Fair Education Funding Would Strike a Positive Note for Music Education
Thanks to a middle school band program, a young woman named Hannah learned to play the trombone, and eventually earned a music scholarship to college. This program was not actually provided by her school—which had cut music education due to a lack of funding—but by a free, after-school program offered by the Youth Orchestra of Bucks County (YOBC).
As a member of YOBC, I learned about the orchestra’s efforts to bolster music education in underfunded schools, and I started Positive Notes, a group that collects instruments and donations to support the program. Still, efforts like mine and those of YOBC can only go so far. In a 2014 survey, 31 percent of Pennsylvania school administrators said they had reduced or eliminated their music and theater programs in the past four years, or would do so in the coming year. And most of them don’t have the support of an outside program such as YOBC.
What we need is fair education funding in Pennsylvania, to make sure that all kids have access to a music education.
Here’s how Pennsylvania funds schools now: the most widely known source of funding is property taxes. This results in wealthier communities having more to spend per pupil. Luckily, this can be fixed by the second main source of funding: the state government. Pennsylvania should divide its education money with the goal of filling the gap between wealthier and poorer communities. This way, all schools would have a way to fund their arts programs.
But instead of using its power to make the education system fair, our state widens the funding gap between communities even more, according to POWER, a social action group. In fact, until recently, there wasn't even a formula to determine how the billions of dollars of state education funding should be split up among schools. The process was based solely on tradition and back-room negotiations. Governor Wolf signed off on a Fair Funding Formula, dividing money among schools based on need, but it is only applied to new state revenue. Ninety four percent of the state education funds will continue being distributed to schools unfairly. This leads to some schools having to cut programs. Music is typically the first thing to go.
But it may be among the most important. It is scientifically proven that music has a wide range of benefits for the brain in other school subjects. According to researchers at Justus Liebig University Giessen, just two years of music training for ten-year-olds helps to improve visual and auditory memory. In another study by scientists at Northwestern University, it was found that music training in teenage years enhances sensitivity to sound details and improves language skills.
Though it’s important to let all students have access to the benefits of a music education, providing equal support in each school district may take time. This is because ever since 1991, Pennsylvania has followed the “hold harmless” principle, saying that schools should not be given less money than they received the year before. People are concerned that the wealthy schools would suffer if they stopped getting the amount they were accustomed to receiving. This concern can be addressed if fair funding is gradually transitioned in, but it is imperative that we start now. Students like Hannah shouldn’t have to depend on the kindness of strangers to receive a first-rate education.


The kindergarten curriculum is consistent across the entire district and provides a road map for all educators as they plan to teach what students need to know and do. The ultimate goal is to assess each student’s individual strengths and needs and teach for growth and success.
The kindergarten curriculum provides a solid foundation of basic skills and learning experiences students need. Children progress in their ability:
- to read and write;
- to understand and develop number concepts and math problem-solving skills;
- to experience hands-on science learning and concepts for healthy living; and
- to gain a better understanding of the world through social studies exploration.
The kindergarten day is active with rich experiences through music, art, and physical education. Each school’s library media center program introduces students to the world of information and the joy of learning through books and technology. Students develop positive habits and routines as they interact with others throughout the day.
- Family Guide to English Language Arts (PDF)
- Kindergarten English language arts standards (PDF)
- Kindergarten general music standards (PDF)
- Kindergarten health curriculum (PDF)
- Kindergarten library curriculum (PDF)
- Kindergarten math standards (PDF)
- Kindergarten physical education curriculum (PDF)
- Kindergarten science curriculum (PDF)
- Kindergarten social studies curriculum (PDF)
- Kindergarten visual arts standards (PDF)


Six of the Best Creative Things For Kids To Do In The Sutherland Shire
By: Liz Frias, ellaslist explorer
Children have a wonderful imagination. They love to sing, act, draw and paint. Parents can easily encourage their kids to think with an imaginative approach. Here are our 6 of the best creative activities for children in the Sutherland Shire:
1. Write A Song And Record It At Do Re Mi Studios
Do Re Mi Studios is your destination in the Sutherland Shire for kid's music education. Besides weekly instrument tuition, the school offers a 5-day music-writing workshop during the school holidays. The workshop aims to teach children how to write a song with a group and then record it. Kids need to be able to play a musical instrument or sing to participate. However, they do not need to be advanced players. This is because the teachers grouping kids according to musical level and age at the beginning of the course. Children then learn techniques on their instrument to write a song as a group. They record their song at the end of the course.
2. Draw And Paint
The Kids Art Academy offers a quality drawing and painting course for children from the age of 7. The goal of the course is for kids to learn techniques to build their self-confidence and love of art. The Academy has been operating since 1996. Many of past participants have found careers as animators and designers.
3. Create A Clay Masterpiece at Hazelhurst Gallery
Surrounded by beautiful gardens, the Hazelhurst Gallery is the perfect place for kids to learn to work with clay. The gallery offers 2 courses: one for children aged 6-8 and another for children aged 8-13. Children learn techniques to construct 3D objects and figurines. The courses teach kids how to prepare their works for firing. In addition, kids learn how colour works in the creation of ceramic work.
4. Start Sewing
Free Range Living has entertaining and engaging programs with a focus on sewing, handcrafts and yarn crafts. The centre offers after-school classes as well as school holiday workshops. Kids learn techniques in hand and machine sewing, applique and design. During these workshops, kids make a variety of fun and creative projects such as cushions.
5. Bring Out The Actor In You
The Art Umbrella School of Performing Arts offers tuition in stage and screen acting for kids. The school has been operating since 1986. Their teachers provide drama tuition through weekly classes and performance opportunities. In addition, the school offers holiday workshops covering topics such as acting for screen.
6. Explore Your Singing Capabilities
The Sutherland Shire Children’s Choir provides kids with choral instruction with the guidance of qualified and experienced teachers. The choir aims to develop the natural singing voice of children through correct vocal technique. Kids perform in two concerts per year. They gain experience performing a variety of musical genres including popular, musical theatre and world music. For more details, contact Natalie on 0415 796 095.


Education is of paramount importance in our society. It plays a vital part in our lives and can be considered an essential asset of any society. Knowledge is a priceless wealth for sure. People can never mislay it in any circumstances.
It has been said that ‘The further the knowledge gets shared, the further it will advance.’ The statement is quite true. Education takes many forms. It is of many types. In this article, we will explore what elementary education is and what importance it holds in society.
What is Elementary Education
What is Elementary Education? Elementary education is also called primary education. It refers to the first stage of learning; learning compulsory education. This type of education is given to the children in their first years of schooling. Having specific goals, elementary education meets all the needs of the students in their initial education.
Elementary education strengthens students’ foundation to gain basic knowledge and skills. Without acquiring basic skills and knowledge, children will be unable to succeed in life. It is considered the first step in the life of a child towards a bright future. Just as it is impossible to walk without learning to walk, getting an education without understanding the basic knowledge and skills will not pay you enough in life.
When it comes to the time period of elementary education, it differs from state to state. For example, in developed countries like Canada or the United States, elementary education is given to children for six to seven years. Elementary education is declared compulsory, but there are many sectors, where parents deliver this education to their children at home.
Importance of Elementary Education
In order to enjoy healthy growth and development in your child, it is very important to make him engage with the unfamiliar faces at school as well. Without this, you will not be able to make your child a confident lad. Therefore, elementary education serves as a great weapon for the proper growth and development of your child.
Elementary Education offers a stable group interaction, playing with other children, and sharing stuff with them. It is important for developing a healthy mind that will think positive and explore more ways in life. Adults who have gained elementary education perform well in life. They respect the older persons more and possess developed vocabulary due to their preschool sessions.
All the Elementary Schools across the globe takes care of the initial needs of the students. They provide them a healthy and safe environment to live and engage in healthy activities. They taught children how to make choices in life and strengthen their decision-making powers.
Elementary Schools engage students in different types of games as well to make them physically active as well. Teachers encourage students to do certain tasks and this encouragement brings self-confidence in them that open many positive ways in life. They focus more on their goals than merely wasting time in idle sources.
So, it is very necessary to associate your children with Elementary Education to give them a bright future. Moreover, the quality of the education they get in their initial schooling days will determine the intellectual powers of an individual.


