Competency 6: Negotiation and Conflict Resolution
Negotiation is a cooperative process where participants try to find a solution that meets the
legitimate interests of involved parties; it is a discussion intended to produce an agreement.
Conflict resolution is the process of resolving or managing a dispute by sharing each partyâs points
of view and adequately addressing their interests so that they are satisfied with the outcome.
Leadership in a health environment requires knowledge and skills in negotiation and conflict
resolution to address differences among: stakeholders over community health issues; health
care providers about appropriateness and quality of care; managers in regard to financial and
administrative issues; providers and families related to access and services; and larger systems
over policy, funding, and quality of care. 2
MCH professionals approach negotiations and conflict with objectivity and are open to new
information but aware of long-term desired outcomes that include relationship-building and
development of trust. They recognize when compromise is appropriate to overcome an impasse
and when persistence toward a different solution is warranted.
MCH leaders will demonstrate a working knowledge of:
- Characteristics of conflict and how conflict is manifested in organizational contexts.
- Sources of potential conflict in an interdisciplinary setting. These could include
differences in terminology and norms among disciplines and the relationships between
mentors and students.
- The theories pertaining to conflict management and negotiation among groups with
- The strategies and techniques
useful for successful
negotiation with various
- The potentially positive/catalyst
role of conflict in the change
Foundational. At a foundational level, MCH leaders will:
- Understand their own points of view and negotiation/
conflict-handling styles, and possess emotional self-awareness and self-regulation.
- Understand othersâ points of view, how various styles can influence negotiation and
conflict resolution, and how to adapt to othersâ styles to resolve differences.
- Apply strategies and techniques of effective negotiation and evaluate the impact of
personal communication and negotiation style on outcomes.
Advanced. Building on the foundational skills, MCH leaders will:
- Demonstrate the ability to manage conflict in a constructive manner.
- Navigate and address the ways culture, power, socioeconomic status, and inequities
shape conflict and the ability to come to resolution.
- Use consensus building to achieve common understanding, goals, and activities to
(2) Adapted from Harvardâs School of Public Health Program on Health Care Negotiation and Conflict Resolution. Available at www.hsph.harvard.edu/hcncr
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Whether managing an internal team, leading an external project, or building a collaborative movement, self-awareness and confidence are paramount for motivating individuals and teams towards greater impact. Building off of the foundational skills in Section One, this section of the Playbook will help you develop collaborative approaches to problem solving and hone your skills as a leader of individuals and teams.Start Section
Practice reflective listening
An effective leader actively solicits the ideas and opinions of others rather than just sharing his or her own. Make sure that all voices around a table are heard, not just the loudest one. Reflective listening is a communication strategy that seeks to understand the speakerâs idea, then offers the idea back to the speaker to confirm the idea has been understood correctly.
In Reflective Listening Helps Build Rapport, read examples of reflective responses and how to incorporate them into your communication style.
The Basics of Reflective Listening
Not sure about the difference between active and reflective listening?Read More


In the 1930s, Japanese violinist Shinichi Suzuki developed the Suzuki method. This method follows Suzukiâs philosophy that childrenâs abilities can be developed and enhanced through learning in a nurturing environment.
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What is the Suzuki Method?
The Suzuki method, developed by Japanese violinist Shinichi Suzuki in the 1930s, is based on the Suzukiâs philosophy that all children possess ability that can be developed and enhanced through learning in a nurturing environment.
âMy prayer is that all children on this globe may become fine human beings, happy people of superior ability, and I am devoting all my energies to making this come about, for I am convinced that all children are born with this potential.â
â Shinichi Suzuki (1898-1998)
Did You Know?
- Today there are over 8,000 Suzuki teachers worldwide and more than 250,000 children
- learning violin using The Suzuki Method.
- While Suzuki was a violinist, the Suzuki method isnât limited to the violin.
Basic Principals of the Suzuki Method
When he realized that children easily and naturally learn to speak their native tongue, he applied the same principles of language acquisition to learning music.
Some of the basic principals to a well-rounded music education:
An Early Start
While students of all ages can learn to play music, the Suzuki method emphasizes starting between 3 and 5 years old.
A Nurturing and Positive Environment
Reinforce progress with sincere encouragement and praise. All children have potential and can realize it with the right support.
Music teachers should be skilled not only in their instrument but also in their ability to communicate lessons effectively.
Parents carry the philosophy through the home and can even learn the instrument as well to help the child further.
Learning to Listen
When weâre learning to talk, it helps that there are people using the language around us all day. Listening to music everyday is important, especially music thatâs being taught to the child.
Learn by Ear First
We first learn to speak, and then we learn to read. The Suzuki method promotes the same process for learning music.
Children donât learn things that wonât be revisitedâeach lesson adds to the childâs music vocabulary and is used practically to be built upon.
Involvement in music community
Children are encouraged to attend concerts and community events and also to partake in performances to learn to be comfortable on stage with their instrument.
Brought to you by the musical experts at California Music Studios


Browse Exhibits (4 total)
The term "liberal arts" presents a rather ambiguous meaning, sometimes referring to an academic degree program, and sometimes referring to a school of thought that encompasses areas of knowledge ranging from history, language arts, philosophy, and science, among others.
Originally an institution that specialized in teacher and music education, SUNY Potsdam's history of liberal arts, dating back to the 1960's (when the SUNY establishment was still young) is short but very exciting. This exhibit of archived material details the origins of the School of Arts and Sciences at SUNY Potsdam, first named the School of Liberal Studies, which was established in 1972.
Discover the School's impact on SUNY Potsdam's academic, social, and cultural atmosphere.
The controversy surrounding the Vietnam War, and the reinstitution of the draft, created a volatile environment marked by conflict and disagreement among the citizens of the United States. This exhibit provides a collection of newspaper articles that illustrate reaction to the Vietnam War at the Potsdam State Teachers College between 1965 and 1966.
Greek Life has been an important part of Potsdam student life for most of its history. This exhibit contains materials and information regarding the sororities, fraternities, and honorary societies that have existed on campus through the years.
This is a compilation of women's accomplishments at SUNY Potsdam.


