Pre-K (short for pre-kindergarten) is an early learning curriculum that allows for children to develop the necessary skills that will prepare them for Kindergarten. VPK (Voluntary Pre-Kindergarten) is a Pre-K program offered for free in Florida for all 4-5 year-olds. It is similar to preschool, in that it aims to give your child a head start in developing their learning, thinking, and social interaction skills. For many children, Pre-K is often their first schooling experience. This can be a daunting environment for them as they embark on their new schooling journey. Everything may appear scary and unfamiliar. Going to a school will now be out of their normal daily routine, so itâs up to parents and teachers to help them become prepared to face the unfamiliar.
As The Parent, What Can You Do To Help Your Child?
We have the answers right here! There are several activities and examples to choose:
- Pay A Visit To The School: Take your child to visit their new school and all its surroundings. Your child should be encouraged to explore the playground, class rooms, and cafeteria etc. so that they can become familiar with them, which will help ease their first-time experiences at school. You can also play on the playgrounds with your child to make it a pleasant experience.
- Become Familiar With Your Childâs VPKâs Daily Schedule: Knowing your childâs schedule can help you plan routine behaviors for home that will help ease your child into the VPK program. For example, you can have a look at your childâs VPK program and see their lunch times, and then plan your lunches at home accordingly.
- Establish A Morning Routine: Getting ready for school will take longer than you think! Allow enough time in the morning to prepare lunch (should you need), make and serve breakfast, pack bags, and dress your child. Add a few minutes extra for your first day of school so that you can feel extra prepared without having to stress or try and hurry yourself and your child.
- Inform Your Child About Their School Routine: Make sure that you know the before and after school routines. Tell your child in advance what the day will entail in order to mentally prepare them for the day. For example, if you are involved in a carpool club, then tell your child on what days you will be fetching them, and what days you wonât be fetching them so that they will not feel nervous and confused should a different driver pick them up. Also, make sure your child can identify who trusted drivers are and that they should not get in the vehicle of anyone they donât recognize.
- Have A Plan B: There is a chance that something may happen during the day which will make it difficult for you to fetch your child from school. Organize to have someone who can be available to fetch and babysit your child, should the need arise. It would be a good idea to take your emergency baby sitter to the school and show them the routes and procedures for an easy and stress-free fetching routine. Keep some lunch money in a safe place in the car for a backup lunch plan, in case you forget to prepare the lunch or forget it at home!
- Teach Your Child Important Daily Skills Before School Starts: Simple actions like unzipping a coat, putting on socks and shoes, hanging a coat on a hook, unzipping a school bag and unwrapping a sandwich are very important self-help skills that your child will need for their school day! Practice these skills with them and use pretend play or games to encourage these behaviors. For example, you can have your child pretend to go to school with you, enter the school classroom and take off his/her coat and hang it on a hook.
- Let Your Child Get Used To The Idea Of School: Read your child stories about school, and play games involving parent, child and teacher roles to help them understand the concept of schooling and what is expected of them as the child.
There are several Pre-K Programs offered in Florida with different curriculum plans. Contact the preschool and ask for more information about the programs offered, and what they entail. Providence Childrenâs Academy, for example, offers a free Voluntary Pre-Kindergarten program for all 4-year oldâs living in Florida. These VPKs are provided by the Early Learning Coalition (ELC). It includes 540 instructional hours designed to provide development in social and interaction skills, early literacy skills and early numeracy skills. There are various public and private VPK institutions: public-based, private-based, faith based, and care-based, where you can choose a program that best suits your childâs needs. Enrollment starts in March and programs start in August. For more information, you can visit our website!


Potentials of plastique animÃ©e application to music apprecation in elementary education
The purpose of the present paper is to examine whether or not plastique animÃ©e could be effective in promoting children7s initiative in music appreciation and also differences in instructional approach would affect contents learned by children in actual classroom settings. It was found that communication, creativity, cooperation, and a sense of achievement were hieghtened in class A childern who received instructions to focus on imagery and body movement conjured from a musical piece. On the pther hand, abilities to analyze music and grasp score reading were marked in Class B children who recieved instructions to pay attention to the details and components of the same musical piece. These findings suggest that learning through plastique animÃ©e is effective in music education, both education-by-music as well as educarion-for-music. It is thus hoped that application of plastique animÃ©e will contribute to the development of music education in elementary schools.
Departmental Bulletin Paper


How do you teach phonics in a fun way?
14 Fun phonics activities for preschoolers
- Rainbow hop letter sounds game. This kinetic phonics game from Fun Learning for Kids transforms your living room into a life-sized board game.
- Alphabet ball.
- Alphabet phonics clip cards.
- Letter sounds race.
- Phonic photo scavenger hunt.
- Spin & rhyme.
- Erase the sound.
- Mystery bag.
How do you teach phonics to games?
Fun phonics games and activities
- Letter Races. This game requires a magnetic board, magnetic letters, and a lot of space!
- I Spy the Sound. âI Spy the Soundâ is a fun way to build phonics skills and phonemic awareness.
- Matching Rhymes.
- Phonics Hopscotch.
How do you teach long e vowel teams?
Teach the patterns explicitly e.g. âaiâ/âayâ, âoiâ/âoyâ, âeiâ/âeyâ. If students are to use plastic or magnetic letters in vowel teamwork, be sure to buy those that have the digraph as one piece. Use sound (Elkonin) boxes and/or sound buttons to highlight the fact that a âteamâ can represent a single vowel sound.
What are some phonics activities?
Top 12 Phonics Activities for Kids in 2021
- Play. Children learn through play, so try incorporating phonics activities at home that involve playing.
- Flip the Pancake.
- Play Dough Letters.
- Word Roller.
- Magazine/Newspaper Scavenger Hunt.
- Popsicle Stick Questions.
What is a phonics activity?
When teaching phonics, you are teaching students to build letter-sound correspondence. This helps them to sound out words and spell words when reading and writing. As they work with blend and digraph word activities, theyâll be able to add to the word families they know from their CVC word studies.
What are some phonemic awareness activities?
Fun And Easy Phonemic Awareness Activities
- Guess-That-Word. If youâd like to give this activity a go, lay out a few items or pictures in front of your child.
- Mystery Bag.
- Clapping It Out.
- Make Some Noise!
- I-Spy With Words.
- Rhyme Matching Game.
- Make Your Own Rhyme.
- Drawing A Phonetic Alphabet.
How do kindergarteners learn long vowels?
13 Awesome Ways To Teach Long Vowel Sounds
- Say three words with a long vowel sound. (
- Ask: What vowel sound do you hear?
- Write each of the words you said on the boardâlake, pail, hay.
- Underline the long A digraphâlake, pail, hay.
- Explain that there are different ways to spell the long A sound.
How do you make the long e sound?
Common Ways to Spell the Long E Sound The combination of two eâs (double vowels) results in the long e sound. There are many EE words. The combination of both an âeâ and âaâ (double vowels) also results in this sound. Similar to the ee words, there are many EA words that make this sound.
What is a phonics lesson?
Phonics instruction teaches common letter-sound relationships, including sounds for common letter patterns, so that readers can apply them in decoding unfamiliar words.


EGYPT - HAPPY CHILD PRESCHOOL
In Egypt, access to education is one of the things that refugee children are denied. Many children have to stay home while parents are at work. The poor living conditions together with malnutrition have stunted the development of refugee children. âThe Happy Child Preschool is set up 14 years ago to meet the educational needs of these children. The school employs Montessori-trained teachers to provide the students with foundational literacy, numeracy and social skills. The children attend school five days a week and are taught a range of topics including English, Arabic, Mathematics, Music and Religious Studies.â Besides providing the children with these foundational skills, the school also provides one nutritional balanced meal per day to help fight malnutrition. They also have free and structured activities throughout the day. While children are at school, parents and caregivers are freed up to pursue employment, training and/or further education to better their opportunities to find work.


Why getting an occupational therapist is a good idea?
Understanding how occupational therapy works assists people in doing things they want and need to be independent and functional. occupational therapy for families with a special needs child can help them live to their fullest. Regarding therapists and pediatrics, it helps children be liberated to do the daily tasks, academically successful, and more. These are the benefits you can have when you have pediatric occupational therapy.
Enhance good gross motor skills
Gross motor skills include using large muscles in the body that are necessary for catching, walking, jumping, and crawling. The therapists will help your child enhance these skills because it is essential for stability, balance, postural control, and locomotion.
Enhance fine motor skills
It is about the coordination of small muscles in the hands and fingers. It is necessary to use for clothing fasteners, academic success, and more. A therapist can enhance the delicate motor relationship to improve the daily tasks individually.
They can do activities by themselves
There are specific activities that they need to do every day that they need to do successfully. These routines are dressing, feeding, and grooming. OT therapists can help your child achieve these goals by assisting them to be independent and careful.
Help to address sensory processing difficulties
With the help of OT, it helps your child become better at responding and receiving sensory input. It could be different clothing types, learning new food textures, or lessening the sensory to better regulation.
Enhance the stability and strength
Your child must learn the foundational skills that can complete the daily tasks. When these skills develop, your child can do visual or fine motor activities and quickly do the jobs.
Improves play and social skills
Occupational therapists can improve your childâs social and play skills by playing, sharing, showing their emotions, understanding the social cues, and more. They are usually in a social group where your child can practice these skills and build relationships with other people.
Build executive functioning skills
The therapists can help your child to know executive functioning skills like initiation, attention, sequencing, and memory to boost their academic performance and chance to do their everyday routine by themselves.
Build better visual-motor skills
Visual-motor skills can help your child organize and identify visual input and understand its meaning. The therapist can make it better to do routine tasks such as reading, playing, and handwriting. It is necessary to improve it because it can make your child independent without your guidance.