The benefits of music are monumental! Ukuleles are the perfect first instrument for kids to learn to play, and this book will show them why and how. Filled with basic instructions for holding positions, tuning, basic chords, and more, children will then learn and practice 24 songs, games, and activities. From songs about counting to songs about yoga, each musical activity provides a rich and playful learning experience kids will love! Award-winning children’s songwriter, YouTube sensation, and official Kala Brand artist, author Emily Arrow has over 10 years of experience working with children and teachers in music education.
8 x 10 inches


Article 26 of the Universal Declaration of Human Rights, adopted by the United Nations on December 10, 1948:
(1) Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.
(2) Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.
Almost every country in the world recognizes education as one of the basic entitlements due to all people. Around the world today, however, more than 101 children of primary school age are out of school.
The graph below, taken from UNICEF’s statistics homepage, shows that number of primary age school children who were not enrolled in school in 2007.
Although there has been tremendous progress over the past few decades, largely in part due to the Millennium Development Goals campaign, persistent regional gaps still remain. For example, 46 million and 35 million primary school age children are not enrolled in school in Sub-Saharan Africa and South Asia, respectively.
More importantly, the quality of schooling has emerged as a central concern. Even if children are enrolled in school, there is no guarantee that the quality of schooling is sufficient. A recent World Bank study found that 25% of government primary school teachers are absent from work, and only 50% are actually engaged in the act of teaching while at work. When teachers are often underpaid or undertrained, education itself can become useless and only a drain on family finances. Hence, improving the quality of schools will become one of the most essential challenges, especially as enrollment rates have improved dramatically.
Our mission at Givology is to provide students access to quality education throughout the world. As we’re kicking off our campaign for the Peace Primary School in Uganda, we’re cognizant of the challenges of delivering cost-effective, impactful schooling to some of the neediest and most underserved communities. One of the reasons why we’re so enthusiastic about the Peace Primary School is because the school has achieved some of the best results in the entire region, despite its focus on nurturing some of the most underprivileged students.
Many of the Peace School’s students are orphans whose parents have died of AIDS. Without the school, these children would have no one to care for them. The School provides for all their needs: housing, food, clothing, medical care, emotional support. Both Christian and Muslim children attend the School, which is open to people of all faiths. This is truly remarkable in a country that has been torn by ethnic and religious conflict. When we think back to the horrors over the last few decades committed by the Lord’s Resistance Army, we can truly appreciate the remarkable mission and commitment of the Peace Primary School.
The way the school works is also particularly enterprising. Families of school children contribute what little they can to their children’s education. To make up the gap in funding, the school earns operating funds by raising poultry, and children assist in gathering and selling eggs. At certain times of the year, chickens are also butchered and sold to fund school programs and initiatives. What an exemplary way to raise money and sustainably invest it in the school!
As we go about in our daily lives, it’s always worthwhile to pause and think about the impact of our actions. Everyone can make a difference – be it volunteering, spreading awareness, or even just talking to friends and families about important global issues.
Even a couple dollars to support the Peace Primary School can make a tremendous difference in the livelihoods of students, families, and communities. I really urge you to support our campaign – please do join our Peace Primary School Giving Teamto receive some of our latest updates from the school and to participate in our campaign.
Student Assembly at the Peace Primary School
Eating Lunch at the Peace Primary School
Joyce Meng's Blog
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In the London Communiqué (May 2007), the Ministers responsible for Higher Education in the countries participating in the Bologna Process emphasised the importance of Qualifications frameworks as instruments necessary to “achieving comparability and transparency within the European higher education Area (EHEA) and facilitating the movement of learners within, as well as between, higher education systems”. Qualifications frameworks are also seen as tools to “help higher education institutions to develop modules and study programmes based on learning outcomes and credits, and improve the recognition of qualifications as well as all forms of prior learning”.
A qualifications framework encompasses all the qualifications in an education system. It shows what a learner knows, understands and is able to do on the basis of a given qualification - in terms of expected learning outcomes – as well as how the various qualifications in the education or higher education system interact, allowing learners to move between qualifications.
Three levels of qualifications frameworks exist in Europe
At European level
In 2005 in Bergen, an “overarching framework for qualifications of the European Higher Education Area” has been established by the Ministers responsible for Higher Education in the countries participating in the Bologna process. It covers higher education qualifications and is valid for all 46 members of the European Higher Education Area. The overarching framework comprises three cycles (including, within national contexts, the possibility of intermediate qualifications), generic descriptors for each cycle based on learning outcomes and competences, and credit ranges in the first and second cycles.
Overarching framework for qualifications of the European Higher Education Area
In addition, a European Qualifications Framework for Lifelong Learning (EQF) has been developed by the European Commission and formally adopted by the European Union in April 2008. It covers all levels of education and is valid for EU countries, EU accession countries and countries of the European Economic Area. The levels span the full scale of qualifications, from basic (Level 1, for example school leaving certificates) to advanced (Level 8, for example Doctorates) levels. As an instrument for the promotion of lifelong learning, the EQF encompasses all levels of qualifications acquired in general, vocational as well as academic education and training. Additionally, the framework addresses qualifications acquired in initial and continuing education and training. The eight reference levels are described in terms of learning outcomes.
The European Qualifications Framework for lifelong learning (EQF)
More information on European qualifications frameworks can be found on the official website of the Bologna Declaration Process in the section dedicated to qualifications frameworks.
At national level
All countries of the European Higher Education Area have committed to developing national qualifications frameworks compatible with the overarching framework of the European Higher Education Area by 2010. The ‘Tuning’ general brochure ‘Tuning Educational Structures in Europe’ defines a national qualifications framework as: “a single description, at national level or level of an educational system, which is internationally understood. The framework describes all qualifications awarded in the system considered and relates them to each other in a coherent way. One very clear example is that of the Republic of Ireland.
More information on national qualifications frameworks can be found on the official website of the Bologna Declaration Process in the section dedicated to national frameworks.
At sectoral level
A ‘sectoral qualifications framework’ is defined as a framework of qualifications established by a sector (e.g. an academic discipline or profession). It shows what a learner knows, understands and is able to do on the basis of a given qualification in a particular sector - in terms of expected learning outcomes.
The “Polifonia” Tuning Working Group developed a sectoral qualifications framework for higher music education with a set of subject-specific learning outcomes for the 1st, 2nd and 3rd study cycles in music.
In 2010-12, AEC particpated in a wider project aimed at producing a Sectoral Qualifications Framework for the Humanities and Arts (SQF HUMART). This resulted in a framework linked to the EQF and proposing shared characteristics for what are referred to as the Creative & Performing Disciplines (Music, Performing Arts, Fine Art, Architecture). This framework can be found at www.unideusto.org/tuningeu/sqf-humanities-and-arts.html


by Empowering Writers takes you beyond the book and combines professional development, digital teaching tools, how-to demonstration videos and direct to student content all in one convenient place!
Now, everything needed to polish teaching skills and meet the growing demand for writing and reading proficiency is at your finger tips. See below for a detailed description.
(This product is a license for digital guide only. The printed guide is sold separately.
License expires on June 30, 2021. For more information on using the Hub License, please click here)
The Hub: Comprehensive Argumentative Writing
SKU DB Arg
Access instruction that takes the art of argumentative writing to new levels. This resource moves beyond applicable persuasive skills, offering authentic writing and research lessons designed to help students write in all curriculum areas. With everything from basic introductory lessons, to more sophisticated concepts such as audience awareness and learning how to cite sources through research, this teacher-friendly, classroom-tested instruction provides a powerful foundation to enhance student learning.
This invaluable resource for middle school teachers covers all of the latest standards. It includes comprehensive lesson plans in the following skill areas:
- The organization and purpose of argumentative writing
- Examining and identifying various side of an issue - choosing a claim
- Stating your claim clearly
- Acknowledging, affirming, and countering a different point of view
- Using voice, word choice and style appropriate to genre
- Generating relevant reasons, credible facts and convincing evidence
- Writing effective, powerful introductions and conclusions
- Structured lessons that target each skill necessary for effective argumentative writing
- Step-by-step lesson plans with clear, measurable objectives
- Mentor texts that support guided annotation and analysis and prepare students for response to text
- Strategies to break the writing discipline into a series of smaller, more manageable tasks
- Scripted lessons to help implement more effective modeling
- Suggestions for differentiating instruction to meet diverse needs
- Opportunities for applying writing skills across the curriculum
- Teacher Background - get a deeper understanding of the genre with brief, topic-specific video segments that reinforce every lesson.
- Modeled Lessons - watch actual classroom footage of foundational skills being taught by experienced writing instructors—pragmatic insight that can be applied right away.
- Coaching Segments - elevate teaching practices with valuable overviews, pacing advice and troubleshooting tips from certified Empowering Writers Teachers.
- Virtual Field Trips - multi-sensory experiences that give students important background information on topics prior to text annotation and analysis.
- Skill Power! PowerPoints - teacher-to-students presentations that help reference key instructional components of the writing process.
How is persuasive writing different from argument writing?
Persuasive writing differs from argument writing in a number of ways. In persuasive writing the purpose is to convince the reader to think as the writer thinks. This might include using techniques such as slanting or spinning the message, accentuating details that support the writer’s cause and downplaying details that oppose the writer’s point of view. The purpose of argument writing is to present a balanced, objective, convincing argument. While the reader may not agree with the writer they should come away with the idea that the writer’s point of view is valid and worthy of consideration. For more information, visit the page below.