Can you interpret the graph above? Apparently, U.S. millennials struggle to do so.
Do you think literacy, numeracy and computer-age problem solving skills are required to compete successfully in today's global market place? Well, if so, the U.S. might be in a bit of a jam since the latest data from the OECD's Program for the International Assessment of Adult Competencies (PIAAC) indicates American millennials are at the bottom of the heap. The U.S. came in at 15 of 22 in literacy, 2nd to last in technology-based problem solving, and dead last in numeracy.
I know, you're probably thinking that it was our "weak" students who brought our scores down, maybe our low socioeconomic status students, disadvantaged students, our non-native speakers of English, our ESE students, or maybe even our recent immigrant students. And yes, those students did perform poorly on the PIAAC, and so too did our American PhDs who also scored near the bottom of 22 countries in numeracy. In fact, some countries' students without bachelor's degrees scored higher than U.S. doctorates.
Go back and reread that in case you missed it, recap: our most educated individuals are scoring at the bottom in basic competencies compared to other OECD countries. And the gap between students at academic risk and the top ten percent is the widest of any country, 72% of young adults with a high school diploma or less DID NOT meet proficiency in numeracy. We are not talking fancy math here, this test is designed to assess practical, career-oriented skills. Some sample questions included reading a thermometer and doing simple subtraction, reading a graph and identifying periods of decline, comparing MWh hours in energy production. How can they make sound financial decisions? Can the nation afford such "ilnumeracy" because surely those individuals cannot?
Here's some good news, a higher proportion of U.S. millennials earn a college degree than any other OECD country, but we might question what they are learning (or not learning) while in college because their math scores were lower than 20 other countries (thanks to Poland and Spain for keeping us out of last place). As a final measure of doom and gloom, the percentage of Americans with the lowest-level math skills has been steadily increasing regardless of educational attainment.
I can't say I was surprised by these results, over a decade in the high school and college science classroom has revealed deep breaches in math skills among students, from the highest-achievers to the most academically challenged. And I'm not referencing differential calculus here, I'm talking basic arithmetic, conversions, dimensional analysis, ratios, percentages and fractions. As a life science teacher, numbers and data analysis are integral to understanding the discipline, yet I have witnessed scores of teachers skip the math for one of two common reasons, the teacher believes the students cannot handle the math or the teacher cannot handle the math.
It's time to bring math back to science, not as an add-on but embedded within the curriculum in a well thought-out and meaningful way to build a foundation of numeracy outside of the math discipline, you know in the real world! We cannot expect math teachers alone to be the savior in this scenario, science teachers have the opportunity to apply numeracy skills in authentic situations to provide practice and context for the student.
So here is my challenge, rethink your approach to laboratory investigations: do you include real data collection with grade-level appropriate analysis (and what does that even mean)? Do you have students examine data from scientific articles and challenge them to interpret and assess the analysis? Have you asked your administrator for professional development support to improve your own math skills? Do you have students practice conversions on a regular basis - this is the U.S., the metric system is still foreign to our students!? Have you partnered with a math teacher to improve instruction, you know that dreaded interdisciplinary unit? It is ok to not be a math expert, but as science teachers we've got to step up and support numeracy skills in our classrooms, the first step is probably admitting we don't remember a lot of what we were taught and maybe we need some refreshing and some guidance in best practices for teaching math.
I want to hear from other science teachers, math teachers, administrators, students or anyone else with an interest in this topic. So comment below, let's talk about math, science and millennials, maybe more importantly, what will we do for the next generation to improve their numeracy skills. Come on, let's light a little fire...


How do you teach children to read and comprehend?
Reading proficiency is one of Knox County Schools' top priorities for boosting student achievement. Calvin Mattheis, firstname.lastname@example.org
In Nikki Sawyers' third-grade class at Blue Grass Elementary School, there's no one way she teaches her students how to read.
It's an individual process, the reading and language arts teacher emphasizes, as she often breaks students up into small groups to focus on certain elements of reading they may be struggling with.
Her mission to help students develop as readers has become a leading priority in Knox County Schools championed by Superintendent Bob Thomas, particularly as 39.2 percent of the districtâs third-grade students tested on grade level or mastered reading last year.
Sawyers often collaborates with a colleague and instructional coach to make sure every child's needs are being met and devotes each day to building comprehension around the texts her students are reading.
Each class unit contains an essential question readers will aim to answer.
During class, much of the conversation is about what students have read in order to reinforce their comprehension.
Each day, Sawyers also facilitates a "quick write" assignment in which she assesses her kids' comprehension. As students read, the teacher asks them questions so they stow away the knowledge they need from the content to answer the quick write at the end.
The practice allows students to orally process the text, said Liana Gibson, an instructional coach at Blue Grass Elementary and a yearlong reading course facilitator.
A big part of comprehension hangs on students drawing evidence from the text.
After reading materials, students create a concept map, in which they analyze different components of what they've read, such as sensory details.
"Whatever we need to help the students comprehend at that point in time, that's what I pull out," Sawyers said.
As her students learn how to read, every element of their lessons comes directly from the paragraphs they're reading, the teacher said, as they pick out words, even syllables, to study from the text.
Sawyers, like many of her peers across Knox County Schools, has benefited from a yearlong reading course that coaches teachers on what goes into reading and teaching reading effectively.
Addressing 'priority' schools
Beyond that course, Knox County Schools has pushed forward reading proficiency efforts by planting additional literacy specialists and educational assistants in three of its four "priority" schools â the 5 percent of schools exhibiting the lowest success rates.
The district also has teams that visit schools and work with teachers and administrators on instructional practices and reading, offers other professional development throughout the year and puts a laser focus on writing.
"We want kids to constantly be writing in response to reading, so every day they should be reading, talking and writing about a text," said Linda Barnes, the districtâs English and language arts supervisor for grades 6-12.
Additionally, the district is writing new curriculum, working with teachers "to help them write standards-aligned curriculum," Barnes said, and trying to build knowledge about a topic by taking an anchor text , like a novel, and having students read supplementary pieces such as historical documents and science materials.
What's the secret?
What's the secret to elevating students' proficiency in reading?
From Barnes' perspective, it's largely about making the time to read and exposing kids to a variety of texts from different topics and time periods so they understand how English has evolved over time.
Sawyers stands by her individualized approach, so teachers can meet each student where his or her needs are.
The concept of differentiating instruction is backed up by Amy Broemmel, associate professor of elementary education and literacy education at the University of Tennessee, Knoxville, who raised the point that in any classroom a teacher will encounter students with varying degrees of reading proficiency.
She stresses that learning how to read plays out differently for children as "reading development occurs on a continuum" with normal development having "a pretty wide range."
In general, reading is honed through a balance of decoding as students learn how to say words and how letters and sounds go together to form words, and comprehension, which encompasses understanding what meaning is trying to be conveyed in text, Broemmel said.
A foundation in reading also requires engagement and motivation, which can be achieved by giving kids meaningful and appropriate texts, enabling them to choose books they enjoy and reading aloud, she said.
Those methods accelerate motivation and positive attitudes around reading and writing so students remain more involved in the process, according to Broemmel.
"It is not something that is just taught to them," she said. "It is a process in which they are engaged."


