Development Plan reinforces this. Achieving these goals requires strong educational institutions.
Both the Action Plan to 2014 (see Chapter 7: The Importance of e-Education) and the National Development Plan include the use of technology as important elements of a strategy to improve education. But will the State be able to pull this off on its own? The article concludes by appealing to all of us to make a play a part:
The first line of responsibility is with the department and its political and executive leadership. But it is also through citizens actively supporting teachers and schools, and working in partnership with provincial and national leaders, that implementation can succeed, and we can progressively make access to a quality public education for all a reality. To give this support is our individual and collective responsibility as parents and citizens, as is our parallel responsibility to hold officials accountable, to ensure fairness and that promises are kept.
The question now is: how can the private sector – particularly technology companies – work along with the national and provincial education departments to fix South Africa’s education?
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London UK (PRWEB UK) 19 March 2014
The Gruffalo launched into bookstores in 1999 (and screens in the UK in 2009), since then it’s become one of Britain’s best loved children’s picture book. Playground Basics today announces its collaboration with the Gruffalo team; producing a new range of outdoor school signs to encourage play by learning.
Playground Basics adds this new collection to an already established group of products which aim to reinforce literacy and numeracy skills in children, during playtime.
Chantal Onur, Brand Manager at Playground Basics says: “We are ecstatic to be partnering with the world-famous Gruffalo team to present this range of exclusive outdoor playground signs to inspire and bring imagination to life within school and nursery playgrounds”.
According to a survey by Learning Through Landscapes school grounds improvements were seen to have had a positive impact on overall attitudes to learning; academic achievement; behaviour; social interaction; self-esteem; and a significant reduction in bullying.(Learning through Landscapes, 2003)
Playground Basics’ Gruffalo range features an extensive mix of playground cut-outs of the characters, interactive spin wheels, full story boards, alphabet and number friezes, personalised welcome signs, chalkboards and whiteboards for children and teachers.
Extensive research from Ofsted states when planned and implemented well, learning outside the classroom contributed significantly to raising standards and improving pupils’ personal, social and emotional development. (Ofsted, 2008).
Popular children’s picture book and film; The Gruffalo, by Julia Donaldson and Axel Scheffler, is an award-winning and modern classic tale of a little brown mouse who imagines a Gruffalo creature, only to later discover he actually exists. The picture book takes children on a journey through the forest to meet an array of woodland characters using rhyme and rhythm to enchant its readers. Playground Basics emulates this experience through their creative signs – offering school children an interactive way to learn rhyming text from the book and trigger their imaginations.
Daryl Shute, Brand Director at Magic Light Pictures says "We're delighted to be partnering with Playground Basics on the new range of outdoor signs. Reading and learning is at the heart of the programme and we're always looking for great opportunities to bring The Gruffalo to local schools and nurseries to inspire young minds."
The Gruffalo products are available online at http://www.playgroundbasics.co.uk. For more information or a copy of their latest catalogue contact Playground Basics on 01509 211 953 or admin(at)playgroundbasics(dot)co(dot)uk.
Playground Basics are market leaders in the UK, supplying schools and nurseries with high quality outdoor playground signs. Our colourful designs support the delivery of the national curriculum and create an exciting outdoor learning environment which encourages interactive play. Our exclusive range is manufactured using the latest digital technology and are UV light and weather resistant.


The importance of encouraging your children to read at a very young age. That's what we'll be covering for the next few weeks, as part of Scholastic Books' campaign "Read Everyday...Lead a Better Life".
We spoke with Debbie Battles, the Director of Elementary Education for the Palm Beach County School District. When asked how important early reading really is, Battles said "It is crucial...the first months and years of life really set a course for lifelong learning and development, and the brain develops most rapidly between birth and age five. Some will actually say...even more importantly between birth and age three."
According to Scholastic, research has found:
1) A connection between the amount of time a child reads for fun on their own and reading achievement.
2) Wide and frequent reading of trade books increases a student's reading achievement. Scholastic offers a wide variety of trade books.
3) Children in classrooms without literature collections read 50% less than children in classrooms with such collections.
You can win a new Scholastic library for your child's class. Click Here to find out more.
Meanwhile, the school district has a program of its own going on. Battles tells us it's called "Happily Ever After Begins with Reading".