Knowledge: A Verb or a Noun in Education for Sustainable Development
International Journal of Elementary Education
Volume 5, Issue 6, December 2016, Pages: 58-62
Received: Sep. 21, 2016;
Accepted: Oct. 6, 2016;
Published: Nov. 18, 2016
Views 10813 Downloads 204
Fouzia Khanam, Department of Education, Aligarh Muslim University, Aligarh, India
Zebun Nisa Khan, Department of Education, Aligarh Muslim University, Aligarh, India
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Knowledge is the fact of knowing about something, general understanding or familiarity with the subject. The goal of quality education for Sustainable development is achievable, if, knowledge of Sustainable development is understood in a right direction. Knowledge according to revised Bloom’s Taxonomy has two dimensions; knowledge as theory in content, and knowledge as action in verbs, making a taxonomical grid. The present efforts in education is more towards ESD knowledge as content than knowledge as action, that makes scope of ESD very limited. In the present study a comparative analysis of the students of Madrasa and Non Madrasa background (the two very different medium of instruction) was given a questionnaire to test their knowledge content about Sustainable development. The conclusion is drawn according to the result done on the premise developed earlier.
Knowledge, Education for Sustainable Development (ESD), Madrasa, Curricula, Taxonomy, Environmental
To cite this article
Zebun Nisa Khan,
Knowledge: A Verb or a Noun in Education for Sustainable Development, International Journal of Elementary Education.
Vol. 5, No. 6,
2016, pp. 58-62.
Copyright © 2016 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/
) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Basheer K, M. (2013): Future of Indian Madrasah Education in the Globalised World. Scholarly Research Journal for Interdisciplinary Studies, 2(7), 95-102.ISSN 2278-8808
Bloom, B., Englehart, et. al. (1956): Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook I: Cognitive Domain. New York, Toronto: Longmans, Green.
Fahimuddin (2004): Modernisation of Muslim Education in India.Adhyayan Publisher & Distributers, Delhi, India.
Fouzia, K., Nikhat, A. & Khan, Z. N. (2016): Transaction of Science Curriculum towards Sustainable Development: Sustainable Wheel of Science Curriculum. International Conference on ‘Education as a Driver for Sustainable Development Goals’, organized by the Centre for Environment Education (CEE), Ahmedabad, India, in Collaboration with UNESCO, UNEP and Government of India. (unpublished).
Giri, A. K. (2013). Rethinking Sustainable Development: Self Development, Social transformations and Planetary Realization.
Hargreaves, A., & Fink, D. (2006): Sustainable Leadership. Jossey-Bass.S, U.S.A. ISSN: 978-0-7879-6838-0.
Jones, P. Selby, D. and Sterling, S. (2010). Sustainability Education: Perspectives and Practice across Higher Education. Earthscan: London & Washington, DC.
Khan, Z. N. (2016): Women Empowerment: An Islamic Preview. Indian Journal of Psychometry and Education, 47(2), 161 – 166. ISSN: 0378 – 1003.
Krathwohl, D. R. (2002): A Revision of Bloom’s Taxonomy: An Overview. Theory into Practise, 41(4), 212-218. ISSN: 00405841.
Knowledge(n.d).Indictionary.cambridge.org. Retrivedfrom http://dictionary.cambridge.org/dictionary/english/knowledge accesed on March 12, 2016
Mangal, S. K., & Mangal, S. (2009): Teaching of Physical Science. Meerut: Bhagwati Printers.
S. Nautiyal et. al. (2013): Knowledge Systems of Societies for Adaptation and Mitigation of Impacts of Climate Change, Environmental Monitoring and Assessment, 153 (1-4): 253-271. DOI: 10.1007/978-3-642-36143-2_1.


Hungarian Goulash Worksheet – FREE Online Earth Science Worksheets
The Hungarian Goulash Worksheet – Get our interesting FREE Online Earth Science Worksheets.
Our FREE worksheet on Hungarian Goulash is actually a fun word seek game and a fun hidden words puzzle game for your kid.
This fun printable science worksheet all about Hungarian Goulash is currently FREE for anyone to download free of charge and you are free to use the activity sheet as many times as you desire at home and in school!
Our earth science activity sheet on Hungarian Goulash is an easy way to get your child’s attention while taking part in a science enrichment class, homeschooling, distant learning lessons, regular school science classes or while your child is doing early learning activities.
This FREE online word game about Hungarian Goulash is great for kids in Junior school from Grade 1 to 5. However, kids in Kindergarten or even Preschoolers will also enjoy this free Hungarian Goulash worksheet for kids.
Kids can enjoy learning fun facts all about Hungarian Goulash with this activity sheet while playing the free online word search puzzle.
Your children will enjoy to learn fun facts all about Hungarian Goulash while playing the hidden words game for kids.
Kids in Grammar school from 1st Grade to 5th Grade can enjoy our Hungarian Goulash activity sheet as a reading comprehension tool.
Your children will learn very well because kids will most likely need to re-read several times the facts about Hungarian Goulash to find what the missing words are. This free science worksheet is not only a great way to improve your kids science knowledge, but also improves the ability to remember what they read and also betters their reading skills.
Kindergarten and Preschool kids who haven’t yet learned to read can benefit from the free fun facts Hungarian Goulash worksheet as a fun and educational listening comprehension activity
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Teachers and private tutors are free to use our FREE Hungarian Goulash worksheet to supplement regular science classes at school and interest children in learning all about Hungarian Goulash. Most beneficial is to make use of our free earth science worksheet for children on Hungarian Goulash along with the free interactive online quiz with score on Hungarian Goulash.
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What do you know about Hungarian Goulash? Where did the name “Goulash” come from? How can you make your own Hungarian Goulash? Why is paprika a standard ingredient in goulash? How many different variations does Hungarian Goulash have?
Learn more fun facts about Hungarian Goulash by downloading our free fun Hungarian Goulash worksheet for children!
FREE Hungarian Goulash Worksheet for Kids
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by Kelley Jilek
Literacy development for preschool children is an important part of providing appropriate early learning experiences. Research has shown repeatedly that literacy is a foundation for all learning and that careful consideration must be given to the types of activities and experiences offered to children in support of this. There are numerous ways to encourage and enhance literacy, particularly through language development, reading, and writing.
Oral language is the basis for successful reading and writing. The more language exposure a child has, the better a child’s chances for having positive experiences down the road.
Another important aspect of language development is the development of phonemic awareness. This is not phonics! Phonics refers to using letter/sound relationships to decode words. Phonemic awareness is more basic and focuses on hearing the sounds of language. A child with phonemic awareness understands that words are made up of individual sounds, and is able to manipulate the sounds in words. The child may playfully change beginning or ending sounds or manipulate the sounds in other ways.
There are numerous ways to encourage both oral language development and phonemic awareness:
- Talk directly to infants and toddlers. Tell them what you are doing. Engage preschoolers in everyday conversation.
- Tell infants/toddlers what you are feeding them. Talk with older children during meals and snacks.
- Use simple sign language for babies and toddlers.
- Sing songs and use actions as much as possible. Move to music!
- Recite rhymes and chants. Use finger plays. Include alliteration (Annie ate an apple.)
- Play with words (pancake, shmamcake, cakepan, canpake)
- Take preschoolers on “field trips” around the yard, house, and neighborhood. Ask them what they see, hear, and smell. Include infants and toddlers on these trips as well.
- Read to children every day.
- Tell stories to older children.
- Limit TV exposure to educational programming. If you do include this, sit with the children and ask predictive questions, engage with them, sing along, etc.
The use of play centers and dress-up are excellent ways to increase language development. Adults who participate in play can encourage children to expand their thoughts, vocabulary, and social interactions. Play episodes become longer and take place at a higher level. There are many ways that adults can participate:
- Pose problems for children to solve. For example, ask, “Ethan, what might your baby want to eat?”
- Make suggestions about the play such as, “Do you think you could use this as a cape?”
- Provide more information about the situation such as, “Sam, mail carriers use a bag to carry letters.”
Because of space considerations, it may be helpful to organize materials for play centers into categories and store the items in boxes so they can easily be tucked away. Collect materials appealing to both genders. Items you might want to include are dresses, ties, jackets, fun shoes, pants, pieces of fabric, stuffed animals, donated materials from businesses, child-safe tools/equipment, bags/purses, etc. Check yard sales for inexpensive items. Rotate and bring sets of materials out according to children’s interests. Ideas for boxed play centers include post office, pet store, hospital, library, hair salon, grocery store, or house. Play in centers with children until they are comfortable playing on their own. Ask yourself if children know the situation well enough to play or why they might stop playing. Introduce new play centers if and when they are “played out.”