American Roots Music Education is a 501(c)(3) non-profit corporation formed in 2004. The mission of our organization is to advance awareness and appreciation of American roots music, its history, and culture by providing educational opportunities for people of all ages to learn about these unique kinds of music.
American roots music is music that developed in the United States and includes styles such as bluegrass, jazz, Tejano, blues, folk and Native American music. These types of music are usually not well covered in school textbooks, discussed at any length in classrooms, or available to the community in public, family-oriented venues, yet the music is important to all Americans since it reflects our diversity as a society and our cultural history.
The organization provides inter-active performances and educational programs for students in public and private schools and other organizations such as community centers and after-school programs, primarily in the Middle Tennessee area.
We pay for the services of professional musician-educators, sound technicians and equipment rental, and a program coordinator for this activity. We also produce and distribute written educational materials to teachers. These activities constitute the majority of our total annual budget.
We also occasionally produce public concerts and educational presentations of American roots music for audiences of all ages.
Our activities are supported by contributions and in-kind donations from individuals and corporations. We also seek grant funding from foundations, state and municipal governments. Whenever possible programs and presentations are provided at no charge. If a charge is necessary, it is the minimal amount required to cover expenses.


M.S. in Teaching
Interdisciplinary and Inclusive Education
College of Education
Social values--Study and teaching (Primary); Third grade (Education)
Elementary Education and Teaching
In order to determine the effect of lifeskill instruction on the decision-making skills of third graders, a study was performed in a southern New Jersey elementary school. The sample consisted of approximately forty third grade students between the ages of seven and ten years old. The students in both groups were initially pretested with an opinionnaire, which included twelve multiple-choice questions. Lifeskill education was later incorporated into the curriculum for Group A only, which served as the experimental group for the study. Both classes were then posttested. Two t-tests were performed to determine whether there was a significant difference in the results of the test. The experiment indicated that there was a significant difference in the decision-making abilities of students who received lifeskill instruction as opposed to those who did not.
Pello, Erika S., "The effect of value instilling literature on elementary aged children" (2000). Theses and Dissertations. 1724.


Pink eye, ear infections, runny noses, sore throats and coughs are commonplace in a daycare center, nursery school or kindergarten class. Many parents whose children suffer from these ailments want to help their children feel better quickly and see antibiotics as a miracle drug; but, they donât always understand that antibiotics arenât the best solution, and that overuse can be harmful to a child and threaten population health by contributing to antibiotic resistance.
Nine specialty societies have made 14 recommendations on antimicrobial stewardship within the Choosing WiselyÂ® campaign. Antibiotic stewardship has been promoted through clinical guidelines, institutional committees and campaigns such as the CDCâs Get Smart campaign. While there have been decreases in the prescribing of unnecessary antibiotics to children, widespread overuse and inappropriate use of antibiotics continue to be significant public health threats.
As a grantee working to advance the Choosing Wisely campaign, HealthInsight Utah is trying a new approach to engage with parents about this important issue by partnering with local early childhood education organizations to educate parents on when a course of antibiotics is â or is not â appropriate for their children.
HealthInsight Utahâs initial efforts focused on discussions with parents during clinical encounters. However, due to the urgency of reaching parents before they visited the doctorâs office, HealthInsightâs Choosing Wisely advisory committee decided that messaging needed to move upstream.
âWe decided we needed to educate the parents before their kid is sick and in the office,â said Korey Capozza, Consumer Engagement Director at HealthInsight Utah. âWe need to give them time to consider the idea of appropriate antibiotic use.â
While early childhood education centers havenât traditionally been partners in antimicrobial stewardship, this type of institution is a logical fit as parents are able to receive information from a trusted source and in a location where the information is relevant. The campaign can also help these centers reconsider policies where antibiotics are a condition for a child to be readmitted after a sickness.
Utah Association for the Education of Young Children (UAEYC), an organization that represents early childhood centers in the state, recognized the importance of this work and joined HealthInsight Utahâs education campaign. UAEYC disseminated information on antibiotic use through an article in their newsletter and distributed patient-friendly wallet cards and brochures to early childhood learning centers throughout the state.
âWe tried to create materials that are appealing to a parent who is busy and working, such as with a picture of a cute kid with a simple message in a convenient location. The idea is to help them imagine that their kid could be the next one to get sick. We hope the materials will push parents to seek more information,â said Capozza.
UAEYC has facilitated new potential partnerships with other organizations including the Governorâs Early Childhood Work Group and the state Head Start agency. While it is too early in this approach to see what effect it will have on community health education, Cappozza said, âWeâve found that early childhood groups are very amenable to partnering around this important issue. The collaborations have been fruitful in reaching a population that really cares.â


Confused by the Common Core State Standards? Youâre not alone. As the largest-ever attempt in the US to set K12 standards for college- and career- readiness, the Common Core was quickly adopted by 42 states (and the District of Columbia) and inevitably resulted in some confusion for educators and parents nationwide.
Simply put, standards set goals for what students should know and be able to do. By setting new benchmarks for English language arts and math, the Common Core aims to get students across the United States on the same page, wherever they are.
What does this have to do with yoga? The Core Standards emphasize critical thinking, problem solving, and analytical skillsâ¦ skills that all other subjects, including physical education and health, play vital parts in helping students develop. Furthermore, yoga can offer a way for both students and teachers to ease the stress and anxiety of the high stakes tests that come with the Common Core.
Led by Yoga Ed. CEO Brynne Caleda and Trainers Harmony Turner & Candis Ogilvie, this 45 minute workshop explores the Common Core Standards and how we can easily, effectively reinforce and lesson plan to the Core Standards in yoga to support students grades K-12.
Hereâs what youâll learn in this workshopâ¦
- The Common Core Standards: what they are and why they matter
- How yoga class supports Common Core Standards and increases student learning, understanding, & application through experiential education
- How to create a 20-60 minute Common Core aligned yoga lesson plan
- Real-life examples of educators using yoga tools to reinforce Standards in the classrooms
- Plus, live Q&A with the Yoga Ed. team to answer all of your questions about reinforcing the Common Core with yoga education
**Prerecorded on May 19, 2016**
About Brynne Caleda, M.Ed.
Brynne Caleda is a leader in the field of yoga education. As CEO of Yoga Ed., Brynne champions the efficacy of innovative, evidence-based yoga programs for schools to establish lifelong foundations for studentâs fitness, wellness, and productivity. Over the past decade, Brynne has worked closely with educators, health professionals, and parents to enrich school communities with yoga tools to more authentically and effectively teach to their students and children.
About Harmony Turner, MFA
Dancer, yogi, and educator, Harmony Turner, has an incredible passion for movement arts, education, and children. Alongside a BA in Theatre Arts and MFA in Dance, Harmony is also a Yoga Ed. Trainer and Educator (PK-12) for Honolulu, Hawaii. She has immersed herself in the field of education and is on her way to achieving a Masterâs in Teaching for Elementary Education. Having worked for many diverse and influential organizations, Harmony founded HarmsaStar, a dance, yoga, and education company.
About Candis Ogilvie, M.Ed.
Candis Ogilvie is a former elementary school teacher whose experiences with the education system inspired her to pursue meaningful change for students and teachers alike, through yoga programming in schools throughout West Michigan. Candis believes that responsibility of schools extends beyond academic success, and seeks to provide children with life skills in order to learn and live at their best through family and childrenâs yoga classes, school programming and coaching.