Teens these days live in a different world than many of us did growing up. They are surrounded by technology, constantly in contact with friends, and exposed to ideas from all over the world at the click of a button. Though there are many positives associated with the technological advances taking place in the world today, there are also some real negatives.
Perhaps one of the most troubling of these negatives is that many teenagers these days are completely disconnected from foundational skills that are necessary for survival. Many donât have a strong grasp on where their food comes from, how to use tools to fix things, or what to do in an emergency. For thoughtful preppers, this lack of skills poses a significant safety risk to the entire group.
Building interest in prepping skills and self-sustainability is the first step to rectifying the situation. Finding ways to connect with teenagers may take some creativity. They may look at you like youâre crazy if you try to teach them things for âsurvival purposes.â Instead, try to subtly tie lessons in prepping to things they are interested in and care about.
Gardening and a More Sustainable Planet
A core component of prepping is related to producing and storing your own food. Gardening and canning are profoundly practical ways to reduce your impact on the planet. Producing your own food has the compounding benefits of
- Shortening the number of miles food has to travel (by boat, airplane, or truck) from the field it was produced in to reach your plate.
- Reducing the need to use energy for heavy equipment to harvest and process food produced on large farms.
- Limiting or eliminating the chemicals used to produce and store food on a mass scale.
- Building back high-quality soils through composting waste products.
- Working with nature to capitalize on environmentally friendly strategies to increase yields and reduce pests.
- Reducing waste from single-use plastics and tin cans (assuming you preserve food using glass jars).
- Saving money on high-quality, local, healthy foods.
Gardening and food preservation are also two of the easiest prepping skills to get your children involved in from a young age. Young children can help with harvesting and pulling weeds, while teenagers can take on managing certain aspects of the garden, determining which foods to grow, solving problems with pests or watering, and helping with food preservation. You may even encourage your teen to take this form of environmental activism a step further by introducing it at their school. More people are capable of surviving a disaster because they can grow their own food never hurts.
Driving and Emergency Response
Another avenue to try is something that most teenagers are deeply invested in: being able to drive. Driving means freedom and less reliance on parents. But it also means taking on greater responsibility and risk. Driving privileges can be a great means of introducing different prepping skills such as emergency response.
A condition of being allowed to drive should be that your teenager understands what to do in the event of a car accident. Make sure everyone is familiar with the car insurance policy and has a plan in the event of a car emergency. Important tasks your teenager could take on include things like learning basic car maintenance, preparing a first aid kit for the car and understanding how to use it, stashing emergency car supplies in the trunk, driving a manual transmission vehicle, and so on.
Teaching your teenager these skills as a condition of driving not only makes them more prepared for an emergency but also makes them better drivers in general. These conversations can also lead to other important prepper topics such as what they should do in other emergencies if they arenât at home.
The Great Outdoors and Mental Health
Another opportunity to connect with your teen on prepper skills may come as a subtle learning experience. It involves spending time outdoors whether through a foraging trip, an overnight camping trip, or a week-long backpacking adventure. Spending time outdoors is the ultimate opportunity for teens to learn survival skills such as:
- Foraging for food
- Starting a fire
- Wilderness first aid
- Building a shelter
- Cooking over an open flame
- Water purification
- Navigating using a compass and map
But your teen may not initially be all that interested in the survival aspects of the trip. Thatâs okay â they are still absorbing this information. What is more important to them might be making sure they get great photos or a story to share with their friends. You can cater to that and still have a great trip.
You may also be doing a service to your teen that neither of you initially realize. Research suggests that spending time outdoors can be a great way to improve both mental health and physical well-being. It is also an opportunity for your kids to disconnect from tech for a while. It may not be immediately obvious, but you are also giving them tools to survive the world they are currently living in.


Free Guitar Lessons for Kids | Lesson 16 | Copy Play and Learn Guitar.
Learn to play a song with two really easy chords and read a simple chord chart. Join Music Maestro, The Judge as he works with Simon, Dorothy and the boys and girls at home with flashcards.
Having a sense of accomplishment gives children inspiration and makes them want to learn more. Being able to strum the chords to a song is the motivation for a lot of children taking up the guitar and this video shows how a child can play an easy C and G7 chord.
Guitar Teaching Program
To achieve the best results and a positive learning experience for young guitar students, a good teaching program is essential. Copy, Play and Learn Guitar is the best available kids guitar book for very young students. It uses modern, child friendly techniques designed for their stage of physical and cognitive development. It addresses the issues and implements strategies to achieve note reading fluency and chord recognition. Using exciting and engaging songs as subject matter, it comes with free backing tracks, teaching resources and teaching points for each piece. There are also free videos available on YouTube. As the child progresses through the book, a story evolves of a boy and his friends and family involving racing cars, pets, smelly socks and more.
About the Author
Music Educator, Composer and Guitarist, Bryce Leader, holds a Bachelor of Music Education degree and an A(Mus)A in Classical Guitar. He has been a classroom music teacher and guitar teacher for over thirty years and performs regularly in classical, jazz, rock and country music contexts.


In the book Letâs Talk about Race in Storytimes, Jessica Anne Bratt lays out how librarians can start talking about race as part of their regular storytime practice. She begins with an introduction explaining her reasons for committing to talking about race in her storytimes and how the Black Lives Matter movementâs tenant of starting your antiracist work where you are inspired her to work within libraries to move us as a society towards racial equity. The next two chapters of the book outline why it is important to storytime age children (typically age 0-5) about race while also giving readers the foundational skills theyâll need to start talking about race in storytimes. In this section she includes a list of diverse books with talking points, storytime scripts, and definitions to important terms used in anti-bias work. In chapter three she discusses changing your mindset from the mindset of an ally, which is typically passive, to the mindset of a coconspirator, who is actively involved in the situation. In this chapter she also answers some frequently asked questions related to talking about race with children. The last two chapters of the mind dive into how to put this new aspect of your storytime practice into action, with example storytimes, and advice on how to take talk about race in storytimes from an aspiration to a reality. The back matter includes a Storytime Action Plan worksheet and additional resources to continue your learning.
This book is a great guide for any librarian who is looking to create more diverse and inclusive storytimes at their libraries but donât know where to start. While other guides of this kind might have got bogged down in teaching the reader everything that they need to know about E/D/I work, Bratt keeps this text laser focused on the practical application of celebrating difference and making race explicit when working with pre-readers and their caregivers. She offers other resources throughout the book as well as in the back matter for anyone who is looking to expand their knowledge about the topic of E/D/I outside of the preview of storytime. I appreciate the book lists and example storytimes included in this book so that readers can get an idea of what talking about race in storytime looks like and practice (and realize that itâs not as intimidating as it seems!)
Bratt also gives readers talking points for if they receive pushback when they begin talking about race in storytime. For example, in a section addressing the question: âWhat if I am labeled as having an agenda or am accused of using taxpayer dollars to fund an agenda?â Bratt responds, âFirst, there is no agenda behind being a good citizen and wanting justice for all peopleâ¦We tell children to âlove everyoneâ and âtreat everyone fairlyâ as if saying those words will somehow present a magical blueprint that gives kids the language, behavior, and tools to navigate identity biases.â I think these talking points will help librarians to feel empowered to start this practice at their libraries knowing that they have the tools to deal with possible negative feedback from the public. I highly encourage anyone who leads storytimes at their library to consider adding this (quick) read to their upcoming professional development plans.
Storytimes, like any other library program, may receive challenges or attempts may be made to censor them. If you experience an incident of censorship or attempted censorship at your storytime because of your decision to address race (or for any other reason) please report that incident to the OIF. You can find more information about how the OIF supports libraries and library staff during a challenge as well as the form to report censorship here.
Tayla Cardillo is the Branch Librarian of the Oak Lawn Branch Library in Cranston, RI. Before her current position she was a YA librarian. She completed her MLIS at the University of Rhode Island and her B.A. in English at Rhode Island College. Tayla has known that she wanted to be a librarian since she was 17 years old. When not doing library wizardry, she enjoys playing tabletop games and cosplaying.


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Grandmaster's Group Chess Lessons for 2 Kids
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Learn Art Fast! Private Procreate Illustration & Design Express Lesson (Ongoing)
Sketching: Learn How to Sketch a Wild Animal - Jaguar
Students will learn how to construct a jaguar portrait from geometrical shapes and develop the sketch into a completed drawing with shading techniques.
Mr. Son (BFA)
3908 total reviews for this teacher
37 reviews for this class
Completed by 160 learners
There are no upcoming classes.
learners per class
How does a "One-Time" class work?
Meets once at a scheduled time
Live video chat, recorded and monitored for safety and quality
Great for exploring new interests and different styles of teachers
How Outschool Works
There are no open spots for this class.
You can request another time or scroll down to find more classes like this.
Animals have been used in art for a long time to deliver a passage from a work of art, especially portraiture. This class is intentionally designed to help students study an animal by sketching with pencils. Students will not only learn how to construct an animal but also experiment on techniques of shading in order to turn the sketch into a realistic drawing. All students are welcome to join this class either to initially practice sketching or highly develop their ability of shading....
- Pencil (2B or darker such as 3B, 4B,...) - Eraser (cut by half diagonally) - Q tips (or stumps) - Cotton balls - Soft hair brushes (optional)
Learners will not need to use any apps or websites beyond the standard Outschool tools.
1 hour per week in class, and maybe some time outside of class.
Mr. Son (BFA)
Visual Art Instructor
ðºð¸Lives in the United States
3908 total reviews
2106 completed classes
Drawing and painting portraits and human figures have been one of my passions which encourages me to go to school for art education. I am teaching a diversity of art classes with traditional media such as pencil, colored pencil, and watercolor. ...