What is a learning disability?
A learning disability is a life-long, intellectual impairment which can make it harder for people with the condition to learn new skills, process complex information or cope independently with daily living. People with this condition may also have limited literacy and numeracy skills.
Learning disabilities range from mild to severe. Down’s syndrome is probably the most widely known example of a learning disability. Autism is also considered a learning disability.
Some employers have identified there is a great pool of talent to be had employing a person with a learning disability. It has a significant impact on their workforce and creates a more diverse and inclusive work environment, more representative of modern society.
How might this affect someone at the interview process or in the workplace?
Getting and holding down a job is very challenging for people who have a learning disability and traditional recruitment processes are simply not suitable.
As people with learning disabilities can take longer to process information traditional application and interview processes are not the best way of allowing them to highlight their skills and abilities. Simple, straight forward questions are best – ideally, they would be allowed to see these in advance so that they had time to prepare.
For example, instead of a traditional interview a short work placement or work trial might be an option where a person can become familiar with a job and practically demonstrate their capabilities.
People with learning disabilities need clear, simple instructions, a structured day and routine. They take longer to adapt to change and need to be supported through this.
Traditionally people with a learning disability often applied for entry level positions but this does not have to be the case.
Interview and Workplace adjustments
Using a supported employment service, such as Into Work, to advocate on the person’s behalf will increase their chances of employment.
Into Work Employment Advisers take time to get to know a person’s skills, abilities and talents. This is the key to success. Once this relationship has been formed the Employment Adviser will think about matching the person to suitable roles within a wide range of organisations.
Examples of adjustments employers could consider:
- Providing information in accessible formats, e.g. easy read English or using pictures of symbols.
- Meeting employment advisers to give them a full understanding of all aspects of the job. This would give the adviser an idea of the level of skills required and how the tasks could be broken down.
- Consider the possibility of Job Carving. This is a term for customising job duties, e.g. to create specialist job roles thus freeing up the time of specialist staff; swapping job duties to make the most of individual skills.
- Making the interview process more informal or provide the interview questions in advance so that the interviewee has longer to prepare.
- Allowing an Employment Adviser to sit in on interviews or group tasks.
- Allowing an Employment Adviser to be present at interviews to assist with any written tests.
- Setting up a work placement for a prospective candidate to allow them to get to know the job and demonstrate their skills.
- Offering advice to the candidate on what they should wear to their interview
- Arranging a work-site visit beforehand to check out the environment.
- Ask the interview panel if they would consider assessing the person through a short work-trial.
Once someone secures employment Into Work can provide the following support:
- Provide an Employment Adviser to act as a job coach in the initial stages of employment. The job coach will break down the task down into trainable components.
- Support the employee’s colleagues by providing disability awareness training or suggest workplace adjustments as the job evolves.
- Build in a longer induction period for the individual giving them longer to pick up the tasks.
- Help to identify a work place mentor or buddy.
- Help establish a good structure to the person’s day with predictability and consistency with their routine.
- Build in regular feedback/supervision sessions providing feedback to the person about their progress.


Just like learning to read and write language, developing music literacy requires sequential lessons which build on prior learning. Current elementary music textbooks do a good job of providing quality repertoire but they do not have any kind of sequential curriculum to teach music reading. At best, music reading skills are addressed in a haphazard fashion.
Beginning band and string method books do a great job of introducing elements logically and sequentially. Instrumental method books provide guided practice to build skills and proficiency before additional elements are introduced. The sequence is logical and elements build one upon another.
During the early days of music education in the elementary schools, often there wasn’t even a written curriculum and many teachers didn’t know where to start. The implementation of the Kodály method with sequential lessons building one upon another has made a huge impact on elementary music education in the United States.
However, not all of our universities and colleges are giving their graduates a strong background in Kodály, Orff, Dalcroze, or any of the other elementary music methodologies. In addition, many elementary music teachers did not originally plan on teaching at the elementary level and they find themselves unprepared to help their students develop music literacy skills.
Kodály Method Provides Sequential Lessons Which Build on Prior Learning
If you are not familiar with the Kodály approach, the Organization of American Kodály Educators (OAKE) provides a great simple, succinct summary of the Kodály concept. Here, I will simply say the foundation of the Kodály approach is singing which should be taught in a natural environment as a child would learn to speak.
The repertoire consists of high-quality folk songs (my favorite genre) taught in a playful manner using games and engaging activities. The foundation of the Kodály method is carefully crafted, sequential lessons that build on prior learning. One of the main tools of the Kodály method is solfege.
Kodály was a proponent of teaching movable Do. Even today many teachers shy away from teaching movable Do because they lack the time to prepare lessons and ready-made classroom resources are not easy to find. When you consistently teach movable Do in the elementary grades, key changes become commonplace. Thus, playing in various keys is not “scary” when students are learning to play instruments.
The Kodály Center – The American Folk Song Collection hosted by Holy Names University is a fabulous FREE resource for finding Kodály songs & games. Search their collection of over 500 folk songs.
If you are considering building your library of Kodály resources, check out a few of these American standards below.
- The Kodaly Method: Comprehensive Music Education from Infant to Adult by Lois Chosky. I cannot believe how expensive this book has gotten since I purchased mine. If you buy through Amazon, they had some used books for approximately 70% off.
- Kodály Approach, Method Book 1 by Katinka Daniels. (This book includes resources for Kodály levels 1, 2, and 3.)
- 150 American Folk Songs to Read, Sing, & Play published by Boosey & Hawkes. This is a fabulous song resource which follows the Kodály sequence.
- Sail Away 155 American Folk Songs to Read, Sing, & Play also published by Boosey & Hawkes. This is the sequel to “150” and also follows the Kodály sequence.
There are MANY more books available to expand your Kodály knowledge base and repertoire but these are a few of the staples.
The Kodály method provides a great template for sequential learning while teaching beginning rhythm using stick dictation. Check out this post for more thoughts on beginning rhythm reading with young children, stick notation vs. standard notation.
Develop a Plan
Developing music literacy in the elementary grades does not happen by accident. It requires sequential lessons which build on prior learning. If you use PowerPoint projectable lessons and you do not have time to create all of your own, check out some of the sequential lessons below. These music reading songs and activities are available in bundles or separate lessons.
Do you follow a strict Kodaly sequence? Have you made modifications to the method? Do you use Orff and/or Dalcroze activities? Leave a comment below.


New Mexico teenager Karina Ramirez nearly dropped out of school just two weeks after the birth of her baby, because school officials said she had missed too many days. In fact, family responsibilities are the top reason why young women drop out of high school; the Gates Foundation found that 26% of students who dropped out of high school did so because they became a parent. Some are pushed out of school by administrators or teachers who don’t want parenting students there, and some just fall out of school because of inadequate support. Either way, the consequences to parenting students’ education and their (and their children’s) future economic prospects are serious: a 2007-08 national survey of teen mothers found that only half had their high school diploma before the age of 22.
Dropouts are much more likely to be unemployed, poor, receiving public assistance, in prison, unhealthy, divorced, or single parents than high school graduates. A Detroit school for teen mothers had a solution to this problem, successfully teaching teen mothers a traditional high school curriculum, while also providing on-site day care and early elementary education for their children for over three decades. Sadly, funding cuts recently forced the school to reopen as a private charter school. On reopening, the school required teachers to implement a nontraditional curriculum where students somehow had to not only find their own externships, they had to provide their own transportation to get to them, and to get their children to the school for childcare. Not surprisingly, enrollment plummeted. Former students and parents have filed a lawsuit alleging that the school violated Title IX, the federal law that outlaws sex discrimination in education.
It doesn’t have to be this way. Title IX protects pregnant and parenting students by requiring schools to excuse a student’s absence when it is due to pregnancy or childbirth. It also requires that a pregnant or parenting student returning from an excused absence must be able to return to the same programs, and be allowed to make up late work with no penalty. However, Title IX does not require schools to excuse absences for parenting students, unless the reason is directly related to pregnancy or childbirth.
Luckily, state and local laws can provide more protections than federal laws. New Mexico—which has had the highest teen pregnancy rate in the country in recent years—has taken the lead by implementing a new parental leave law to help students like Karina stay in school. Before this new law was enacted, parenting students in New Mexico did not receive excused absences to take their baby to the doctor, which often led to them being expelled for missing too much school, as nearly happened to Karina. The new law will allow parenting students to have 10 days off after the birth of their baby and four more excused absences per year (in addition to the 10 excused absences every student already gets). This is in line with the American Academy of Pediatricians’ recommendation that babies have five medical check-ups during the first six months of their life.
Now parenting students in New Mexico, such as Karina Ramirez, are able to graduate from high school. Although Karina was nearly dis-enrolled from her school, with New Mexico’s new parental leave law, she was able to continue her education and eventually earn her diploma. (Read Karina’s full story here.)
We don’t know the full impact of this new law yet, but we do know it is a step in the right direction. Other states should follow New Mexico’s lead and implement laws that give more accommodations to parenting students. Being a parent while going to school is challenging, and students shouldn’t have to choose between taking care of their babies’ physical health—by going to doctors’ appointments—and their babies’ economic health—by staying in school until graduation.
You can read more about Title IX’s protections for pregnant and parenting students in the Department of Education’s recent report on Pregnant and Parenting Students and Legal Momentum’s Know Your Rights fact sheet.
Contributed by Aubree Dalfonso and Christina Brandt-Young