Schools that provide 3 to 7 year olds with good opportunities in indoor and outdoor areas to learn and practise new skills, successfully boost childrenâs literacy and numeracy development. In a good practice guide and film published today, Estyn describes how the best schools plan the foundation phase and balance child-led discovery with adult teaching.
Through the report and film, âActive and experiential learningâ, Estyn uses case studies and cameos to describe detailed practice and common characteristics of schools where pupils achieve high standards in literacy and numeracy in the foundation phase.
Meilyr Rowlands, Chief Inspector, says, âA significant strength of Welsh education is the ethos and principles of the foundation phase. Central to its success is careful planning by practitioners so the learning environment reflects pupilsâ interests and their stage of development so they can develop and practise their skills.
âTodayâs guide and film bring to life how schools across Wales should be providing the foundation phase. From role-playing preparations for the Queenâs birthday celebrations to running a pop-up bakery, there are many ideas to inspire everyone working in the foundation phase to help improve provision and outcomes for children.â
Supporting the development of strong literacy and numeracy skills involves a mix of strategies. For example, in the best schools, practitioners recognise the importance of talking in learning to help childrenâs vocabulary and create active imaginations. Numeracy skills are developed across a range of activities such as planning the cost of a holiday that enables children to interpret and extract information from data.
One of the many case studies in the illustrated guide highlights how the story of the three little pigs was used to challenge pupils to build a sturdy house. Pupils built houses for the pigs in the outdoor area out of a range of different materials. They made a note of measurements and counted how many bricks, crates or boxes they used. They tested the strength of the houses using fans and took photographs. Pupils were able to talk about the houses they had made. They communicated in writing and used the mathematical skills they had learned.
As well as highlighting good practice for schools, the guide outlines the roles that local authorities, regional consortia and the Welsh Government can play to support the delivery of the foundation phase. These include providing training, identifying and sharing effective practice and supporting understanding in schools of how to develop pupilsâ skills through active and experiential learning when developing a new curriculum for Wales.
About the report
Estynâs report âwas commissioned by the Welsh Government and is available in full at https://www.estyn.gov.wales/thematic-reports/search
- Brackla Primary School, Bridgend
- Ysgol Gymraeg Cwm Derwen, Caerphilly
- Ysgol Gynradd Saron, Carmarthenshire
- Ysgol Glan Gele, Conwy
- Sandycroft Primary School, Flintshire
- Sealand Primary School, Flintshire
- Ysgol Gymraeg Ifor Hael, Newport
- Tongwynlais Primary, Merthyr Tydfil
- The Meads Infant and Nursery School, Pembrokeshire
- Ynystawe Primary School, Swansea
- Blaenavon Heritage VC Primary School, Torfaen
- George Street Primary School, Torfaen
- Borras Park Community Primary School, Wrexham


The tips below offer some great ways to help your English language learners (ELLs) become confident and successful readers. Add a new language strategy each week, and watch your students' reading improve!
Note: These tips can be used with both newcomer and long-term ELLs. Newcomer ELLs are ELL students who have just arrived to the United States. Long-term ELLs are ELL students who have been in the U.S. for a longer period of time.
Increase exposure to language by reading to students every day
Choose texts with lots of illustrations and high-frequency vocabulary. Choose books with simple sentence structure, repetitive phrases, and predictable plot to provide extra scaffolding.
Re-read familiar texts
Re-reading familiar texts is one of the best ways to improve reading accuracy and fluency. Re-reading also helps ELLs develop vocabulary by providing repeated exposure to the same words in context.
Provide explicit, systematic instruction in phonics
Students need explicit instruction in sound-symbol correspondences in order to become successful readers in English. Make phonics instruction part of a balanced program that includes reading meaningful texts that are aligned to the content being taught in the classroom.
Help students recognize the structure of expository text
Introduce the various parts of the text, such as the table of contents and the glossary. Show students how the text is organized, pointing out bold print, chapter headings, and chapter summaries.
Build or access prior knowledge before reading
Set the stage for reading by helping ELLs build background knowledge and make connections to their own experiences.
Ask open-ended questions
Answering questions that require more than a "yes/no" answer gives students practice with organizing their thoughts in English and fosters English language proficiency. It's also a great way to check reading comprehension. Ask students for evidence of the answer, and ask other students if they agree or disagree.
Provide opportunities for group and pair work
Working with peers during classroom activities supports both language development and content learning. Like native English speakers, ELLs must continue to expand and extend their English vocabulary as they "read to learn" in the upper elementary grades.
Assign reading buddies to develop more oral fluency
Have student pairs practice choral reading or echo reading. This will also encourage students to feel more comfortable with their classmates.
Practice makes perfect for fluency
Activities such as reader's theater and poetry or speech reading allow students to practice their parts before performing them with a partner or in a small group. This builds both reading and oral language fluency.
Provide models of fluent reading
Listening to fluent reading by a teacher or another student helps newcomers improve their own fluency, both in reading and in oral language.
Use physical responses as one way of checking comprehension
Techniques such as Total Physical Response (TPR) give students an opportunity to show what they know by acting it out in skits and by playing games.
Make reading hands-on!
Use manipulatives, props, puppets, games, drawing activities, and even skits to bring the text to life.
Consider books on tape and captioned movies
Providing textbooks on audiotape and films with captions are effective alternatives for some English language learners who struggle with the increased language demands posed by content area textbooks.
Make use of multicultural texts
Including texts that feature multicultural themes and settings not only validates English language learners' home cultures, but it also allows students to draw upon existing background knowledge to support comprehension.
These tips are available as a one-page handout to download and print.