Remember that First Amendment rights only apply to interactions with government actors, so this information applies in public, but not private, institutions.
Under current law, public schools generally may acknowledge and discuss religious holidays, as long as the focus is an educational one and not devotional.
For example, schools may erect holiday displays, convene holiday assemblies, and sponsor concerts as long as they are done for legitimate educational purposes and the effects generally are secular.
If a public school celebrates the December holidays or teaches about them in a proselytizing manner, it may be perceived as an unconstitutional endorsement of religion. Also note that just because a school vocal or band program includes religious selections, it does not automatically trigger a constitutional violation.
In 1971, the U.S. Supreme Court set forth a three-pronged test that should be applied to each school-sponsored activity with religious content in the case Lemon v. Kurtzman. These questions include:
- What is the purpose of the activity?
- What is the primary effect of the activity?
- Does the activity facilitate entanglement with religion and the school?
If you attend or have first-hand knowledge of a holiday observance or performance in the public schools with a predominantly religious message, you may want to consider the following steps to investigate the situation:
Get the facts. Contact the school officials or offices responsible for the coordination of the holiday programs. If school officials are hesitant to provide you with this information, consider filing a public records request to obtain the information you are seeking. For more information on making a public records request, see the Ohio Attorney Generalâs website at www.ohioattorneygeneral.gov or the ACLU of Ohioâs public records guide here.
Offer a reminder. If the school sanctions a predominantly religious program, call or write the school officials to remind them the Constitution forbids a government endorsement of religion. Tell them that school-sponsored programs that favor one religion over others sends a message to those of various faiths and belief systems they are not welcome. Also remind them that the Constitution exists to protect the rights of the few, or even one, against the tyranny of the majority.
Amplify your message. Write letters to the editor or guest columns to your local paper advocating your views. Attend school board or parent-teacher organization meetings to discuss your concerns. Form a coalition of like-minded people to speak out on behalf of your collective opinions. You may be surprised at how many people feel the same way but may be reluctant to speak out.
Suggest a more diverse program. By selecting musical pieces and themes that address the secular as well as religious aspects of the holidays, more viewpoints will be addressed; and a religiously neutral program or lesson effectively ends any constitutional concerns.
Contact the ACLU of Ohio. Send a one-page summary describing the program, performance, or lesson to the ACLU of Ohio, 4506 Chester Avenue, Cleveland Ohio 44103.
Please include the following information in the letter:
- A detailed description of the performance or observance; the date of the performance or program; and who was responsible for the coordination of the program.
- If possible, please include copies of the program for our review and any news articles addressing the program.
- Also include copies of any correspondence between you and the school regarding the performance or observance.
Our Intake Department will review your letter and contact you if the ACLU is able to be of assistance.
While the ACLU is not able to intervene on behalf of all individuals who contact us, we will provide assistance when possible.
Become a card-carrying member of the ACLU. Help us protect the rights of all Ohioans and Americans and join the ACLU.
This fact sheet is for informational purposes and is not a substitute for personal legal advice.
Some information contained in this piece comes from the National Association for Music Education fact sheet: âSacred Music in Schoolsâ (www.nafme.org) and The ACLU Handbook: âThe Right to Religious Libertyâ (Lynn, Stern, and Thomas).
Visit our School Holiday Concert guide page for more information on school sponsored concerts.
For more information about the separation of church and state and other civil liberties issues, please see our


As a music teacher, you may be limited by the resources that your school provides for your lessons. It can be hard to find low cost resources that add value to your class. There are plenty of low cost resources out there for music teachers, you just need to know where to look.
The internet can be an extremely valuable resource for music teachers. You can find samples of lesson plans, class materials, informational materials, tutorials, and career resources. Here are six of the most useful resources for music teachers that you can find on the web:
National Association for Music Education
The National Association for Music Education is an organization that addresses all aspects of music education. They offer countless resources for music teachers. Some of the resources include:
- Professional Development â The NAfME offers a wide range of professional development opportunities for music teachers looking to advance their career, including online development classes and webinars.
- Journals and Magazines â NafME publishes six periodicals. They are all accessible on their website with the exception of the Journal of Research in Music Education, which requires a subscription.
Music Educators Toolbox
Carnegie Hallâs Weill Music Institute provides a free resource called the Music Educators Toolbox that includes activities, lesson plans, worksheets, audio and video resources, and interactive listening guides. This resource allows you to filter the material by grade level, skills and concepts, genres, instruments, and other criteria in order to meet the needs of your students.
ThoughtCo has created an all-encompassing music education site. This a great resource for all things music education. Some of the areas that the site touches on are:
- Music Theory and Technique â This is for music teachers to sharpen their playing, singing, and conducting skills that can then translate to the classroom.
- Music History â This is a collection of articles and resources that can help educate you and your students about musical timelines, musical styles and eras, and how music has evolved over time.
8notes is a useful resource that provides access to free sheet music. You are able to explore sheet music by instrument, styles/genres, and artists. 8notes also offers free music lessons. They have useful tools such as a metronome, chord charts, fingering charts, scales, and tuners.
Music Bulletin Boards
The Bulletin Board Lady offers over 100 different music bulletin boards. These can help make your classroom more inviting and fun for your students. These bulletin boards are very low cost. They offer a way to visually illustrate some of the most important musical concepts.
Nancy Stewart has compiled a list of musical instruments that can be made with everyday items. This can be a fun way to get away from conventional instruments, as the process of making their own instruments could be a good learning experience for music students. The site also has a song of the month to use with these instruments.
There are plenty more valuable music education resources out there on the web, so this is by no means a comprehensive list. Hopefully this is a good start for music teachers looking for additional resources to add value to their lessons.
Tim Ufer works with university graduate programs as a community outreach manager, with a concentration for career development in higher education. In addition to music education, Timâs expertise includes business management, engineering leadership and entrepreneurship.


COVID-19 pandemic has impacted the education in India gravely. With country-wide lockdowns in place, the schools were forced to remain closed. The learning of children got negatively affected, even as the digital classes resumed after few weeks. This has been confirmed by the recently released Annual Status of Education Report 2021.
Annual Status of Education Report 2021
The Annual Status of Education Report (ASER) is a survey facilitated by Pratham Education Foundation. It is the oldest survey of its kind in the country. It is well regarded for the range of insights it provides on levels of foundational learning at the elementary level. It uses Census 2011 as the sampling frame and continues to be an important national source of information about childrenâs foundational skills across the country.
ASER 2021 survey analysed the impact of Covid-19 on learning. The survey has revealed that there has been a significant learning gap among students. About 65.4% teachers have flagged the problem of children being âunable to catch upâ as one of their biggest challenges. This is also a warning that their learning outcomes are set to be affected unless addressed with urgency. During the recent National Achievement Survey (NAS) of the central government, teachers and field investigators across the country reported that primary grade kids struggled to make sense of questions to test basic comprehension and numerical skills.
In addition to this, the report has revealed that there is an unprecedented jump in government school students, and a 10-year low in private school enrolments. It has also revealed that there is a growing dependency on private tuition classes among students, especially those from poor families.
The digital divide in India has contributed to falling of the education accessibility among students. The report has revealed that almost a third of all children in Classes I and II did not have a smartphone available at home. This did not allow them to stay caught up with learning. This will further impact them as they start joining offline schools, where they may have to work harder to catch up with their peers.
The knowledge gap between these students can cause further divide, and marginalise the students from families without access to smartphones.
On a positive note
The report has said that there has been a decline in the proportion of children not currently enrolled in the 15-16 age group. This is one of the sections which faces the highest risk of dropping out. In 2010, the proportion of 15-16-year-olds who were out of school was 16.1%. Driven by the governmentâs push to universalise secondary education, this number has been steadily declining and stood at 12.1% in 2018. The decline continued in 2020 to 9.9% and to 6.6% in 2021.
It is important to note the shortcomings of forced digital education that the schools had to resort to during the pandemic, and make sure that the gaps are filled as soon as the offline schools start. Additionally, they need to make sure that the positives of the digital education are carried forward and are not left behind in the post pandemic world. In order to make the learning more effective, it is important for teachers to understand that their role goes beyond that of merely controlling the class to facilitation of transfer of knowledge.


It is an excellent resource to introduce children entering the fifth grade to concepts and skills they will be learning. It can also be used as a practice refresher for children leaving the 5th grade so that their skills remain sharp and they do not lose touch during the holidays. As such, it makes for great summer practice.
These Money Word Problems help children practice and reinforce the essential math skills involving money and basic financial transactions. Regular targeted practice is a proven method of helping children reach their maximum potential and perform better on important standardized tests.
The aim of this book is to develop logic and reasoning skills while building better math problem-solving skills and improving self-confidence. Answer Key is included to measure progress and guide practice.