Our monthly reading guides help enhance your Ranger Rick Jr. subscription by recommending ways you can use the magazine to encourage a strong foundation for your child’s literacy development.
Each month Ranger Rick Jr. brings fun and educational articles to your home. The August issue has many interesting opportunities to read with your child while learning about animals.
What do animals eat? In A Tale of Two Turtles on page 8, we learn box turtles eat “almost anything”. Ricky and Pals in The Very Hungry Rabbit on page 20 tells us rabbits eat lettuce and carrots. While reading these two articles, ask the child or children what other animals eatdogs (meat, dry dog food), cats (birds, mice, milk), elephants (leaves, grass, peanuts), squirrels (acorns and seeds), bats (mosquitoes), cows (grass, hay), horses (hay, oats, carrots). Use your imagination to think of other animals. What is the child’s favorite food – ice cream, watermelon, chicken, French fries, hamburgers? This theme of animal foods can be expanded by introducing new words: carnivores (animals that eat meat), herbivores (animals that eat plants), and omnivores (animals that eat both plants and meat). Ask the child if she or he is a carnivore, herbivore, or omnivore.
Ricky and his pals have vivid imaginations in the story The Very Hungry Rabbit on pages 20-23. As you read, it can be fun for the child to hear Ricky, Bizzie, Mitzi, and Flora speak in different voices. Ricky Raccoon could be a young boy’s voice, Bizzie Beaver could have a deeper voice, and Mitzi Mink and Flora Skunk could have girl voices. Use your normal speaking voice for the narrator.
When following along with your finger as you read, ask the child if she or he recognizes a word – begin with “Ricky” and have the child read that word every time your finger comes to it on the page. To help your child recognize alphabet letters, ask her or him to underline words that begin with the same letter as the child’s name – for example The and Tyler, Mitzi and Makayla, house and Hailey. There are words that begin with the letter of every child’s name.
Every time you read to a child it improves her or his vocabulary, imagination and interest. Use the variety of stories, pictures and activities in Ranger Rick Jr. to spend time with children.
Prepared by Mike Wilson
Prekindergarten Reading Encouragement Project (PREP) Founder
PREP – Helping childhood literacy one family at a time.


Our monthly reading guides help enhance your Ranger Rick Jr. subscription by recommending ways you can use the magazine to encourage a strong foundation for your child’s literacy development.
There is a lot of great reading material in this month’s issue of Ranger Rick Jr. Our focus article this month, Ricky and Pals in The Jokers, involves a mystery that Ricky and his friends set out to follow. There are so many stories to read with your child to encourage the further understanding of this topic! Some examples of good mystery books to share with your child are: Gretta Lou and the Dog Collar Mystery by Wendy Peek and Ace Lacewing Bug Detective by David Biedrzycki.
These stories, and others like them, provide a great opportunity to introduce some new vocabulary words to the children. Here are some examples with child-friendly definitions to use with the stories:
Mystery: something that no one can explain; a question that has no answer
Investigate: collect clues to solve the mystery
Detective: someone who uses clues to solve the mystery
Once you and your child have finished reading all of the wonderful pages of this month’s issue of Ranger Rick Jr. magazine, you can use the pages to create new literacy activities. Work with your child to cut out any big letters that can be found throughout the pages. Then, use the letters that you have collected to try to assemble them into new words; maybe you’ll even be able to spell your name using these letters! This activity can be challenging but it will also be fun and exciting when your child builds words out of these letters.
Take the activity a step further by helping your child copy the words you create onto a piece of paper so that, when you scramble and reuse the letters, you can keep track of all the words you came up with. Your child will gain practice writing letters and putting them together to form words. Have your child draw a picture to represent what each word means. Then, you can compile the pictures together and create a vocabulary book. Creating a book with your child will help him or her develop an understanding of the characteristics of print materials, for example: the title, author, and the left to right direction that the pages turn.
Prepared by Ellie Tunison
Prekindergarten Reading Encouragement Project (PREP) Intern
Early Childhood Education Major, University of Delaware
PREP – Helping childhood literacy one family at a time.


Delmare Yasmine July 14, 2020 worksheets
To know if you are on the right track with worksheets in your classroom, answer (honestly) these simple questions:
Teachers and parents basically are the primary users of worksheets. It is an effective tool in helping children learn how to write.
Whatever your motivation for looking for worksheets for preschool, there are a few points to consider before you decide which ones you want.
The basic cursive worksheets that you can use are Rockin’ Round Letters, Climb’n’ Slide Letters, Loopy Letters, Lumpy Letters, and Mix ’n’ Match.Worksheets are now being used in most schools as they are proven effective in fostering a children’s learning process. There were studies that show children responding better to worksheets compared to other boring and strict methods of teaching.
So what can you expect from budgeting worksheets in general? Their basic functions include being able to store data. With their organized sections, you can just write down the necessary information on your finances and the amounts of allocations of your expenses. With these data input, you can have your worksheets automatically compute everything and set out a budgeting plan for you and your entire household to follow. In some worksheets, you can even have additional features, such as planning for future purchase. For instance, if you dream to buy a new car or a new home by the end of the year, you can set your worksheet to have a clear and thorough plan in order for you to have the necessary amount you need when the year ends.
I have said ”Don’t Use Worksheets” about every way there is to say it, and each time I have included solid brain-based, researched reasons for this statement; and yet, I know that many people will ignore the science in favor of the convenience. It is very difficult to fight the tide when there are so many internet sites pushing worksheets at parents, and so many reputable textbook companies doing likewise. It is difficult to remember the reasons to avoid them when one has very little time to devote to working with math. Worksheets just seem so much easier than doing things any other way. Can they really cause harm?
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Att undervisa i läsförståelse. : En kvalitativ studie om lärares reflektioner kring och undervisning i läsförståelse
The purpose of this study is to investigate how teachers in grades 1-3 work with reading comprehension in the classroom. This essey will further analyze how they describe the concept poor comprehenders and how they discover if a pupil have bad reading comprehension. I have used the following questions:
- How do teachers describe the concept poor comprehenders?
- How do the teachers work with reading comprehension in the classroom?
- How do the teachers describe how they find out if a pupil have bad reading comprehension?
The study is based on a qualitative method with three interviews and three observations. The theories and central concepts that I used is poor comprehenders, reading comprehension, reading comprehension strategies and pedagogical methods. The result shows that the teachers have difficulities of explaining the concept poor comprehenders When comparing which reading comprehension method they use in the teaching, the result shows that they have used similar methods but in different ways. The result also shows that all the teachers in this study believes that it´s hard to find out if a pupil have problems with reading comprehension.
HÄR KAN DU HÄMTA UPPSATSEN I FULLTEXT. (följ länken till nästa sida)


TVO today launched a new learning initiative designed to provide enhanced access to a host of TVO digital learning products during the current school closures.
Launched as part of the Ontario Ministry of Education’s Learn at Home program, the initiative provides online, easy access to learning tools for students from K-12.
Through direct online links, students will be able to engage a host of learning tools on demand, free of charge and barrier free.
• TVO Mathify offers free 1 on 1 online math tutoring with Ontario Certified Teachers for students in grades 6-10. During the school closures, tutors are available from 9am to 9pm Monday through Friday and Sunday 3:30pm to 9pm for students wishing to build their math understanding and confidence with a personalized math coach.
• TVO mPower offers more than 65 free online games that help students master tough-to-learn K-6 math, STEM and social science concepts. All games are Ontario curriculum-based and designed to bolster foundational skills and inspire a love of math.
• TVOkids is well known for the 13 hours of award-winning educational content it broadcasts every day, as well as its educational videos, games and online content supporting the Ontario curriculum. As part of the Learn at Home initiative, TVOkids has added The Power Hour of Learning to its broadcast schedule every day from 9:30-10:30am, providing school aged kids with stimulating curated educational content each morning.
Stay up to date!
Get Current Affairs & Documentaries email updates in your inbox every morning.
In addition to the popular TVOkids YouTube channel, three new subject-specific channels have been launched:
· Mathematics – A YouTube channel carefully curated with content to support JK-Grade 3 core math curriculum, helping kids learn math in a way that is intriguing and fun. Visit the TVOkids Mathematics channel.
· Science and Technology – A YouTube channel supporting JK-Grade 3 core science curriculum where kids can learn from fun science experiments – and even try some of them at home. Visit the TVOkids Science and Technology channel.
· Language – A YouTube Channel where kids join an imaginative world where learning language is paramount. These videos are designed to promote the growth of language skills and a love of reading. Visit the TVOkids Language channel.
Beginning Monday, March 23, TVO ILC also invites students to join our free online TVO ILC Open House, where they can keep up with their studies or deepen their understanding through an open preview of all our 144 grade 9 to 12 courses.
“The COVID-19 emergency has changed how Ontarians live, work and play in a matter of weeks, and TVO services are evolving along with the needs of the people we serve,” said Chris Day, TVO’s Board Chair. “Making digital learning products more widely available will hopefully be welcome news to learners and their families, and our current affairs programming will continue to keep Ontarians informed.”
“TVO is proud to be part of this important initiative by the Ministry of Education,” said Jennifer Hinshelwood, TVO’s Acting Chief Operating Officer. “TVO’s suite of digital learning products is designed to stimulate and engage young minds in learning – a mission that seems doubly important at times like this when many of our traditional learning environments are not accessible.”
As a digital learning and media organization, TVO is committed to supporting learning for Ontarians of all ages. We are poised to continue serving Ontarians with our impactful digital learning products, in-depth current affairs, thought-provoking documentaries, and innovative TVOkids content.