She says "Every child in Palm Beach County in elementary school was given a book. And not only were they given a book, they were able to select a book of their choice"
She says research shows that if a child selects his or her own book, they will be more likely to read it over and over again.
Click Here for more on the Palm Beach County School District's campaign and get tips on encouraging your child to read more often.


Los Angeles, CA (PRWEB) January 31, 2010
Today BAM Radio Network, the education station online, released a segment aimed at helping teachers identify developmentally appropriate approaches to fostering creativity. The program features a robust discussion between Kathy Hirsh-Pasek, PhD, a professor in the Department of Psychology at Temple University, where she serves as Director of the Infant Language Laboratory, and Rebecca Temple Isbell, Ed.D, the Director of the Center of Excellence in Early Childhood Learning and Development at East Tennessee State University. The program looks at wrong and right ways to teach creativity, debunks several myths and lays out clear guidelines for pursuing developmentally appropriate approaches.
The program is underwritten by HighReach Learning Systems and the segment is the first in a series of five. Produced by Jackstreet Media and syndicated through the BAM Radio Network at http://www.bamradionetwork.com, the program is also available at http://www.highreach.com.
“We are delighted to help HighReach bring this series of programs to educators. During our research we found considerable confusion and disagreement about fostering creativity and are confident this program will be appreciated,” said Holly Hagler, segment producer at Jackstreet Media.
“There are indications that creativity in this country peaks at age four-and-a-half,” said Rae Pica, cofounder of the BAM Radio Network and host of the program. “Considering the creativity and problem solving that will be necessary to succeed in the 21st century and beyond, this is obviously not acceptable. I’m very pleased that we’re able to help HighReach bring insights into this important topic to our listeners.”
About High Reach Learning
HighReach Learning is a creator and direct supplier of early childhood educational materials for children 3 months to 14 years of age. The company is focused on making developmentally appropriate practice easy. HighReach currently serves customers in all 50 states in the US, as well as international customers in Canada, Germany, Mexico, Italy, Taiwan, Japan, and the Virgin Islands. The HighReach Learning customer base includes public and private schools, Head Start programs, child development centers, family daycare providers, YMCA centers, church-based preschools and more.
About BAM Radio Network
The BAM Radio Network is an online, education-focused, radio network for parents, teachers, administrators, advocates, journalists, legislators and all people interested in education-related topics. The site offers 20 channels of education programming available on demand and hosted by leading educators. The network is a joint venture between privately held New Hampshire-based Moving & Learning and Los Angeles-based Jackstreet Media Ventures LLC. The programming is produced by Emmy-winning broadcaster Errol St. Clair Smith and distributed through the Affiliate Nanocasting Network.
The Best Educational Reporting Team
BAM Radio Network has assembled the heads of the education community's leading associations to bring you the most insightful, accurate, relevant and up-to-date information on the education issues people really care about. The on-air hosts include:
These education advocates are at the center of their respective communities and have their fingers on the pulse of what is going on moment by moment. Their programs are an invaluable resource for reporters, advocates, activists, legislators, analysts, parents, educators, administrators and anyone interested in transforming education.
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Reading Comprehension Software Programs
End reading frustration with our reading comprehension software for all ages
Our reading comprehension software programs online with oversight use brain training and reading exercises to build decoding efficiency and reading comprehension skills.
Here is what is required to meet current 8th grade reading comprehension standards:
- Understand the main idea
- Comprehend the sequence, context and/or characters
- Clarify parts of the text which have confused them
- Connect the text to prior knowledge or experience
Essential Reading Comprehension Skills
In addition to decoding automaticity, our online reading comprehension programs build these foundational comprehension skills:
Familiarity with Language
While most children learn the language by listening, struggling readers tend to have processing delays that impede language familiarity and dexterity.
Using our reading comprehension software programs online helps improve language skills, specifically vocabulary and language structure, including syntax, spelling and grammar.
Thinking While Reading
Accomplished readers constantly compare the text to their understanding of the world. For most struggling readers, occupied with decoding, this is difficult. Our program develops thinking while reading using reading comprehension exercises where students learn to decode subconsciously while the mind focuses on an analytical task.
Our reading comprehension software for kids and adults develops reading stamina by:
- Making reading easier. Our programs automate decoding so that it does not require concentration — this makes reading less exhausting.