The other day I walked into my kitchen to see the kids a little too close to the trash can for my comfort level, so I asked what they were up to.
âWeâre observing!â my four year old said brightly.
Oh noâ¦ What in the world could they âobserveâ from a trash can?
âI want to see if something will grow!â
Iâm okay with a lot of gross science experiments, but digging around the trash can? Not my favorite thing.
I knew I needed to find an activity that would feed that curiosity and love of âgrossnessâ, and thankfully I came up with this super fun bacteria gardens gross science for kids!
* This post may contain affiliate links for your convenience. Click here for my full disclosure.
Bacteria Garden Gross Science for Kids
If youâre looking for gross science experiments, you cannot get much grosser than this one!
Kids will love watching how bacteria and mold can grow right before their eyes, even if they donât have a microscope to see it.
Please note: Since this activity is all about cultivating bacteria and mold, children should NOT open the containers after their gardens are completed. Children should wash their hands after handling the agar plates.
How to Grow a Bacteria Garden
There are two ways to start your agar plates. You can either purchase pre-made agar plates for a truer, cleaner experiment or make your own agar plates like we did.
Just know, if you do make your own agar plates this way, your âbacteriaâ garden will be more of a mold garden due to contamination.
You will need:
- Small clear containers with a lid (or pre-made agar plates like with this science kit)
- Chicken broth
- Cotton swabs
- Green food coloring (if you make your own agar)
- Xanthan gum (if you make your own agar)
Boil the chicken broth in a pot. Add a few drops of food coloring and sprinkle in some Xanthan gum. Mix until all clumps are gone and the mixture is thick.
Allow to completely cool.
Label a container with each childâs name.
Have the kids swab their tongues (told you this was gross science!) with the cotton swab and rub it onto the surface of the agar plates in whatever design they want.
Close the lid and place on top of the refrigerator.
Wait 1-2 weeks.
Pull down the âbacteria gardensâ and see whatâs growing!
In our bacteria gardens, we had two drastically different results. In garden one, mold had taken over. But in garden two, bacteria was growing strong!
The kids noted that the bacteria had much more interesting shapes than the mold.
Looking for more STEAM (Science, Technology, Engineering, Arts and Math) projects and inspiration?
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Parents have lots of options when it comes to activities for their children. Howâs a parent to choose between Baby Yoga and Toddler Soccer and Mommy & Me Cooking Classes â not to mention those other music-like programs? As a Musikgarten studio owner, itâs important to know what to say to a parent who is thinking about signing up for Musikgarten, but isnât totally soldâ¦yet.
So with that in mind, weâve researched and compiled a list of 11 important ways children benefit from music education. Use this sound reasoning to help parents make the smart decision!
- Itâs highly logical: music improves reasoning skills! Children who take music lessons are shown to have unique brain functions compared to children who do not receive music lessons. In general, children with music instruction tend to score higher in memory, reasoning and in writing, math, and science. Source: PBS.org
- All together now: music teaches coordination! Playing instruments and learning rhythmic movement develops dexterity and coordination between the ear, brain, and body. Enhanced coordination, fine, and gross motor skills can open a world of possibilities, not only in the arts, but in sports as well. Source: Parents.com
- Excuse me maâam, music cultivates social skills! Music classes require interaction with both adults and peers, and classes help teach respect, direction following, impulse control, teamwork and âmusical sportsmanshipâ â that is encouraging and supporting each other. Through music, a child learns how to respect others and collaborate within a group to accomplish a goal. Source: Parents.com
- From the top! Music teaches children to practice. While practice may not always make perfect, music teaches children how to practice and why it matters. Whether theyâre learning to play an instrument or simply learning about music, the act of practicing teaches children about self-discipline, patience, perseverance, resilience, and how to reach both short- and longer-term goals. Source: Violinist.com
- Music boosts confidence and self-esteem! Learning about music and how to play an instrument takes work but the rewards are incredibly gratifying. A childâs confidence can be immediately boosted through understanding, reading, and performing. Even small achievements will boost a childâs self-esteem.
- Music is like âIQ foodâ! Studies show that children who were given music lessons over a year averaged three IQ points higher than other groups. And because music requires the use of both the right and left sides of the brain, it helps create new neural pathways and linkages that help improve overall brain function. Source: beautythroughimperfection.com
- Music teachers are many! We donât have to tell you that music teachers are something really special! But when it comes to music, children also benefit from a whole world of mentors â from classical composers to popular musicians to experimental sound artists. Whatever a childâs preferences, there will always be an endless catalog of music and musicians available to inspire and teach them something new.
- Donât forget! Music fosters short- and long-term memory! Each of us can still remember the first song we were asked to memorize as youngsters, or even the 16 bars we practiced for hours upon hours. Learning music stimulates the hippocampus in the brain, which in turn supports short- and long-term memory. Source: Psychologytoday.com
- Wait, what? Music can increase attentiveness and focus! The ability to pay attentionâfocus, listening, and staying on taskâis deeply connected to academic performance. A research team at Stanford University found that music engages the areas of the brain involved with paying attention and focus, which can directly contribute to higher test scores in school. Source: med.stanford.edu; Oxford Journal
- Â¡Fantastico! Music helps children learn other languages. Music training has been shown to physically develop that portion of the brain responsible for language development. A more developed language center allows for the mastery of a native language as well as foreign languages. Source: PBS.org
- Music is a trip! Because Musikgarten incorporates curricula, lessons and songs from other countries, children will learn about other cultures. Musikgarten wonât just open their minds; itâll open up their worlds! With our uniquely global approach, children become curious about other cultures and may be inspired to follow an educational or career path that takes them to new and exciting places.
You know music matters, now you can help parents understand why music â and Musikgarten â are so much more important that they realize!