I keep clarinet lessons for children light-hearted, engaging, and fun. I believe that the most important lesson a child can learn is to love and enjoy playing music. Once this is accomplished the rest is easy! Children who learn to love playing an instrument enjoy practicing, progress rapidly, and continue to play music throughout their lives.
I work with various band methods, tailored for each child’s individual skill level and personal needs. If the student is a member of school concert band we also will also work with that material, ensuring that he/she can approach the music in school with confidence.
Clarinet lessons include:
• Good posture
• Tone production and proper breathing
• Understanding musical symbols
• Sight reading
• Playing ‘by ear’
I like to keep parents informed about their child’s progress at clarinet lessons, through either email/text, or in-studio chats. In this way we; parent, student, and teacher, can work together to encourage and support a great learning experience!
Associated Music Education Links


Resources › For Educators Prompts that Support Instruction and Independence Moving from Full Support to Independence with Prompting Share Flipboard Email Print Shestock / Getty Images For Educators Special Education Applied Behavior Analysis Behavior Management Lesson Plans Math Strategies Reading & Writing Social Skills Inclusion Strategies Individual Education Plans Becoming A Teacher Assessments & Tests Elementary Education Secondary Education Teaching Homeschooling By Jerry Webster Special Education Expert M.Ed., Special Education, West Chester University B.A., Elementary Education, University of Pittsburgh Jerry Webster, M.Ed., has over twenty years of experience teaching in special education classrooms. He holds a post-baccalaureate certificate from Penn State's Educating Individuals with Autism program. our editorial process Jerry Webster Updated May 13, 2017 Independence, completing a task or exhibiting a behavior without prompts or cues, is the gold standard of special education. The kind of support we give students to help them succeed in special education is called prompting. The level of support falls on a continuum, with the most invasive and furthest from independence, to the least invasive, or the closest to independence. The prompts at the least invasive end is also the easiest to fade, or slowly withdraw, until the child is accomplishing the task independently. The most severely cognitively, multiply or developmentally disabled students may need very high levels of what is called “hand over hand” support. Still, kids with specific learning disabilities who may have attention deficit disorder with some reading and math difficulties may need prompting to stay on task and complete tasks. They are just as prone to become “prompt dependent,” which may leave them incapable of achieving the gold standard: independence. Because of “prompt dependence” it’s important that a special educator understands how to work across the continuum, from hand over hand, the most invasive, to gestural prompts, the least invasive. As the teacher moves across the continuum, the teacher is “fading” prompts toward independence. We review the continuum here: Hand over Hand This is the most invasive of the prompts, and is often only required for the most physically disabled students. The teacher or coach may actually place his or her hand over the student's hand. It isn’t necessarily just for the most physically disabled student: it works well with young students on the autism spectrum, older autistic students with unfamiliar tasks like sweeping, and even younger students with immature and undeveloped fine motor skills. Hand over hand can be faded by lightening your touch to a simple touch on the back of a hand or arm to guide the student though the task. Physical Prompts Hand over hand is a physical prompt, but physical prompts can include tapping the back of a hand, holding an elbow, or even pointing. Physical prompts may be accompanied by verbal prompts. As the verbal prompts stay in place, the teacher fades the physical prompt. Verbal Prompts These are most familiar. We tell the student what to do: sometimes step by step, sometimes with more detail. Of course, if we talk all the time, our prompts get ignored. You can also design verbal prompts to fade from most complete to least complete. Example: “Bradley, pick up the pencil. Bradley, put the point on the paper. Circle the correct answer. Good job, Bradley: Now, let’s do number 2. Find the correct answer, etc. . . .” Faded to: “Bradley, you have your pencil, your paper and we have done these before. Please circle each answer and put your pencil down when you are done.” Gestural These prompts should begin with a verbal prompt: they are easy to fade and are the least invasive. Be sure you don’t become so used to your verbal prompts that all you’re doing is running your mouth. Shorten those prompts and trust the gesture, whether it’s pointing, tapping or even winking. Be sure the student knows what you are requesting with the prompt. Gestural prompts are especially successful with kids with developmental or behavioral problems. Alex, who is featured in the article on making your own social narrative, sometimes forgot and would drool. I taught my wife, his teacher, to touch her chin with her forefinger to remind him: Soon all she had to do was move her hand a certain way, and he remembered. Visual Prompts These prompts can be paired with other prompts initially, and as they are faded, the simple visual prompt can remain. Typical (children without disabilities in general education programs) also benefit from visual prompts. Teachers have noted that children will reference the place on the wall where a graphic organizer for a specific skill used to be, noting that the mere act of remembering where the visual prompt was on the wall helps them remember the CONTENT of the prompt! Independence: The goal. The continuum: Hand over Hand -- Physical—Verbal—Gestural—Independence.


MATH-Inic is a series of special Math courses that transforms children: from Math haters to Math lovers, and Math lovers to Math masters. It introduces fun, fast and easy ways of computing Math problems and enriches traditional Math classroom lessons through new solving techniques. MATH-Inic also enhances brainpower through Mental Math exercises.
Yes, we can jump start your children’s interest in Math. They will learn to enjoy Math and will never be intimidated by the subject for the rest of their lives.
MATH-Inic gets the best of different Math techniques and combines them into a program that is easy to understand and fun to do. Some of the principles incorporated into MATH-Inic are from the following:
- LEFT BRAIN MATH. The left brain processes information in an analytical and sequential way. It looks at the pieces first before putting them together to get the whole. Most Math subjects are taught this way.
- RIGHT BRAIN MATH. The right brain is visual and intuitive. It looks at the whole picture before processing the details. Right Brain Math uses graphic images and patterns, making it easier for young learners to understand.
- MENTAL MATH. This involves computing for exact answers without the use of pen and paper and other aids. This taps various Math methods such as Vedic Math, which even NASA is said to use.
MATH-Inic delivers results! With MATH-Inic, your children will:
- Enhance their brainpower through mental math exercises
- Solve Math problems in less time than it takes to find a calculator
- Dramatically improve their grades in Math and other subjects
- Increase their chances of passing scholarship and entrance exams in prestigious schools such as UP, Ateneo, La Salle and Philippine Science High School
MATH-Inic is the perfect complement to the Mathematics curriculum currently being taught in your school. MATH-Inic can help you get an INSIDE track to Math.
With MATH-Inic, you will:
I mprove your basic Arithmetic and Mathematical skills;
N urture your interest in Math and thus improve your grades in Math and other subjects;
S how you that Math can be fun, fast and easy;
I ncrease your chances of passing scholarship, high school and college entrance, licensure and board examinations;
D evelop your analytic and problem solving skills; and
E nhance your brainpower through mental Math exercises.
MATH-Inic encourages innovation and creativity in problem solving. With practice, not only can you perform lightning-fast calculations, improving your performance during exams and raising your grades, it can also increase your self-esteem.
MATH Horizons for ages 4 to 8
Broadens students’ numeracy skills and awareness
MATH Builder for ages 8 to 10
Gives students a good foundation of needed Math skills
MATH Booster for ages 10 to 12
Further hones students Math skills and abilities
MATH Master for ages 12 to 17
Prepares students for higher level Math concepts and applications


Getting elementary students outside is beneficial on several levels. The fresh air is good for the body, peaceful surroundings encourage focus, and there is a lot that nature can teach us. The best locations are away from buildings and in an area where your outdoor forays will not distract other classes in the school. Be sure to take along a field guide to learn about different plants and animals, but give the elementary students opportunities to explore and learn in their own ways as well.
Benefits of NatureChildren spend less time immersed in nature today than they once did. Some of this is due to the growth of residential areas, and some are related to advances in technology, but the result is an effect on children’s learning patterns. Exploring the area, collecting insects, or discovering the different kinds of flowers, children gain valuable knowledge about flora and fauna as they apply academic studies to real-world situations. Other benefits can include a reduced obesity, greater attention to details, or incidental progress in math skills and personal vocabulary.
Helping Children FocusBecoming a part of the natural world has been shown to have positive psychological effects. Elementary students tend to be able to focus on academics studies better after spending time in nature, scoring better on memory tests and concentration. The reasons behind the increased clarity are still being studied, but the results have proven to be more than coincidence can explain: A couple of outdoor classes throughout the day can make a big difference.
Nature Science Through ExposureOf course, nature does have a lot to teach children. Schools can team up with state forests, wildlife refuges, or other animal sanctuaries to help children learn about the plants and animals in their region and the importance of preserving habitats for animals to live in. A butterfly hunt in the city park or leisurely strolls along multi-use paths are both good ways to expose your elementary aged children to the complexities of life, its cycles, and how different species depend on each other for survival.
Nature as Part of the CurriculumHolding classes outdoors is as old as education itself. Before there were schools, young children tagged along with their parents and picked up information about nature and their world throughout the day. Ancient scholars are said to have given lectures in public places such as parks or near streams or pools.
When children are given more opportunity to experience nature, they are better able to understand the bonds between living things, historical advances in science, and much more. The reasons for encouraging elementary education outdoors are numerous while the disadvantages are few.
The Montessori School of Pleasanton emphasizes teaching elementary students through nature and outdoor learning. Learning through our surroundings helps students better understand the world around them and how all things work together. To learn more about Montessori Education, contact us today.