- Improving reading comprehension. An ability to comprehend the text makes it more interesting and engaging, even enjoyable.
- Building reading speed. Our programs improve focus, reducing the need to re-read text, and improve vocabulary — recognizable words — creating less reasons to pause while reading. Better progress through the text makes engagement easier.
Fast ForWord also helps selective attention, helpful for reading stamina. We aim to make our students more avid readers, so that they will keep reading and keep improving reading comprehension through practice.
The final step to mastering reading is metacognition, the ability to read critically and self-correct as you go. Metacognitive reading comprehension strategies require years of practice, which can only start once a student is reading with comprehension. This is a reason to improve reading skills sooner rather than later.
Explore Our Reading Comprehension Software Online
Our online reading comprehension software programs accelerate reading skills for all ages. To find out more call one our specialists for a free consult.


MAE ELEMENTARY EDUCATION
The goals for the MAE in Elementary Education Program are drawn from the National Board for Professional Teaching Standards. The program goals are premised on the NBPTS CORE PROPOSITIONS.
I. Knowledge of Students
Accomplished teachers draw on their knowledge of child development and their relationships with students to understand their students’ abilities, interests, aspirations, and values.
II. Knowledge of Content and Curriculum
Accomplished teachers draw on their knowledge of subject matter and curriculum to make sound decisions about what is important for students to learn within and across the subject areas of the middle childhood curriculum.
III. Learning Environment
Accomplished teachers establish a caring, inclusive, stimulating, and safe school community where students can take intellectual risks, practice democracy, and work collaboratively and independently.
IV. Respect for Diversity
Accomplished teachers help students learn to respect and appreciate individual and group differences.
V. Instructional Resources
Accomplished teachers create, assess, select, and adapt a rich and varied collection of materials and draw on other resources such as staff, community members, and students to support learning.
VI. Meaningful Applications of Knowledge
Accomplished teachers engage students in learning within and across the disciplines and help students understand how the subjects they study can be used to explore important issues in their lives and the world around them.
VII. Multiple Paths to Knowledge
Accomplished teachers provide students with multiple paths needed to learn the central concepts in each school subject, explore important themes and topics that cut across subject areas, and build overall knowledge and understanding.
Accomplished teachers understand the strengths and weaknesses of different assessment methods, base their instruction on ongoing assessment, and encourage students to monitor their own learning.
IX. Family Involvement
Accomplished teachers initiate positive, interactive relationships with families as they participate in the education of their children.
Accomplished teachers regularly analyze, evaluate, reflect on, and strengthen the effectiveness and quality of their practice.
XI. Contributions to the Profession
Accomplished teachers work with colleagues to improve schools and to advance knowledge and practice in their field.


born to a slave father and free mother near Berlin, Maryland
Composer of many Christian Hymns including "We Shall Overcome"
which became the anthem for Civil Rights Movement of the 1960's
Known as the Father of Gospel Music.
Charles A. Tindley was born in the Town of
Berlin, in Worcester County on Maryland's Lower Eastern Shore on July 7,
1851. He was born on the Joseph Brindell farm where his father was a
slave and his mother was free born. His mother died when he was
young and he was raised by his sister until he was old enough to be hired
out for work. He worked along side slaves, though he was free and
his free status was recognized.
He had no formal elementary education and taught himself to read and
write. Eventually he worked as a janitor to put himself through
night school while simultaneously earning a Divinity Degree via a
correspondence course. In 1902 he became a pastor at the very church
where he formerly served as a janitor. It had 130 members when he
took it over. The congregation grew to about 10,000 members under
Charles and included both Blacks and Whites.
Charles was a powerful preacher, a superior pastor (known as "the
people's pastor") and a pioneering song writer. His soulful
lyrics, rooted in the depth of feeling that rises from an oppressed
people, chanted love - not hate, patience and tolerance - not revenge or
retaliation. One of his hymns, "I Shall Overcome" was
modified and became the now famous "We Shall Overcome" which
served as the anthem for the Civil Rights Movement of the 1960's and is
widely sung in Christian Churches all over the world..
Charles Tindley's hymns still appear in hymnals and songbooks used by
all Christian Denominations. Technically, he was a musical
illiterate. Evidently, he dictated the tunes and lyrics to a
transcriber. He noted for writing over 30 hymns and is often
referred to as the "Father of Gospel Music."