Competency 8: Family-Professional Partnerships
Family-professional partnerships at all levels of the system of care ensure the health and wellbeing
of children, including those with special health care needs, and their families through respectful family-professional collaboration and shared decision making. Partnerships with family-run organizations and with families and individuals from the target population honor the strengths, culture, traditions, and expertise that everyone brings to the relationship when engaged in program planning, program implementation, and policy activities in leadership roles in a developmentally respectful manner. Partnerships with these organizations can also help MCH
leaders connect with families and youth from diverse backgrounds to ensure the perspectives of the communities who receive services are represented.
This is a partnership beyond providing care. Family and personal expertise is a body of knowledge
that constitutes a discipline. Family and self-advocate faculty, staff, and consultants provide
interdisciplinary teams with an invaluable perspective: that of the recipient of care and services.
The family and self-advocate as leader and teacher is invaluable to training programs, hospitals,
and other public health programs.
From a health and wellness perspective, the key to effective
family-professional partnerships entails:
- Shared decision making, always involving
individuals and the family in planning and
- Addressing family priorities.
- Connecting the family to needed services.
- Tailoring recommendations to social, educational,
and cultural issues affecting the family.
- Recognizing the impact of a child with special
health care needs on families at a systems level.
- Acknowledging the potential of the family as a
source of strength and support in child, adolescent, youth, and young adult care.
Historically in the field of MCH, the concept of family-centered care was developed within
the community of parents, advocates, and health professionals concerned for CYSHCN, with
the goal that all care is received in family-centered, comprehensive, coordinated systems.
Further, individuals who have personal experiences with the system of care, such as those with
developmental and physical disabilities; behavioral and mental health issues; and/or chronic
illness provide insight and a perspective critical to the successful development of effective policies
MCH leaders will demonstrate a working knowledge of:
- The definition of family-professional partnerships and the origin of the family-centered
care perspective at the individual, organizational, and systems level.
- The principles of family-centered care in MCH policies, programs, or clinical practice
(e.g., a health home model of primary care).
Foundational. At the foundational level, MCH leaders will:
- Solicit and implement family input in the design and delivery of clinical or public health
services, program planning, materials development, program activities, and evaluation.
Also, understand the importance of providing compensation as appropriate for such
services (e.g., honoraria, paid staff, consultants).
- Recognize the importance of providing training, mentoring, and opportunities to
families, youth, and community members to lead advisory committees or task forces.
Further, recognize the importance of seeking training and guidance from these groups.
- Demonstrate family-centered philosophical constructs (e.g., families and professionals
share decision making; professionals use a strengths-based approach when working
with families) and use these constructs to critique and strengthen practices, programs,
or policies that affect MCH population groups.
- Assess and tailor recommendations to social, educational, and cultural issues affecting
- Celebrate individual/family diversity and provide an open and accepting environment.
- Recognize that organizational and system-level policies and practices may impact
CYSHCN and families.
Advanced. Building on the foundational skills, MCH leaders will:
- Establish effective relationships with family-led organizations to build and deepen
family involvement across all MCH programs.
- Use feedback from family, youth, and community-members obtained through focus
groups, surveys, community advisory boards, and other mechanisms as part of the
projectâs continuous quality improvement efforts and to monitor and assess the
program overall for effectiveness of family-professional partnerships.
- Ensure that family and community perspectives are included in MCH research, clinical
practice, programs, and policy (e.g., in community needs assessments, processes to
establish priorities for new initiatives or research agendas, or the development of
- Assist health care professionals, organizations, and health plans to develop, implement,
and evaluate models of family-professional partnerships.
- Incorporate family-professional and health home models of care delivery into health
professions and continuing education curricula, and assess the effect of this training on
professional skills, programs, and policies.
Â« Previous: 7. Cultural Competency | Next: 9. Developing Others Â»


Online diploma programs aren't all that common in arts-related fields, but there are a few fully online programs available. They may focus specifically on an artistic discipline, and they're often offered as certificates instead of diplomas. Specific art equipment and software is typically required.
Find schools that offer these popular programs
- Art History
- Arts Management
- Metal and Jewelry Art
- Multimedia Arts
- Weaving and Textile Arts
Artist Diplomas and Certificates
While art programs are not yet prevalent through online formats, a few schools offer broad-based diplomas. If a student is looking for a specific type of art education, such as graphic design, certificate programs can be more easily located. Because these aren't degree programs, prerequisites and prior testing is minimal or non-existent. Programs focus on giving students the basic tools and skill pallets they need to work in a variety of media.
Information and Requirements
Online art programs are offered entirely online. Classes are taught via streaming media, animation, email, discussion boards and platforms such as The Open Studio. Completion time is often flexible, especially at schools offering self-paced programs in which students may have up to two years to graduate.
Prerequisite coursework and prior testing are generally not required for entrance into online art programs. Technical requirements, however, vary between programs. For example, a graphic arts program may require software such as Dreamweaver and Photoshop, while more tactile programs rely on high-speed Internet connections and recent model computers.
Basic courses teach students how to work within their chosen medium. For example, fine arts students explore techniques such as brush strokes and knife painting. Meanwhile, prospective graphic artists take classes that teach them how to use various software programs. Some courses, however, are required of almost all art students. These may include the courses listed below.
Students learn tint creation and shade blending. They also look at how various hues elicit emotional responses and convey ideals.
This class teaches students how to use the space available to convey the artist's concept through balance and relationships of design elements. After completing this course, the student should understand how to plan an art piece that expresses ideas creatively and effectively.
Coursework begins with lessons in drawing simple lines and shapes. These fundamental sketches become the student's building blocks for creating images with perspective. Subject matter often includes human form, life stills, landscapes, and animals.
One career path for graduates is that of graphic designer, but students will need at least a bachelor's degree for most entry-level positions. Graphic designers earned a median annual salary of $46,900 in May 2015, reported the U.S. Bureau of Labor Statistics (BLS). Those interested in this field face stiff competition for jobs. Opportunities for graphic designers are predicted to grow only 1% between 2014 and 2024, which is slower than the average job growth rate for all occupations.
Craft and fine artists also face tough odds of landing a job in the field. The BLS predicted a mere 2% job growth rate for them over the 2014-2024 decade. As of May 2015, fine artists earned a median salary of $46,460.
Aspiring artists may be able to find an online certificate or diploma program in the field. These programs are typically self-directed and allow students to focus on a specific medium of interest.


Music therapy is the planned use of music experiences and the relationships that develop through them to accomplish non-musical goals, assisting people to experience life more fully.
Who provides music therapy?
Board-certified music therapists complete at least a bachelorâs degree program in music therapy at an AMTA-approved college or university, including coursework in music therapy, music education, music history and theory, psychology, and anatomy and physiology. Music therapy students study a primary instrument and perform solo and in small and large ensembles. They must demonstrate proficiency on piano, guitar, voice, and percussion instruments. Music therapy students also complete supervised clinical training beginning in the first few semesters of their undergraduate years.
Following the completion of music therapy coursework, music therapists must complete a six-month clinical internship then pass a board-certification exam, administered by the Certification Board for Music Therapists (CBMT). Continuing education is required to maintain certification.
Who can benefit from music therapy?
Music therapists work with people of all ages with a wide range of abilities. People served by music therapists include those with physical, emotional, social, cognitive, and spiritual needs. Settings in which music therapists serve include medical hospitals and outpatient clinics, nursing homes, hospice, physical rehabilitation, mental health centers, psychiatric hospitals, schools, residential programs, day programs for the elderly or developmentally delayed, prisons, wellness centers, and private practice.
Music therapy does not work for everyone and may be contraindicated for some people. Whether music therapy is appropriate for a person is determined by an assessment completed by the music therapist.