Higher Standards for Higher AchievementDecember 12, 2017
The average adult in the United States reads a few thousand words every day—encompassing everything from street signs to text messages to news headlines. But those thousands of words amount to nothing without comprehension and critical reading skills, which enable us make sense of the myriad words we encounter.
These skills of sense-making and critical thinking are at the heart of the Common Core State Standards in English language arts. The standards are based on the notion that, to be ready for college and careers, students should be able to understand complex texts, use academic vocabulary, cite evidence from texts to back up their analyses and claims, and read to build knowledge about the world around them.
While some have linked recent dips in American students’ scores on international literacy tests with the Common Core, teachers know firsthand that the standards are working for their students. Six years after they were introduced, the standards are in place in more than 40 states, and state test results in places like Colorado, Mississippi and New Jersey show that students are making progress. Speaking to the gains in test scores in Kentucky, teacher Dr. Meka Wilhoit Barry noted that, “While a few percentage points may seem small, it translates to thousands more students operating on grade level. That’s significant progress!”
Across the country, teachers are seeing measurable, positive changes in their students’ literacy skills. Their students are reading deeply across content areas. They are able to speak eloquently and write for a variety of purposes. They know how to think critically about the thousands of words they take in—and about what those words mean for the world they’re growing up in.
As one middle school teacher in Ohio puts it, “The standards have given my students both the push and the freedom to explore connections between reading and their daily lives.” For example, her seventh-grade students recently read a speech by prominent suffragist Lucy Stone and were able to discuss how specific sentences related to issues of gender equality in modern society.
Another educator from Kentucky says that the standards have created opportunities for her to challenge her students with exciting, complex texts that connect to their interests. And she has found that her students’ literary analysis essays “prove they are mastering high school-level reading and writing skills”—even though they’re still in middle school.
Students across the globe are gaining ground in literacy—which is a good thing. That does not mean that U.S. students are slipping or that higher standards aren’t working. The experience of teachers across the country shows that, in fact, our students are reading more deeply, thinking more critically, and making progress. With the foundational skills embedded in the Common Core and similar high standards, our children are becoming equipped to read and understand in new ways—and to navigate and change the world where they encounter those thousands of words each day.
About the Author
Katrina Boone is the Director of Educators for High Standards.


Elementary Education Student Attitudes to Teaching Mathematics
MetadataShow full item record
Type of Work7 pages
Citation of Original PublicationAlkhateeb, H. M. (2015). Elementary Education Student Attitudes to Teaching Mathematics. Innovative Teaching, 1-7.
elementary teacher education
National Council of Teachers of Mathematics
This research study compares the attitudes toward teaching mathematics of ele- mentary education students using the 22-item Likert-type Mathematics Teaching Attitude Questionnaire (Nisbet, 1991). Data were collected from 153 freshman students majoring in elementary education (133 women and 20 men) whose ages ranged between 18 and 37 years (M=19.5yr., SD=2.1) and from 144 senior elementary education student teachers (128 women, 16 men) whose ages ranged between 21 and 52 years (M=22.8yr., SD=4.6). The freshman students majoring in elementary education were in the first or second semester of their undergradu- ate degree program and were planning to join the elementary teacher education program; whereas, the senior elementary education student teachers were in the final semester of their elementary teacher education program. Analyses of the responses to the questionnaire by the freshman students majoring in elementary education and the senior elementary education student teachers were carried out to assess and compare their attitudes to teaching mathematics. The senior elementary education student teachers scored significantly differently from the freshman students majoring in elementary education on two of the four scales of the Mathematics Teaching Attitude Questionnaire reflecting overall lower Anxi- ety, and higher Confidence and Enjoyment.


Hobbies Playing Music About the Bass Drum Percussion Instrument Share PINTEREST Email Print Brian Kennedy/Getty Images Playing Music Music Education Basics Music History Music Lessons Music Theory Playing Guitar Playing Piano Home Recording By Espie Estrella Espie Estrella is a lyricist, songwriter, and member of the Nashville Songwriters Association International. our editorial process Espie Estrella Updated November 08, 2017 The bass drum is a percussion instrument played by using padded beaters or sticks and striking it against the drumhead. In a drum set, the musician plays the bass drum by using a pedal-operated stick. Types of Bass Drums The bass drums that are used in marching bands and military music have two drumheads. The ones used in Western-style orchestras often have one rod-tensioned head. Another type of bass drum is the gong drum which is larger and has only one drumhead and is used in British orchestras. The bass drum has a deep sound and is the biggest member of the drum family. First Known Bass Drums The first known bass drums that had two drumheads are believed to have existed as early as 2500 BC in Sumeria. The bass drum used during the 18th century in Europe was derived from the drums of Turkish Janissary bands. Famous Composers Who Used Bass Drums The bass drum was predominantly used to add effect to a piece of music. Some famous composers who used it include Richard Wagner (The Ring of the Nibelung), Wolfgang Amadeus Mozart (The Abduction from the Seraglio), Giuseppe Verdi (Requiem) and Franz Joseph Haydn (Military Symphony No. 100).


Course Overview of our Workshops
Kids’ MusicRound offers two core workshops to choose from. Aside from being the most fun you’ll ever have in a workshop, you gather a wealth of information, confidence and skill to bring into any music classroom.
We have two styles of workshops: live, face-to-face and online. Online workshops have become popular allowing participants to enjoy from the comfort of their homes. An internet connection, webcam & microphone are required. Live, on-location workshops are dependent upon scheduling.
Importance of Early Childhood Music
Early childhood research and music education philosophy overview; includes activity presentations throughout the day.
- The stages and beginnings of music development
- The importance of introducing music education in early childhood
- Observation of a live classroom (onsite) or video (online) using “mommy and me” parent-child learning techniques
- The importance of the adult presence and role modeling in early childhood
- Learn tested teaching techniques for presenting songs and rhymes to children
- Learn how to help children achieve basic music competence and its importance to music development
- Discover how different learning styles impact children in the music classroom
- Learn how to sustain the musical intelligence all children are born with
- Become familiar with the research theories supporting the curriculum
- Walk away with classroom-tested music that infants, toddlers and children will immediately respond to
Songs, Movement and Music in the Classroom
This section focuses on the necessary skill set of the teacher.
- Learn the importance of movement in the music classroom
- Delve into more detail on successfully leading children in music activities using movement and musical props such as egg shakers, sticks, and scarves and more
- Observe a live class (onsite) or video (online)
- Learn the importance of play in the classroom
- Learn successful lesson planning techniques
- Learn how to create a lesson plan with just the right flow
- Feedback is provided by expert KMR trainers
- Learn how a developmentally appropriate curriculum benefits babies, toddlers and young children
- Find out how child development impacts the early childhood music classroom
Songs, Movement and Music in the Classroom – Practicum
Practice using your newly acquired skills.
- Participants take part in a live demonstration class of children and parents (onsite workshops)
- Final class is recorded and participants receive expert feedback on how to improve and grow
- Online participants are given homework assignments to prepare and videotape for feedback
- This section provides advanced work with music and movement
- Tonality and meter
- Observe and communicate the stages of music development
- Learn BabyRound™ class techniques


What’s Going on in This Graph?
Presented by: Sharon Hessney
“What’s Going On In This Graph?” (WGOITGraph?) is what we math-types automatically ask ourselves when we see a graph of interest. But, do our students have this curiosity? Probably not. WGOITGraph?, a weekly, free online feature of the New York Times Learning Network, asks students “What do we notice?” and “What do we wonder?” about a timely graph that they can recognize themselves in. (You may know this as Annie Fetter’s math problem-solving strategy.) WGOITGraph? is for grades 7 – 12 and beyond. It is used in not only math, but also humanities and science class. With a very low floor and very high ceiling, all students engage and benefit.
WGOITGraph? is released weekly on Thursday with math teachers live moderating 9 am – 2 pm ET on the following Wednesday. Then, we reveal the article, additional questions, and Stat Nuggets.
WGOITGraph? can be used in class or as homework. WGOITGraph? expects no teacher prep or statistical background.
We will notice and wonder about some graphs. Then, we will share our catchy headlines. We will discuss best practices. Guaranteed that you’ll still be thinking about the graphs once we are done.
Hosted by: Leigh Nataro
Note: Watch the full presentation at:https://www.bigmarker.com/GlobalMathDept/What-s-Going-On-In-This-Graph
Sign up for the Global Math Department Newsletter at http://globalmathdepartment.org
Presented on November 6, 2018


Where appropriate Music is woven into our creative curriculum topics, or as a discrete topic where this is not possible.
The children are taught music as a class lesson and in a weekly singing Praise and Worship Assembly for the whole school. The children are encouraged to sing and play musically with increasing confidence and control, to develop an understanding of musical composition, to organise and manipulate ideas within musical structures and reproduce sounds from aural memory.
Children will begin to develop an understanding of musical notation and listen to and appreciate a wide range of music drawn from different traditions, composers, musicians and time periods. As well as curriculum music the children take part in numerous performances throughout the year such as Harvest assemblies, Christmas performances and musical productions including sining at Evenely Woods for a Midsummer Concert along with other local schools in our cluster.
In 2019, we took our school choir to Wembley to sing in Voice In A Million (VIAM) This was set up in 2009; as a promoter of school / singing events, with an under-pinning message that raises awareness of the plight of children in care and the importance of Adoption and Fostering, both in the UK and worldwide. VIAM showcases some of the finest young singing talent in schools whilst enabling our children to participate in a once-in-a-lifetime celebration of singing together in front of thousands. All the children taking part receive tuition, encouragement and support. We are attending again in 2020.
We also take our school choir to a local Care Home for residents with dementia. They love to join in with the singing.
All children in Key Stage 2 have the opportunity to learn to play an instrument in a whole class lesson. We use the services of NMPAT who have taught ukulele and brass instruments. For children with a particular interest or talent, we offer peripatetic music lessons on a range of instruments and we offer extra-curricular activities such as choir.
In September 2019, we were awarded The UK Association for Music Education Music Mark in recognition of a commitment to providing high quality music education in our school.