AMAZING Singers caught on camera â Compilation (Silent people)
Dude at my school turns out to have a voice.
Kid Shocks Everyone At A Talent Show
Singing is the act of producing musical sounds with the voice. A person who sings is called a singer or vocalist (in jazz and/or popular music). Singers perform music (arias, recitatives, songs, etc.) that can be sung with or without accompaniment by musical instruments. Singing is often done in an ensemble of musicians, such as a choir of singers or a band of instrumentalists. Singers may perform as soloists or accompanied by anything from a single instrument (as in art song or some jazz styles) up to a symphony orchestra or big band. Different singing styles include art music such as opera and Chinese opera, Indian music, Japanese music and religious music styles such as gospel, traditional music styles, world music, jazz, blues, ghazal and popular music styles such as pop, rock and electronic dance music.
Singing can be formal or informal, arranged, or improvised. It may be done as a form of religious devotion, as a hobby, as a source of pleasure, comfort, or ritual as part of music education or as a profession. Excellence in singing requires time, dedication, instruction, and regular practice. If practice is done regularly then the sounds can become clearer and stronger. Professional singers usually build their careers around one specific musical genre, such as classical or rock, although there are singers with crossover success (singing in more than one genre). Professional singers usually take voice training provided by voice teachers or vocal coaches throughout their careers.
In its physical aspect, singing has a well-defined technique that depends on the use of the lungs, which act as an air supply or bellows; on the larynx, which acts as a reed or vibrator; on the chest, head cavities and the skeleton, which have the function of an amplifier, as the tube in a wind instrument; and on the tongue, which together with the palate, teeth, and lips articulate and impose consonants and vowels on the amplified sound. Though these four mechanisms function independently, they are nevertheless coordinated in the establishment of a vocal technique and are made to interact with one another. During passive breathing, air is inhaled with the diaphragm while exhalation occurs without any effort. Exhalation may be aided by the abdominal, internal intercostal and lower pelvis/pelvic muscles. Inhalation is aided by use of external intercostals, scalenes, and sternocleidomastoid muscles. The pitch is altered with the vocal cords. With the lips closed, this is called humming.
The sound of each individualâs singing voice is entirely unique not only because of the actual shape and size of an individualâs vocal cords but also due to the size and shape of the rest of that personâs body. Humans have vocal folds which can loosen, tighten, or change their thickness, and over which breath can be transferred at varying pressures. The shape of the chest and neck, the position of the tongue, and the tightness of otherwise unrelated muscles can be altered. Any one of these actions results in a change in pitch, volume (loudness), timbre, or tone of the sound produced. Sound also resonates within different parts of the body and an individualâs size and bone structure can affect the sound produced by an individual.
Singers can also learn to project sound in certain ways so that it resonates better within their vocal tract. This is known as vocal resonation. Another major influence on vocal sound and production is the function of the larynx which people can manipulate in different ways to produce different sounds. These different kinds of laryngeal functions are described as different kinds of vocal registers. The primary method for singers to accomplish this is through the use of the Singerâs Formant; which has been shown to match particularly well to the most sensitive part of the earâs frequency range.
It has also been shown that a more powerful voice may be achieved with a fatter and fluid-like vocal fold mucosa. The more pliable the mucosa, the more efficient the transfer of energy from the airflow to the vocal folds.


What is music therapy and how does it work?
Throughout our history, the influence of music on people has always been present. It is known that, in prehistoric times, music was already part of magical, religious and healing rites, although its first written record, found in the ancient Egyptian city of Kahum, dates back to 1500 BC. The ancient Egyptians already gave music the power to heal the body, calm the mind and purify the soul. A long journey through the eons to our days, in which we have already rationalized it and we know that music affects our body and mind, activating certain brain areas related to mood and state of mind. The ancient Egyptians already gave music the power to heal the body, calm the mind and purify the soul. A long journey through the eons until our days, in which we have already rationalized it and we know that music affects our body and mind, activating certain brain areas related to mood and state of mind. ÙÙÙÙØ© Ø§ÙØ±ÙØ§Ù Ø¹ÙÙ ÙØ±Ø© Ø§ÙÙØ¯Ù
What is music therapy?
It has been proven that music is a sensory experience that can activate all our brain areas simultaneously. For this reason, its use in therapy is especially useful, as it triggers the functioning of the brain in three aspects: emotional, cognitive and physical.
There are many definitions of music therapy, but perhaps the one that best defines its general character and essence is the one given by the International Music Therapy Association:
âMusic therapy is the use of music and/or its elements (sound, rhythm, melody, and harmony) by a qualified music therapist, with a patient or group, in a process aimed at facilitating and promoting communication, learning, mobilization, expression, organization, or other relevant therapeutic goals, in order to assist physical, psychic, social, and cognitive needs.
How is music therapy applied?
The first thing to keep in mind is that a music therapist is not a music teacher. He is not just a person with extensive musical training. In fact, it goes beyond that. Music therapy is not simply music education, since music itself is not the end, it is the means, to obtain changes in a person.
To this end, music therapy can be performed in 4 different ways, depending on the musical experience that is needed:
- Improvisation: The patient creates his/her own music by singing or playing the instrument provided.
- Recreation: A song is sung or an already composed piece of music is played. From memory or by reading the score.
- Composition: A song or a piece of music is composed according to known musical structures.
- Listening: Listening to recorded or live music.
Likewise, it is important to choose the right music according to the objectives of the therapy. For this, it is necessary to consider the different parts that make up a piece of music:
- Time: Slow times convey calm and security, while fast times are more exciting.
- The rhythm: They can be slow and fast, the latter producing a greater motor activity. ÙÙÙÙØ© Ø±Ø¨Ø Ø§ÙÙØ§Ù ÙÙ Ø§ÙØ§ÙØ¹Ø§Ø¨
- Harmony: It is produced when several sounds are played at the same time and chosen conscientiously, according to the effect that you want to produce.
- The tonality: The major modes are usually cheerful, lively, and funny, provoking the extraversion of people. The minor modes, present different connotations in their expression and influence, favoring the introversion of the individual.
- The height: the high notes act, frequently, on the can wake us up or take us out of a state of tiredness. Ø§ÙÙ ÙØ§ÙÙ ÙØ§Ø²ÙÙÙ The low sounds, on the other hand, usually produce somber effects, a pessimistic vision, or an extreme tranquility.
- Intensity: A very important aspect to control since it must be adequate for each person.


Alma Thomas was a pioneering figure in American painting of the 1960s and â70s, whose ebullient, light-filled abstractions defy categorization. Thomas was born on September 22, 1891 in Columbus, Georgia. Thomas and her family relocated to Washington, D.C. in 1907, seeking increased educational opportunities and a respite from racial tensions. A promising student with a penchant for math and a passion for architecture, Thomas began teaching kindergarten immediately following high school. Eventually, she enrolled at Howard University, becoming its first student to graduate with a degree in Fine Arts in 1924. Always committed to children, she went on to teach art in the Washington, D.C. public school system for thirty-five years, while continuing to pursue her own education during evenings and summer vacations, earning a masterâs degree in Art Education from Teachers College, Columbia University, and studying drawing and painting at American University. In 1960, at the age of 68, Thomas retired from her teaching career to devote herself fully to painting.
Her work has often been associated with the Washington Color School, given that she spent her adult life in Washington, D.C. and that she worked alongside Color Field painters such as Morris Louis, Kenneth Noland, Gene Davis and Sam Gilliam. However, rather than using the pouring and staining techniques popular with her Color Field contemporaries, Thomas primed her canvases and applied her paint with a brush. In fact, her dense paint application and expressive brushwork linked her to the preceding generation of Abstract Expressionists, although her short and repetitive brushstrokes also looked back to Pointillism while coinciding with some elements of Minimalist application. In the end, her style was deeply personal and her mode of expression profound, drawing on an almost spiritual inspiration. She explained, âThrough color, I have sought to concentrate on beauty and happiness, rather than on manâs inhumanity to man.â
Thomasâs mature style is characterized by her staccato brushstrokes of vibrant colors laid over sometimes white, sometimes richly layered grounds. In some works, her marks are organized in rhythmic stripes or in mandala-like circular forms; in others, they billow in waves across the canvas like a galaxy across a night sky. Thomasâs imagery draws upon her close observation of the natural world: the arboretums and public parks of Washington, the carefully-tended garden of her family home, and the play of sunlight and wind on the holly tree outside her front window. Her fascination with science, technology, and space explorationâparticularly her close following of the Apollo 12 space missionâalso informed her paintings, which include depictions of rocket launches and landings as well as aerial views of the earth. She mused, âWhen I paint space, I am with the astronauts.â
Despite beginning her career as a full-time artist in her late sixties, Thomas swiftly achieved critical respect and institutional recognition. She exhibited at the Franz Bader Gallery in Washington and the Martha Jackson Gallery in New York. In 1972, she became the first African-American woman to be the subject of a solo exhibition at the Whitney Museum of American Art. The museum acquired a painting, âMars Dustâ, 1972, from the exhibition and the New York Times reviewed the exhibition on three separate occasions. During her lifetime, she was also the subject of solo exhibitions at Howard University (1966) and the Corcoran Gallery of Art (1972), among other institutions.
Since her death in 1978, Thomas has been the subject of museum retrospectives at the National Museum of American Art, Smithsonian Institution (1981); the Fort Wayne Museum of Art, Indiana (1998, traveled to Tampa Museum of Art; New Jersey State Museum; Anacostia Community Museum, Smithsonian Institution; Columbus Museum, Georgia); and the Frances Young Tang Teaching Museum and Art Gallery at Skidmore College (2016; traveled to The Studio Museum in Harlem). Recent solo gallery exhibitions include Michael Rosenfeld Gallery, New York (2015) and Hemphill Fine Arts, Washington, D.C. (2017). A forthcoming retrospective is being organized by The Columbus Museum in Columbus, Georgia and the Chrysler Museum of Art in Norfolk, Virginia for 2021-2022.