How Art Lessons in Character Education Deepen Character Traits
If you're fortunate enough to find art lessons in character education that complement your homeschool program or are stand-alone unit studies, your child gets the extra benefit of combining art and learning.
If you're in need of free art lessons, visit this very popular site and choose where to begin. (Don't forget to come back and finish reading about art lessons in character education).
For a bunch of ideas on how to incorporate art ideas into learning, check out art education ideas, which may stimulate your thinking mind into creating a project that combines art lessons with character education.
Here's a list of character traits to get you started.
One idea to have your child draw a picture of the quality traits she possesses. You might gain a fascinating insight into your child by the traits she chooses.
Not every child likes to draw, however, more than 90% of children are creative and can find some way to express artistically their own character traits.
They might choose to serve a senior a meal they make especially for someone who is on a restricted diet. Cooking a simple meal and serving it tastefully, perhaps with a small bunch of flowers, and a handmade card, is an artistic expression.
Most of the world only gives credit to artists who make their fortunes or earn their livelihoods through their art.
However, I believe we all are creative, except for many of us, we don't believe this and for others, their artistic skills were ridiculed or put down when they were youngsters and the child artist when into hiding.
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Level: Advanced (Level 3)Awarding Body: Edexcel
Why study Mathematics?
Maths is a stimulating and rewarding course that is highly regarded by universities and employers. Additionally however, studying maths will greatly improve your numeracy which is a life skill that can have profound positive effects for you.
Having high levels of numeracy:
- Is linked with higher wages
- Will enable you to make sense of charts and information reported in the media
- Have financial capability â For example be able to select the cheapest loan,
- Choose the most appropriate savings and insurance products and budget effectively.
- Whereas low levels of Numeracy are shown to have extremely detrimental effects:
- Adults with low levels of numeracy are twice as likely to be unemployed
- Currently 61% of adults lack health numeracy skills â which includes for example the ability to understand risk associated with disease, medicinal dosage and to manage their diet.
What can it lead to?
As well as learning specific mathematical skills and techniques, studying maths also equips you with many transferrable abilities such logic and reasoning skills, being able to break down complex problems into smaller parts and here in the St Charles maths department you will also greatly improve your confidence and teamworking skills.
There is a huge wealth of careers and degree choices that either require or would benefit from studying maths including:
How is the course organised?
Board - Edexcel (Pearson)
You will study Further Pure Maths, such as Matrices, Complex Numbers, and Hyperbolics. You will also study Decision Maths, such as Algorithms, and Networks.
For the AS option, the exams will be at the end of the first year. Otherwise, all exams will be at the end of 2 years.
How is the course assessed?
At the end of 2 years, you will sit 4 papers, 2 of which are Pure Further Mathematics, and the other 2 are the options (D1)
For AS, there are only 2 papers
During the year you will have weekly homework and homework test, as well as half-termly âTracker testsâ. For these assessments you will receive a variety of feedback including written, 1-1 verbal and individualized videos.
What do I need to qualify for this course?
6 GCSEs including a grade 7 or above (A*- A) in GCSE Maths
Who are the teachers?
Our maths team here at St Charles consists of Head of Maths Sam Amin, 2nd in department Balpreet Malhotra, Jessy John, and Lubna Hakim. Each of our teachers have maths degrees and many years of teaching experience.
Our maths staff are always willing to offer support outside of class on top of our extensive programme of support workshops.
Contact: Mr Amin on firstname.lastname@example.org for further information
Here in the maths department we have some distrinctive features that we are very proud of:
The Maths Society - Students with a passion for maths are given the opportunity here to explore mathematics outside of the curriculum. They will attend lectures and seminars as well as receive support in applying to the UKs most prestigious universities for maths related degrees.
Extensive support programme â Several weekly workshops led by staff. We also select some of our most successful A2 students to be paid to run workshops and mentor other students.
Multimedia feedback â as well as receiving regular written and 1-1 feedback on your work, in the maths department we also use our ipads to assess students work. This means that you will receive individualised video feedback that will be stored online and available for you to access throughout the year.


Self-expression takes many forms in our Visual Arts education program: drawing, painting, pottery, sculpting photography and digital media. However, here at the Village School art will never be restricted to âartâ class, we believe in the integration of art and visual learning throughout our curriculum, using it to enhance lessons and improve visual critical thinking skills.
The Village School will provide the opportunity for students to learn to enhance their visual communication skills through the application of Visual Arts Theory throughout their educational experience. We want our students to think in terms of images, as well as sound, and to be capable of expressing themselves in every way possible. In addition, we endeavor to help students learn to appreciate the work of others, igniting a lifelong interest in art and leading them to embrace those experiences that can bring beauty and meaning into their lives.
Visual Arts for Grades K-4
Our focus in Art class at the elementary level revolves primarily around learning to enjoy, appreciate and create art. We look at different styles, cultures and periods of art, as well as create our own âmasterpiecesâ inspired by the creative elements of art, early principles and foundations of Art, and inspiration from the great artists. Each K-4 student will have art class once per week for 45 minutes.
Visual Arts in Middle School
Art classes within the middle school grades expand on the foundations formed in elementary art class. In Middle School understanding and applying skills in the visual arts in an exploratory manner consistent with the middle school philosophy will help the students to expand their applicable understanding and give inspiration to their creative minds. Through the Middle School Visual Arts Curriculum, students:
Develop increasingly sophisticated creative strategies, skills, and habits of mind through artistic practices.
Apply design literacy to a wide variety of traditional and new media.
Acquire increasing complex procedural knowledge, skill and craftsmanship in art making while exploring an expanded range of media.
Develop more sophisticated aesthetic judgment that supports the making and understanding of rich meaning in art.
Explore a wide range of notions about the meaning and purpose of visual art.
Form a broader knowledge and understanding of our rich and diverse historical and cultural heritage through art.
Visual Arts in High School
In The Village School Visual Arts Department in High School, students work to master those foundational and expanded skills and theory theyâve worked with throughout their Elementary and Middle School years. Students strive to hone their creative ideas through personal practice, educator facilitation, and exposure to works from peers, teachers and masters. Classes will range from Drawing and Composition, Foundations, to Architectural Design and Advance sculpture and ceramics, and are taught by faculty mentors who are professional educators, and professional artists. Throughout the Visual Arts department, process is valued, focus is in balance to fun, engagement and exploration.
At The Village School arts education is an important factor in developing a holistically well-rounded student. Art education is not only an essential part of learning but it also connects students to different cultures, develops aesthetic values, as well as uses critical thinking and problem solving skills which are not developed in other subjects. It is also a different way to think about the world, and to make your thinking visible (â¢) and a new way to express those thoughts.