Also found in: Encyclopedia, Wikipedia.
Pes·ta·loz·zi(pĕs′tə-lŏt′sē, -tä-lōt′-), Johann Heinrich 1746-1827.
Swiss educational reformer whose teaching theories, based on respect and attention to the individual, laid the foundation for the reform of education in the 1800s.
American Heritage® Dictionary of the English Language, Fifth Edition. Copyright © 2016 by Houghton Mifflin Harcourt Publishing Company. Published by Houghton Mifflin Harcourt Publishing Company. All rights reserved.
(Biography) Johann Heinrich (joˈhan ˈhainrɪç). 1746–1827, Swiss educational reformer. His emphasis on learning by observation exerted a wide influence on elementary education
Collins English Dictionary – Complete and Unabridged, 12th Edition 2014 © HarperCollins Publishers 1991, 1994, 1998, 2000, 2003, 2006, 2007, 2009, 2011, 2014
Pes•ta•loz•zi(ˌpɛs tlˈɒt si)
Johann Heinrich, 1746–1827, Swiss educator.
Random House Kernerman Webster's College Dictionary, © 2010 K Dictionaries Ltd. Copyright 2005, 1997, 1991 by Random House, Inc. All rights reserved.


By Julia Flutter
Consulting scholars considers the capability advantages and implications of speaking to scholars approximately instructing and studying in class, exploring its effect at assorted degrees. Key concerns incorporated are: * the significance of attractive younger newbies in a centred discussion approximately studying* the position of scholar session in supporting faculties to advance new instructions for development* the broader implications of student session and participation in instructing the rules of citizenship and democracy. via examples of scholar session projects in fundamental and secondary colleges, the authors show how an time table for swap in response to scholars' views on educating and studying can be utilized to enhance lecture room perform. a part of the what is In It For faculties series aimed at making academic coverage concerns correct to practitioners, this booklet can be a worthy source for practitioners, scholars and researchers drawn to exploring students' views on instructing and studying.
Read or Download Consulting Pupils: What's In It for Schools? (What's in It for Schools) PDF
Similar elementary education books
Strict conformity to fashionable stipulations is the keynote of this enterprise mathematics. in the course of the removal of lifeless fabric the whole topic is gifted in a one-term path. velocity, accuracy, right tools, — those are the calls for of contemporary company and so they were totally met. ample oral and written difficulties, and vocational, agricultural, and handbook education functions were supplied.
Combining concise summaries of the most recent learn with transcripts of school room dialog, case reports and recommendations for the improvement and implementation of sound geographical paintings in perform, Geography within the Early Years offers information on: making plans and association overview and record-keepin the formation of complete university coverage in-service specialist improvement.
One characteristic of this booklet that units it except others is the care that's taken to explain the authors’ interpretation of the word 'teaching for understanding'. each one section of this interpretation – connections, representations, reasoning, communique and misconceptions – is then effectively integrated as a topic within the next chapters that increase very important mathematical issues.
Grand Conversations,Thoughtful Responses presents the foremost to aiding your scholars turn into enthusiastic, convinced readers. within the writer s special approach to Literature Circles, no roles are used and no limits are set at the volume scholars learn. scholars decide upon their books from a suitable pre-arranged set, interact in significant conversations approximately their books with their friends, hold reaction journals, and paintings biweekly on a whole-class comprehension method.
Additional resources for Consulting Pupils: What's In It for Schools? (What's in It for Schools)
School Councils UK, an organisation supporting school council initiatives, has also seen a rising demand for its training and resources for schools (for details of resources produced by School Councils UK see the ‘Recommended Reading’ section). In many schools the school council role is limited to discussion of pupils’ concerns about facilities, uniforms and rules but there is evidence that schools are willing to adopt innovative approaches. Hannam (1999) cites examples of school councils in English schools which have been involved in interviewing applicants for teaching posts, reviewing teaching and learning strategies and discussing curriculum content.
Hart’s view is echoed in a comment by a young person taking part in a national research project exploring young people’s views of their lives and on the society in which they live: ‘Teachers need to understand they are preparing you for the world not just teaching you a subject’ (National Children’s Bureau, 1998: 20). Preparing young people to take more active roles as citizens is increasingly being recognised as worthwhile and important outside school. , 2001). However, within schools there has been some hesitation about pupils taking on such responsibilities.
The ‘wide-angle’ approach Pupil consultation is often used as a way of ‘mapping the terrain’ to ﬁnd out what is happening in a school or classroom. Teachers sometimes have quite general concerns that pupils are not performing as well as they could and, in order to help them to understand why, they have opened up a dialogue with pupils to explore their responses to, and attitudes towards, particular aspects of teaching and learning. It is also sometimes used within initiatives aimed at addressing broad issues affecting a school’s learning culture.


Effective instruction for Special Education or RtI/MTSS programming incorporates essential literacy skills, strategies, and concepts. Differentiate and target that instruction with Achieve3000 Literacy. Help struggling readers in grades 2-12 engage with text, develop knowledge and skills, and build the confidence and momentum they need for literacy growth.
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Back to School Music Class Song with a fun bluesy melody, chords and strumming pattern to warm up your elementary students. Build classroom community on the very first day by sharing real feelings and saying it's "OK" to feel differently than someone else. Best for 1-4 grades.
Help your students deal with their emotions about coming back to school!
Sing the song.
Discuss the lyrics.
Great classroom community lesson.
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As digital technologies like artificial intelligence (AI), machine learning, and data analytics, rejig the global job landscape, reskilling becomes imminent to tap these emerging opportunities. With changing scenario, displacement of jobs is inevitable. We have to partner with young to help them stay relevant, resilient and prepared for the future.
Training in Digital Skills
Nurturing Emotional Intelligence
Leaders of tomorrow will possess a different skill set than that of today's best. Upskilling in hard skills alone will not be enough. Soft skills, such as communication skills, emotional quotient, and cognitive control are the differentiators today for a better tomorrow. These skills will come to fruition if we encourage and practice ‘human engineering’ – the art of understanding the aspirations and needs of people around us and connecting with them.
Research and innovation are essential to the core of Atmanirbhar Bharat. Young minds need to be channelized towards research and development starting from the grassroot level. In order to find holistic solutions to problems and increase self-reliance, the habit to research must be made mainstream. It’s time that we bring the Silicon Valley DNA across sectors and leapfrog in deliberate innovation rather than blindly following benchmarks. Again, our substantial youth population is an added advantage for us; young people must be empowered to experiment in order to play a vital role towards their own, and the nation's progress.
The industry, academia collaborations must be increased across subject lines in order to deliver a perfect mix of industry-ready skill sets channeling sustainable, scalable solutions for the future. Mega-employers have started collaborating with colleges and vocational training centres, in order to facilitate specialized new-age courses that are in sync with the increasing global technology demands. Such centres are encouraging trans-disciplinary learning in order to encourage those who wish to become entrepreneurs, by providing the required mentorship and support. To ensure reach of such collaborations to the last mile, more focus should be given to government initiatives such as fibre connectivity to every village.
How to Upskill
Effective upskilling begins with creating awareness around the potential and available opportunities for upskilling. Creating mentor networks will bring in more clarity and awareness amongst the youth along with programs that assist in mapping foundational skills and digital adjacencies to help create a career map. For example, a person working as a security guard today can be upskilled to become a security operations specialist working for a surveillance firm leveraging robots / AI cameras.
Providing youth with platforms that go beyond learning and provide a practice net will make them future ready. In order to proactively mentor the youth, we need to encompass leadership-based training along with technical, functional and domain-based training programs. Such upskilling platforms when perfectly aligned with skill requirements of an organization, will result in future-ready workforce.
There is a pressing need for digital literacy, especially for the youth. It is our responsibility to 'enable' them requisitely, so that they are ready to shoulder their share of social and economic responsibilities towards building our nation. With the new models and sources of learning, upskilling will have to be a habit formed early. As young people are called upon to contribute to recovery efforts, their alternate thinking, digital skills, and new-age competency will be an added advantage. The future disruptors are going to be the force multiplier of economies worldwide.
(The author is MD and CEO of Tech Mahindra)