Introducing reading, literature and the library to preschoolers is an important component in childhood literacy development and the number one service response as identified by the Board of Trustees during their Strategic Planning Sessions. Our youth services department is a preschoolerâs door to learning and helps build the foundation necessary to create new readers.
Storytimes introduce young children to the excitement of books, allow them to gather and interact as a group and also provides ideas for parents and caregivers to try at home when reading aloud to their child. The parent/caregiver is the childâs first reading teacher. Childrenâs librarians are part of that early literacy partnership.
Storytimes help children develop the skills they will need when learning how to read such as:
- Describing events and pointing to objects
- Understanding how to handle a book and that printed words have meaning
- Anticipating what might happen next
- Hearing how words sound
- Listening to an animated reader provides excitement about stories and books
- Understanding a story has a beginning, middle and end
Storytimes are sometimes the first introduction to routine a preschooler may experience outside of the home. The routine of a storytime may include a wecoming time; time for sharing picturebooks and storytelling, time for puppets and props to enhance the story; time for music, dance or theater; craft time; refreshment time; and, going home time. Our dedicated and talented staff strive to offer quality theme-based storytimes that, in addition to a story, may include: music, crafts, dancing and interactive fun. Call 419-399-2032 for scheduling and more information.


A primary school is an institution in which children receive the first stage of compulsory education known as primary or elementary education. Primary school is the preferred term in the United Kingdom and many Commonwealth Nations, and in most publications of the United Nations Educational, Scientific, and Cultural Organization. read more
Important pages are About Us, Our History and Virtual Tour Of The School. In the following table you'll find the 10 most important pages of Rpps.org.uk:
|#||Description||URL of the website|
|3.||Virtual Tour of the School||/virtual-tour-of-the-school/|
|4.||Our Ethos & Values||/about-us/our-ethos-values/|
|9.||Inspection Reports and Performance Data||/about-us/inspection-reports-and-performance-data/|
A Apache server hosts the websites of Rpps.org.uk. For managing the data of the webpages the CMS WordPress in the version 6.0.1 is used. The website uses the latest markup standard HTML 5.
|Number of websites:||28 - more websites using this IP address|
|Language distribution:||100% of the websites are english|
|Cms-Software:||WordPress, Version 6.0.1|
|Load time:||0.67 seconds (faster than 53 % of all websites)|
|HTML version:||HTML 5|
|Filesize:||62.83 KB (775 recognized words in text)|
The website doesn't contain questionable content. It can be used by kids and is safe for work.
Safe for children
Safe for work


The American Art Therapy Association
defines art therapy
Art therapy is a mental health profession in which clients, facilitated by the art therapist, use art media, the creative process, and the resulting artwork to explore their feelings, reconcile emotional conflicts, foster self-awareness, manage behavior and addictions, develop social skills, improve reality orientation, reduce anxiety, and increase self-esteem.
A goal in art therapy is to improve or restore a clientâs functioning and his or her sense of personal well-being. Art therapy practice requires knowledge of visual art (drawing, painting, sculpture, and other art forms) and the creative process, as well as of human development, psychological, and counseling theories and techniques.
During individual and/or group sessions art therapists elicit their clientsâ inherent capacity for art making to enhance their physical, mental, and emotional well-being. Research supports the use of art therapy within a professional relationship for the therapeutic benefits gained through artistic selfexpression and reflection for individuals who experience illness, trauma, and mental health problems and those seeking personal growth.
Art Therapy vs.
Art as Therapy
As defined by Cathy Malchiodi, Phd, LPCC, LPAT in Arts and Health (2013), âArt as therapy embodies the idea that art making is, in and of itself, therapeutic and that the creative process is a growth-producing experience. However, art as therapy is a pretty close match to many other non-therapy approaches, mainly in the realm of art teaching. For example, art education with children with disabilities, community art programs for groups, shelters or neighborhoods with economic or social challenges, and art studios for people with mental illness seem to have similar goals and objectives and are pretty difficult to differentiate from art as therapy in many cases. These programs and their practitioners are effective change-agents in their own right and often produce the same outcomes as those programs defined as art as therapy. Art psychotherapy embraces the idea that art is a means of symbolic communication and expresses personality, emotions and other aspectsof human experience. In essence, art expressions are used to enhance verbal exchanges between the therapist and the client in this approach. As it turns out, providing art psychotherapy also often involves an additional credential such as a mental health counseling, social work, psychologist or marriage and family therapy license; this is because most states regulate the use of the term psychotherapy' via licensure."
Dr. Malchiodi goes on to explain how research illustrates the positive impact of art therapy on the integration of mind and body for holistic health- enhancing benefits. The field of psychotherapy is finally embracing the focus of interpersonal connection and attachment in working with clients. The therapeutic relationship between client and therapist, in addition to art processes and tools are essential and very purposeful when used in the healing process with art therapy.
Malchiodi, Cathy (2013). Defining art therapy in the twenty-first century .www.psychologytoday.com/blog/the-healing-arts/201304/defining-art-therapy-in-the-21st-century
Links for more information
about Art Therapy


Teaching food technology in the primary school curriculum
online resourceposted on 2008-06-27, 14:45 authored by Marion Rutland, David Barlex
This paper will explore a number of key issues surrounding the teaching of food technology in primary schools ten years after the introduction of design and technology in the National Curriculum in England and Wales. The issues covered include the teaching of food before the introduction of the National Curriculum and the situation following its implementation. The paper will draw from findings of a small-scale research project into food technology in the primary schools of a local authority and the work of The Royal Society for the Encouragement of Arts, Manufactures and Commerce (RSA). Reference will be made to the results of a trial by PGCE and BA QTS primary students of a food technology unit from the Nuffield Primary Design and Technology Project. The paper finishes with a summary concluding that a range of resources are now in place to support the development of food technology in a large number of primary schools.
- D&T Association Conference Series


Orff Music lessons
The Orff music program was developed by Austrian composer Carl Orff, who incorporated rhythm and movement with music. In Orff classes, rather than âlearnâ rhythm, children âexperienceâ it through movement, dance and song. Eventually, the method teaches children to read music.
Peggy Wise, director of a Chicago school for young musicians and a national advisor on Orff programs, says: Orff prepares children for note reading just as preschool gives them readiness skills for math and reading. They use all parts of their body to explore music. They stand for high notes, sit for low ones, and when the music picks up they run about faster, clapping their hands or stomping their feet to the beat. They also sing songs with easy to follow rhythms, keeping pace on xylophones, tambourines, maracas, or other handheld instruments. If they can sing a melody, they can learn to play it on the xylophone. They learn that to make certain rhythms they have to skip over notes and then come back to those same notes.
When they can sing and feel the music, they can transfer it to the staff. They learn that the staff is really a road map or a picture of where the notes are going. They can sing it. They can play it. Now they see and are ready to read it.
Increased physical coordination, concentration, listening skills and memory span are also an outgrowth of the Orff program, which combines imaginative play and creative expression with a music experience that affirms the individualâs self esteem by acknowledging the dignity and beauty of each childâs unique inner spirit.
The Conservatoryâs Orff program begins with four year olds and progresses through to third graders. Early rudimentary rhythm exercises evolve into solid music theory skills and the introduction of private lessons on a specific instrument.
Leta Bontrager has her Orff Schulwerk certification, Levels I III, from the University of Denver and is certified to teach Music Education in Colorado for grades K 12. She is a graduate in music education with a piano major from Goshen College, Goshen, IN. Ms. Bontrager has a strong piano background and has instructed privately for more than 30 years. She has taught music and led Orff workshops in Jefferson County, Littleton, and Denver Public School Districts.
Ms. Bontragerâs Orff and piano skills reinforce the Conservatoryâs philosophy of assuring solid music theory within the framework of experiential music opportunities which are age appropriate.
Class Information for 2012 â 2013
Wednesdays begin September 19
11:40 a.m. â 12:40 p.m 4 year old
12:45 â 1:45 p.m 4 year old
2:10 â 3:10 p.m Kindergarten
4:00 â 5:00 p.m 1st Grade
5:00 â 6:00 p.m 2nd & 3rd Grade
Cost â $580 for 30 week session


By: Diana Ãuli
In the last two decades in Albania there has been a lot of progress in the fields of gender equality, womenâs rights, social welfare programs, law, research and civil society. These issues are amongst the key national priorities. The ratification of the UN Conventions concerning gender equality, beginning with CEDAW (Convention on Elimination of all forms of Discrimination against Women), as well as the enactments of gender equality, anti-discrimination and anti-domestic violence laws are all evidence of this commitment, and together with the approval of the national strategy on gender equality, provide the framework for achieving national goals.
The civil society â especially womenâs movements represented in many women NGOs, women centers, women national based networks etc. â have a strong presence in Albania. They are organized also in coalitions â ex: Anti violence Coalition, Business Women coalition, Women Empowerment Network, etc. All these realities work on social, economic and political fields, in local and national bases, also in relations and partnerships with European, Balkan and other international groups.
It was very important for the women position in Albania to have an appropriate legislation, according to the EU standards. During these years, the Albanian Parliament has approved the following laws that are important to the gradual change for the gender balance in Albanian society: the Labor Code of the Republic of Albania, Law on Reproductive Health; Law on Domestic Violence â First National Strategy on Gender Equality and the Elimination of Domestic Violence; Measures on Domestic Violence; law on legal aid; laws on Prevention and Elimination of Organized Crime and Trafficking Through Preemptive Measures on Personal Assets; law on anti- discrimination and many others.
Below are some figures that demonstrate the concrete changes in the position and the women situation in Albania:
Albania total population 2,893,000
49.6 % women and 50.53 % men (INSTAT, 2014).
42.8 % of the population lives in rural areas.
29.37 % of women live in urban areas versus 20.09 % of women who lives in rural areas (INSTAT, 2014).
Marriages and divorces
In 2014, the divorce ratio was 17.4 % (INSTAT, 2014).
In 2016, 65.8% of the students that graduated from public schools were girls and women vs. 34.2 % boys and men (Ministry of Education and Science, 2016).
In 2014, girls counted 48.2 % of those who completed the elementary education (nine year school) vs. 51.8 % boys.
Girls and women constituted 53.5 % of the secondary school graduates vs. 46.5 % boys and men.
64 % of teachers at the elementary and high school education are women.
62 % of university lecturers are women vs. 38 % men, but there is only one women among the rectors of 13 universities (MES, 2014).
According to the Labour Force Survey, in 2015, women had a lower rate of participation in the labour market 20.9% as compared to men (INSTAT, 2015).
In 2015, menâs employment rate was 58% and womenâs employment rate was 43.3%.
Men are 1.4 times less likely than women to work in agriculture. 40.6% of men are employed in the services sector and 11.1% in the construction sector (INSTAT, 2015).
Wages and gender gap
In 2015, the gender pay gap was 10 % (INSTAT, 2014).
For employees in public institutions the gender pay gap is almost insignificant (-1 %).
Women in decision making
7 or 35 % of the last government ministers were women. The same in the actual government.
In the current Parliament 30 out of 140 (21.4%) of the members are women.
As a result of the 2015 local elections, 35% of the municipal council members in the 61 municipalities are women, while women comprise 50% of the municipal members of the capital, Tirana.
Women in the justice system
Women comprise 37% of all staff in the justice system. 17% of prosecutors are women.
24% of Albaniaâs ambassadors and 59% of the First Secretaries in the Albaniaâs embassies abroad are women (INSTAT, 2015).


Developing organisational skills is important in holistic child development, and a key step in their path towards independence and academic success. Children are capable and competent and will respond to the opportunity to be organised, an education expert says.
âOrganisational skills help children create order in their environment and the world, and they feel empowered to take on increasingly more complex tasks as they build on this foundational skill,â says Desiree Hugo, Head of Academics at ADvTECH Schools, a division of Africaâs leading private education provider.
She says parents can progressively start introducing organisational skills into the everyday lives of their children by making it a fun and empowering experience. Essential to this introduction is ensuring your child has good role modelling, and this is easily done by parent and child preparing for the school day before bed time. Ensure school uniforms are prepared, school bags are packed, lunch boxes are ready to be filled and plans for collection from school are discussed. Involve your child in these preparations and give them the responsibility of participating in the organisation of their day and space. Leave early in the morning to avoid traffic congestion, and prevent your child becoming anxious by late arrival. The impact of arriving late will be affect the childâs settling in and learning throughout the day.
âTeaching, modelling and allowing the child autonomy to practice these essential skills have a significant and long-lasting impact on a childâs ability to succeed throughout their academic career; since these are essential life skills and they are the foundation to building a childâs ability to feel prepared, and ready to learn and engage in the classroom.
Hugo says that all children are unique, and while some may have an innate drive to organise their environment, others may be quite content to let chaos compound around them. These differences in personality may very likely translate to schoolwork and responsibilities at home as well, she says, so organisational skills should be encouraged and introduced in an age-and personality appropriate way from a young age.
âYour average preschooler isnât going to be keeping a diary or to-do list, for instance, but they can understand, develop and share routines at home and in the classroom,â Hugo says.
âTeachers can help students stay on track by following a general schedule each day. Maintaining structure in the classroom supports students to establish a schedule and remember what is expected of them. Structure in this second year of Covid is important, given that most children in South Africa still have a disrupted educational experience, so where possible, structure helps alleviate some of the impact of this disruption by providing a measure of certainty and predictability.â
She says at home, chores such as cleaning up toys, putting away clothes and helping set or clear the table â or whichever recurring chores arise within the home environment â are good ways to teach children the methodical approach to following directions and focusing on a task.
âEstablishing an after-school routine for having lunch, planning their work timelines, and completing homework promptly is also helpful, not just academically, but it provides a sense of structure and achievement.â
Hugo says that parents can help their child on their organisational journey by creating a nurturing environment conducive to learning and developing important foundational skills, but always believing in the competencies of their child.
âWith the right encouragement and approach, children will gradually start to build organisational muscle, and be proud of their contribution within the home and at school.â
Playful family time is essential and co-creating games are interactive. An exciting way to introduce new concepts â particularly to an otherwise reluctant child â is to turn it into a game, says Hugo.
The LEGO Foundation www.legofoundation.com and UNICEF www.unicef.org share useful elements of playful pedagogy and these online platforms offer playful learning ideas, materials and strategies for schools and families, which can support organisational thinking.
âAs academic demands start to grow, children may experience challenges setting priorities, making plans, sticking to a task and getting things done. These skills become increasingly important as your child moves through different grade levels. Many people think of organisational skills as the ability to keep things in order, but it is much more than that â it sets a child up for success and enjoyment of their learning journey.â


Our current national research projects are predominantly focused on early literacy development (age group 3 to 6 years old) with specific interest on how children from marginalized social groups are dealing with exposure to literacy rich environment in pre-schools and at the beginning of the school attendance in 1st grade when the formal reading and writing instruction starts. Our intention is to describe specific methods, procedures and materials used to inspire childrenÂ´s interest in reading and writing and to support development of diverse domains of pre-literacy knowledge, competencies and experiences of children in early childhood education (representative to prevailing teaching practice in Slovakia) and to study whether they are beneficial for children early literacy development, especially for children from marginalized social groups. Respectively, what barriers for approaching literacy for children from marginalized social groups are represented in prevailing teaching practice in Slovakia.
Whereas all pre-schools in Slovakia were recently equipped with interactive (smart) boards, in most of the pre-schools teachers are inventing specific educational activities using this technological device to support literacy development of children in their classrooms. Considering this, our research activities (linked to the interest and scientific programme of WG 2&3) could be focused on how children (intact and form marginalized social groups) are developing their understanding of purposes of reading and on how comprehension skills of children are developed under these conditions of literacy practice.


Sorting Pictures Template
Sorting objects and pictures teaches several important skills and provides foundational skills for higher learning. Simple sorting objects by one or two attributes targets visual processing, comparative skills of same and different, organizational skills into categories, language and fine motor. This early processing skill needs to be developed in order to engage with mathematical learning. Sorting by categories promotes higher language and literacy by developing schemas for organizing new information. By comparing objects and information, students can recognize patterns and relationships for deeper conceptualizations and abstract thinking.
The "Sorting Pictures" template provides 1 to 8 boxes as place holders for categories. 10 picture cards sit along the bottom of the page to be cut out and used in sorting. (Learn about our Sorting Mats for a template without pictures.) There is a field for additional directions if needed.
Start sorting skills with objects or manipulatives first, and keep it simple with ounly 2 categories. Oncea child can sort objects well, then they may be ready to sort manupulatives.
Use manipulatives to sort shapes. Once students have a basic understanding, move to sorting respresentational pictures.
For articulation therapy, sort sounds as you practice saying the sounds.
Here we have students practice sorting simple laundry pictures by colors. Then offer real laundry such as 2-3 colors of socks to sort. Fun practice for beginning life skills.
Group animals by different categories. Here we sort by body type. Consider folloing up by sorting the same animals in other ways such as by color or number of legs.
Teaching students about reduce, reuse, recycle promotes enviromental awareness. Start in your classroom or home, beginning with teaching sorting on what is for composting and what is to be recycled.
Many science concepts are taught by categorizing and comparing. Here is a sorting activity of states of matter: solid, liquid, and gas.
Have fun playing and sorting together!


Reading disabilities and deficiencies can be a tough thing to deal with, but thankfully there are many effective treatments available. Typically, these treatments will focus on teaching strategies which help the individual understand and decode text better. With some hard work and dedication, it is possible to overcome reading disabilities and move forward in life. In this post, we will explore treatments for reading disabilities and deficiencies.
Reading disabilities, like other learning disabilities, can make reading an overwhelming and daunting task for some. Fortunately, there are specialized software programs that can help those with reading disorders improve their skills. These programs allow readers to customize the text display and settings to best accommodate their specific needs. With the necessary accommodations in place, readers can focus on comprehension rather than struggle with decoding words or understanding text features. With the right tools and support from educators and family members alike, students with reading disabilities can make tremendous strides in their literacy development.
Again, reading disorders can be a serious impediment to academic success and professional development. Working with a qualified professional to develop an individualized learning plan is essential for helping those with reading disabilities find success in the classroom and beyond. By working together, individuals can gain the skills needed to overcome their challenges and emerge on top.
Supporting Your Child with a Reading Disability
If your child is struggling to read due to a phonological deficit, itâs important to remain patient and understanding. It can be frustrating for both you and your child, but with the right help and support they can learn. Praise their efforts and donât expect them to catch up overnight â progress takes time and patience! Offer an encouraging environment when your child is learning such as having soft lighting, removing any distractions, providing motivating rewards etc. Ultimately, itâs all about being understanding while they tackle this difficult challenge!
Reading disabilities can be tough for your child, but with consistent encouragement and support you can help them stay motivated and engaged. Try celebrating small successes along the way, such as mastering a new language comprehension skill or completing an assignment within a set time frame. Itâs also important to check-in with their teacher on a regular basis to make sure theyâre keeping up with their studies. With your dedication, you can help your child make strides in overcoming their reading disability!
Similarly, assistive technology can be a great resource for those with reading disorders. Whether it is tracking progress, providing personalized instruction, or offering an alternative way to read materials, this type of technology can provide the needed supports to help students and children struggling with reading difficulties. Investing in these solutions can make all the difference in helping kids build confidence and comprehension skills.
Here are a few types of assistive technology for reading:
- Text-to-speech (TTS) and digital TTS
- Optical character recognition (OCR) which reads text from pictures and image files
- Reading rockets
- Number Dyslexia
- Highlighter strips-translucent rectangles of color to help block distractions, strengthens visual tracking skills, and assists in concentration and focus.
- Thinking Maps (a type of graphic organizer)
In conclusion, being aware of the different types of reading disabilities and deficiencies, and how to help your child is very important. There are many resources available for parents to help their children succeed. Itâs important to remember that all forms of reading disability are treatable with the right strategies and support. With understanding, patience, and determination, you can find the best strategies to help your child succeed in school and life.
The post, Treatments for Reading Disabilities and Deficiencies, was first published on NutsAboutReading.com.


The Sundarbans is the largest single mangrove forest in the world, which covers approximately forty percent of the total forest in Bangladesh and is listed as one of the World Heritage and Ramsar site.
Bangladesh Environment and Development Society (BEDS) and Japan Environmental Education Forum (JEEF) have been trying to promote Sundarbans Mangrove Biodiversity Education Program in Bangladesh since 2013 among the primary school students. BEDS, the environmental initiative lead by Mr. Maksudur Rahman, developed a series of mangrove education materials (booklets, board and card games) for primary school students present in the eighty two primary schools in Bangladesh. Our main goal is to incorporate these developed education materials into the national curriculum as a Supplementary Reading Material (SRM).
To achieve this set goal, on 29 April 2017, BEDS conducted a workshop in Munshigonj union of Shyamnagar, sub district of Satkhira district in Bangladesh. Twenty one Upazilla (sub district) Primary Education Officers from different places in Bangladesh participated in this workshop. The participants provided valuable feedbacks on the developed educational materials and offered to incorporate these materials into the primary school curriculum.
On 26 May 2017, we again conducted another workshop at Khulna District Primary Education Office in Bangladesh and District Primary Education Officers were invited. They also provided their valuable comment and feedback on the developed materials. They opined to provide the educational materials in primary schools to inform students and parents regarding the World Heritage Sundarbans and to make them conscious to conserve the Sundarbans.
Bangladesh observes the World Migratory Bird day
BEDS have been working to establish a bridge between human and nature since the very beginning of its journey as an organization. BEDS have been regularly observing diverse national and international days with honor and pride besides doing different conservation activities. In line with this, BEDS has observed World Migratory Bird Day 2017 on 10 May 2017 with the local community in its own office at Mathurapur Jelly Polly (fishing village), in Munshigonj union under Shyamnagar sub district of Satkhira district and in Green Education Center at Purbo Khejuria village in Banishanta union under Dacope sub district of Khulna district.
The main theme of the day was the future of migratory birds is our future which proceeded into meetings in two districts. After the meeting the local community determined that they will never kill a single migratory bird and will protect them within three kilometers of the village.
Bangladesh celebrates World Biodiversity day 2017
BEDS celebrated World Biodiversity Day 2017 at the grass-root level in Bangladesh with the theme âBiodiversity and Sustainable Tourism.â The aim of the celebration is to make people aware about the importance, necessity and conservation of biodiversity through sustainable eco-tourism. We organized a discussion with the local community about the morality of the day and the importance of biodiversity.
At the beginning of the discussion we did some group works on the importance of Sundarbans and how we can carry out the sustainable eco-tourism in the Sundarbans. The conversation on biodiversity centered on the harmful effect of some human activities on the environment and how these effects can be reduced.
Representatives of BEDS delivered their speech on the importance of biodiversity, why it should be preserved and the role of the local community in enriching and conserving biodiversity for sustainable eco-tourism.
A study tour of Dhaka honey value chain
The Sundarbans is very rich in natural resources and is home to many rare flora and fauna. Some of the plants have flowers that attract honeybees creating a jungle filled with beehives. Traditionally, poor communities living around the Sundarbans collect the honey between April to June with permission from the government. But they earn very little money to pay their annual debts because of the interference of middlemen and lack of effective marketing system.
Honey collectors risk their lives facing threats from the Royal Bengal Tigers and pirates, but never receive proper payment for their hard work. Moreover, honey collectors use an unsustainable harvesting practice, thus endangering the ecosystem of the Sundarbans.
BEDS and JEEF have been trying to promote honey business at the Sundarbans region by involving fifty honey collectors. Under the project we have conducted a study tour in Dhaka from May 18 to 22, 2017 for increasing the honey processing, manufacturing skills and developing marketing and business skills of Mowal Cooperative Society members by selling their own honey product in different selling points.
Being a motivated youth leader and YPARD member, Mr. Maksudur and his team received the Government Divisional Environmental Award from Khulna Division, Khulna, Bangladesh for its excellent service on Environment related activities consecutively from 2015 to 2017, on the occasion of world environment day on June 5, 2017.


During these trying times, we find that ukulele hymns help us get through this pandemic. Weâre in a time of social distancing which means that work, pleasure, and even worship is happening at home. This past week I had the opportunity to lead a hymn for my congregation from a Zoom call. I opened the service with a hymn on ukulele. I used many of the skills that are in our book and hymn kits: changing strumming patterns and using chord melody. It was a beautiful way to begin the service.
Singing is praying twice, but right now weâre praying from home.
Our religious institutions are closed, so Zoom worship is where itâs at. People are experiencing fear and anxiety. Worship participation is up across religious faiths in the United States.
Many states and countries are starting to open up, but there is a sense of caution.
We have heard about the choir practices where members of a choir got Covid 19 following a rehearsal. Also, we have heard about indoor sporting events where athletes got sick after the game. We want to get back together, but we also want to be safe. Bottom line is we want to know the best way to balance these competing ideas.
When we sing or take part in athletics inside, there is more spread of aerosol droplets from our breath. At first, some doctors recommended canceling ALL sports and music in schools until there is widespread immunity to Covid 19. But, there are ways to make these activities safe. It is important to look at these ideas.
Singing and playing instruments are a huge part of the human condition.
There has to be a middle ground. We need to be able to express our emotions through music. To do this, we can have smaller groups or sit further apart. We can listen to live music with the audience sitting far apart. Also, we can think about partitions between musicians. Or we can continue our music remotely until it is safe to meet in person.
How do we make music participation safe?
Some questions include: How big of a group can you have? How far apart do you have to sit? Can you sing? Can you play an instrument? How do you find music that is adaptable to your situation?
Many scientists are researching how to make music participation safe.
All the national music education organizations are joining together to address these questions. They are writing new music for smaller groups. They are researching ways to clean instruments or place partitions between performers.
We know that music has gotten many of us through this time of the pandemic.
Every day performers are streaming live music from living rooms across the country. People are flocking to online lessons and YouTube channels. People now have time to learn ukulele. One person calls it his âCorona Improvement Project.â
Ukulele hymns help us get through this pandemic â hereâs our ukulele hymn kits!
Our new book and hymn kits will give you the opportunity to learn music YOUR way. Do you need to play something by yourself without singing? Then, learn one of the 13 chord melodies where you combine melody and accompaniment at the same time.
Do you want to lead singing through a Zoom call or in person? Then sing and strum the song. You can vary the strumming patterns for each verse and add a little fingerpicking to the mix as well. Do you want to create a duet for one? Then experiment with some of the fun apps such as Acapella that let you do that.
The hymn kits include 13 chord melodies and 34 hymns.
They also include a video course to teach you all these songs. All the hymns have melody tab. You can create duets for one, or duets with another person. Or, you can record one part and play the other if you are sheltering in place.
If you enjoyed this post, youâll enjoy these related posts:
- Hallelujah by Leonard Cohen Ukulele Tutorial
- Amazing Grace Ukulele Tutorial
- How to Play Nearer My God to Thee â Easy Ukulele Songs
- Morning Has Broken Ukulele Tutorial
These posts will show you how to play hymns on the ukulele.


Cultural Facts about Peru
(2) mestizos (of mixed European and Indian ancestryâpejoratively referred to as cholos ); (3) Indians (of local US ancestry); and (4) Afro-Peruvians (of African descent). Accurate data per of those four communities are tough to collect because of the fluidity and arbitrariness in defining men and women as people in each community. The next harsh estimates are provided per team: the Indian populace could be the biggest, comprising practically 45 % associated with the overall populace; the mestizo population is 2nd, with around 40 per cent; and whites and blacks are a distant third and 4th with 10 % and 5 percent, correspondingly.
Within the belated twentieth-century, the Asian-Peruvian neighborhood (mainly of Chinese and Japanese descent) attained better public recognition, particularly using election of a Peruvian president of Japanese ancestry (Alberto Fujimori). Both Asian communities have similar migration histories starting when you look at the belated 1800s and are incorporated in to the same racial/ethnic category.
Linguistic Affiliation. Spanish and Quechua are both named official languages in Peru. Spanish, but could be the language implemented by both the education system as well as the federal government. Introduced because of the Spaniards, Spanish ended up being required upon the indigenous populace through the entire colonial duration because of the Spanish Crown. This enforced linguistic training carried on throughout Peru's republic period (through the 1830s for this). The Spanish talked in Peru is also special to the region, incorporating the Castillian tongue with several indigenous Quechua and Aymara terms.
Although Quechua is talked by most of Peru's Indian populace, a significant level of the Indian populace talk Aymara as his or her native language. Aymara speakers are typically located in the southern area of country across the shores of Lake Titicaca, which Peru stocks as a border with Bolivia. Because of large migration inside the country, Aymara and Quechua speakers are also discovered for the significant urban centers of Peru.
Initially talked because of the Incas, Quechua was imposed upon all populations conquered by all of them, allowing the Incas a simpler method of interaction and domination. Following the Spanish conquest, Quechua attained recognition while the native lingua franca as well as took in a characteristic of resistance instead of domination. There's also various other dozen languages spoken by other indigenous teams, nearly all of which inhabit Peru's Amazon basin. The wealthy African impact has added to a culturally and stylistically distinct variation of Peruvian Spanish.
Symbolism. The archaeological stays of the royal Inca property of Machu Picchu the most striking photos emblematic of Peruvian tradition. The majestic picture for this old harm perched high in the Andes is used to symbolize the strength of Peruvian traditions. That Machu Picchu lies on an 8, 000-foot (2, 440 meter) mountaintop and that it escaped destruction because of the Spaniards looms big in the imaginations of Peruvians and tourists. The ruins evoke the nation's Indian past and legitimizes both Peru's historical history and cultural custom.
Other emblematic numbers of Peru tend to be that of the Lake Titicaca therefore the area for the sunlight. The island associated with sunlight could be the largest of the countries in Lake Titicaca and ended up being considered sacred by the Incas. Because of this sacred status, the Incas maintained a temple to the sunlight from the area and a group of religious servants including celibate women (known as acllas ) year round. The best navigable lake worldwide at 12, 500 feet (3, 810 meters) above sea level with an extension of 3, 200 square kilometers (8, 300 square kilometers), Titicaca is a natural edge between Peru and Bolivia. The temperate waters of Lake Titicaca, as well as the various Indian communities that still make their particular livelihood off the pond's sources, tend to be reminders of Peru's old practices. Like many South United states countries, Peru also imbues its flag, national anthem, and nationwide coat of hands with sacred value. These three national symbols are held in huge esteem and provide a common surface for Peruvians to memorialize their country's governmental and army struggles.music education blog sites blogging over wine education alliance beacon education


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AbstractNCSS, and other organizations concerned with civic education have announced, researched and reported that social studies is one of the least taught core four subjects in elementary school. As Elementary Education majors are weeded, screened, tested, and valued based upon literacy and numeracy skills, social studies is pushed by schools facing state accountability sanctions to the back of the priority list. Yet we have all gathered civics is crucial, and imperative in conjunction with the other four identified key social studies inquiry areas. The NCSS, and New York State have charged a new course, with the C3 (College, career and civics life) standards at the national level, and the new New York State Common Core Learning Standards aligned social studies frameworks, designed to refresh the New York State 2001 state learning standards frameworks. While the legislation, Commissionerâs regulations, and secondary testing elements of the Regents exams in Global History and Geography as well as the United States History and Geography exams weigh heavily on secondary teachers, elementary teachers found conflict with the demands of ELA and math, and limited time during the day. Further, Elementary Education majors, when surveyed, found social studies one of the least interesting subjects, and often were, in their own opinions, unprepared to teach classes after the General Education courses required for a bachelor's degree. This research is based on action research of my own instruction into the Inquiry Design Method (IDM), pioneered by the C3 teachers. Essentially, the practice asks teachers to engage their students in âbig ideasâ and âbig questionsâ by deep diving into events and happenings which dramatically impact the narrative created for social studies. I take this a step further, and ask my students in methods classes to focus on the love of investigation. Over the course of the semester, we have examined how the social studies K-6 frameworks intersect with other disciplines, and their cross curricular integration and purpose. I describe this work in my now under contract work Engaging the Citizenry (Edumatch 2022). As a class we investigate centers, designed around the five senses. We examine how family histories are part of the âGrand narrativeâ of the past. We implemented a living history day comparing tools, cooking, and shelter of different time periods from the Paleolithic to the Civil War. As a class, we remember that subjects should not be isolated, and that the âcore fourâ create the scaffold for every learning experience each student has. In this day and age of information overload, we stop, and we reflect on critical questions: Why do you think? What do you wonder? How can we investigate?


Canada knows the importance of education and therefore the nation has one of the highest literacy rates in the world. Regardless of the party in power they always work in such a manner that the education-related policies are fostered. In simple words no matter who comes to power the educational sector always remain unaffected. It is all because of the best policies which are designed by the educational departments of provinces. They directly report to the federal government. It is a good phenomenon because in this manner the education remains standardized all over the country. In Canada, special emphasis is put on child education and for each and every family it is compulsory to send the child to school. There are many factors which the Canadian government has associated with the child education. These factors are very important to understand the educational system of Canada. It is very important that such factors are taken into consideration to understand how education in Canada works.
Due to the state of the art educational policies, the education is not different in any of the province in Canada. There are some minor changes but are negligible and therefore it is important that all such differences are set aside to access the educational system. The kids of age 5 can attend the kindergarten and it is completely free of charge. Public elementary education and the secondary schools are free of charge. There are many facilities which are provided to the educational institutes as well as families of such children. It also includes monthly stipend which is an act of encouraging all such families to send their kids to schools. It is the first and foremost step which is responsible for such high literacy rate of the country.
It is very important that the government supports the education of the country. It is also because without such support the idea cannot thrive at all. Currently, 5.4% of the GDP is spent on education at all levels. It means a huge amount keeping in view the GDP and current growth of Canada in this regard. It is the support of the government that has sustained the literacy rate at 99% for both males and females. About 85% of Canadians have the secondary diploma and 53% have the post-secondary diploma which is a healthy rate compared to almost 99% countries of the world. The best part is the educational system is that the total number of working days are only 172.
In Canada, there is no need to get the child admitted in private school till you donât want him to enter the clergy. The religious schools are mainly private. Some private schools provide traditional education as well but they are very small in number. Such schools are not liked by common Canadians as the fee rates are high. The government has highly subsidized the educational sector so this kind of education is neither desired nor required. In the same manner, the private universities are also highly criticized for high fee charges.


Elementary teachers looking for lesson plans and activities for The Starkeeper will love this post. It includes tons of information about the book, resource recommendations, and teaching ideas.
With themes of kindness and compassion, this The Starkeeper picture book by Faith Pray is a favorite in 1st, 2nd and 3rd grade classrooms. It will be a big hit in your classroom too!
Engage Your Students with The Starkeeper Lesson Plans & Activities in 3 Easy Steps:
- Read a summary of The Starkeeper.
- Check out the teaching ideas for reading comprehension strategies, grammar topics and social emotional learning skills that can be taught using this childrenâs book.
- Download the book companion to make lesson planning simple with The Starkeeper reading comprehension questions, writing prompts, teaching ideas & no-prep extension activities.
THE STARKEEPER SUMMARY
A little girl was surrounded by a lonely darkness. One day, she comes upon a star, and she wanted to keep it for herself. But, she knew the star needed her help to shine. As she kept it, the star grew smaller and wilted. It began leading her to places in need of kindness. From a homeless family to a mourning woman, we see the girl share a part of the star with her kindness. And when this happened, the star became brighter, bigger, and stronger. Eventually, the star joined other stars and chased away the lonely darkness that surrounded the village.
THE STARKEEPER LESSON PLAN IDEAS
Each of our 400+ Starts With a Story book companions come with a teacherâs guide to make lesson planning quick and easy, printable worksheets and digital resources that cover ALL of the standards-based reading comprehension skills.
When it comes to writing lesson plans and finding activities for The Starkeeper, weâve already done all of the heavy lifting for you.
We found this book was especially good at teaching the topics listed below.
READING COMPREHENSION QUESTIONS
The text-based The Starkeeper reading comprehension questions focus on:
- analyzing illustrations
- making connections
- authorâs purpose
LITERATURE-BASED SOCIAL EMOTIONAL LEARNING LESSONS
We found this story to be a great SEL picture book to promote:
GRAMMAR, VOCABULARY & WORD STUDY
THE STARKEEPER ACTIVITIES
Youâll receive all of the following resources aligned to the story:
- comprehension questions
- 30 writing prompts with themed paper
- vocabulary activities
- word study print & go activities
- ideas for grammar lessons with focus sentence printables
- social emotional learning discussion topics
- graphic organizers to target specific comprehension skills and strategies
YOU HAVE 2 OPTIONS! WHERE WOULD YOU LIKE TO PURCHASE THIS BOOK COMPANION?
BOOK INFO FOR ELEMENTARY TEACHERS
What are the reading levels for The Starkeeper?
- LexileÂ® Measure: AD480L
- Guided Reading Level: M
- DRA Level: 20
- Accelerated Reader Level (ARC): 2.6
Who is the author? Who is the illustrator?
The book was written and illustrated by Faith Pray.
What genre is The Starkeeper?
How many pages are in the book?
The story is 40 pages long.