According to updated figures for 2018, 57 per cent of pupils on Free School Meals achieved a good level of development at the end of the EYFS, compared to 74 per cent for all other pupils.
In 2017, 56 per cent of pupils achieved a good level of development compared to 73 per cent of all other pupils.
However, unrounded figures show that the good level of development gap has widened slightly from 17.3 per cent in 2018, up from 17.0 per cent in 2017.
In 2018, for children eligible for free school meals just 55 per cent achieved at least the expected standard in all 17 Early Learning Goals (ELGs), compared to 73 per cent of all other children. This compares with 54 per cent of children on FSM and 71 per cent of all other children in 2017.
- Children continue to achieve a good level of development at the end of Reception
The tables published today also show wide regional variations in childrenâs development with children in London gaining higher scores in the ELGs than children living outside the capital.
The figures show, for example, that 61 per cent of children in Kingston Upon Hull and 62 per cent of children in Middlesbrough are achieving at least the expected levels in all ELGs, compared to 73 per cent of children in London.
The additional tables cover gender, ethnicity, eligibility for free school meals special educational needs, English as a first language, month of birth, and deprived areas.
Education Secretary Damian Hinds acknowledged that the figures highlighted the gap between disadvantaged children and their peers.
He said, âItâs encouraging to see an increase in the proportion of children reaching a good level of development in their early skills as we know these are an important building block for their development.
âHowever once again these figures highlight the gap between disadvantaged children and their more affluent peers, with too many arriving at school without these crucial building blocks, leaving them at an unfair disadvantage.â
Mr Hinds said that the 15 free hours of early learning and childcare per week offered to the most disadvantaged two-year-olds aimed at giving these children access to high quality early years support.
âI am also really focused on the local variation in these statistics â with disadvantaged children in London substantially outperforming their peers outside of the capital,â he added.
âWe are using programmes like our Opportunity Areas and Opportunity North East to focus on these local variations and work with communities to find solutions and provide support.
âBut we know parents are crucial to their childâs development which is why I am working with a coalition of charities, organisations and businesses to look at how we can better support parents with childrenâs early language and literacy development at home.â
Neil Leitch, chief executive of the Pre-school Learning Alliance, said, âWe know that a quality early education sets our youngest children up for a lifelong love of learning - and while it's important to remember that all children are individuals who develop at their own pace, it's still very concerning to see that the gap between the number of children eligible for free school meals and their peers achieving a "good level of development" at the end of reception is continuing to persist.
âAt a time when the Government continues to stress the importance of social mobility, it's clear that much more needs to be done that much more needs to be done to ensure that all children, and especially those from more disadvantaged backgrounds, are given the best possible start to their educational journeys.'
Just 23 per cent of children with sprecial educational needs achieved at least the expected standard in all ELGs, compared to 76 per cent for children with no identified SEN.
Mr Leitch added, 'Today's figures similarly reinforce the need to ensure that children with special educational needs are given the best possible support in their earliest years. We know all too well that many children who need extra support in order to flourish struggle to enjoy the same opportunities as their peers, and it's vital that action is taken by Government to address this.
âThe fact is that while ministers talk a good game when it comes to improving childrenâs life chances, their inaction speaks louder. If the Government truly wants to ensure children of every background can access quality provision, then they need to ensure there is adequate investment in the early years.â


Whatâs the best way to solve problems between people? By talking them over and working them out. Itâs never too soon for children to learn the process of peaceful conflict resolution. In both English and Spanish, this book distills conflict resolution into clear, simple language and supporting illustrations. Children learn to calm themselves, state the problem, listen, think of solutions, try one, evaluate results, and even agree to disagree when a solution isnât possible. Includes conflict resolution skill-building games and role plays for adults to use with children.
Praise for Talk and Work It Out
âTeaches children that they will be faced with times where they will have personal opinions that differ from someone elseâs, but the real test in life comes in how they handle the situation.âânoirbaby.com
Praise for the series
âSurely needed . . . I heartily applaud this important series.ââJay A. Monson, Ph.D., professor of elementary education, Utah State University
âTop Five Character Education SeriesââBooklist
âPositive, gentle messages are given without preaching.ââLibrary Media Connection
Supports the domains of Social & Emotional Development, Logic & Reasoning, Language Development, Literacy Knowledge & Skills, and Social Studies Knowledge & Skills in the Head Start Child Development and Early Learning Framework.
BS.SMS.1, BS.SMS.2, BS.SMS.4, BS.SMS.7, BS.SMS.9, BS.SMS.10
BS.SS.1, BS.SS.2, BS.SS.3, BS.SS.4, BS.SS.5, BS.SS.6, BS.SS.7, BS.SS.8, BS.SS.9


Facilitated learning in small group settings while teaching Read Well and Everyday Math curricula. Provided opportunities for student growth through diverse instructional strategies such as grouping and integration of technology.
She stated that it would be too complex and that I would not comprehend the equations. Various people in the LD department would come and observe my every movement in all of my mainstream classes.
I began to have trouble in math with fractions. The process is cyclical, and during the process teams often find it necessary to go back a few steps before proceeding to the next. She told me that what my parents were doing was wrong, that I was retarded, and that I would fail in the mainstream classes, etc.
I knew that the "normal kids" were doing different things and that the class that I was attending was not normal. It was at this time I began to be taunted by my peers being called retarded, etc.
The goal of UDL is to present school subjects so that all learners can access the information, and to give learners different ways to demonstrate their knowledge. What turned out to be the climax of events was another intelligence test. I went in finding it fun and a break from normal school activities.
I went in thinking that I would exel and maybe I would be released.
Established a positive learning environment with effective classroom management and behavioral strategies. So I am hoping that someone here will respond. I entered middle school with no mathematical skills except the most basic.
Using Framework supports continuous improvement by helping teams discover causes of the achievement gaps and develop plans to improve student outcomes.
Things began to happen when the annual college fair occurred during study hall.
I correctly identified the answer and proceeded to tell the instructer why it was different from the others. My parents were told that I would be recieving help from a tutor to correct my problems.
Administered assessments, aided in the creation of training manuals, and conducted ongoing progress conferences with families. It was about this time that I had my first experience with an intelligence test. An example would be cat, dog, book, bear.
I was placed in a special class for math, even though, I attended normal classes in every other subject. I was told that I could not do that due to the special ed. Which I considered to be good under the cirumstances.
I became introverted and spent most of my time in the library instead of socializing with my peers. One-to-one with a non-verbal student with autism, health impairments, and intellectual disabilities.Horizon Elementary School offers a rigorous and comprehensive program that combines special education with physical, speech and occupational therapy and supplements this program with state-of- the-art educational technology as well as medical supports to.
At Valley Horizon Elementary School, we provide services to approximately 70 students with Individualized Education Plans. The services range from a self-contained setting for students with great needs to resource support for Learning Disabled students.
Horizon School follows a traditional schedule, which provides each student with weekly experiences in music and physical education, along with visits to the computer lab and Instructional Media Center.
FromI served as a special education teacher for grades K-6 at West Smiths Station Elementary School, in Lee County, Alabama. At West Smiths Station I was the volunteer afterschool art program coordinator.
Mrs. Bero earned her MA in Special Education/Gifted from the University of South Florida. She has a BA in Elementary Education/Early Childhood with a minor in science from Wilson College in North Carolina.
Prior to coming to Alabama, she certified in Junior High School math and science.
Horizon Elementary School Thank you for entrusting the staff at Horizon with your children. We work diligently to create learner centered environments that foster a .Download


COLUMBIA, Mo. - Bipartisan federal legislation, such as the Every Student Succeeds Act (ESSA) of 2015, has emphasized the importance of arts education, placing it alongside reading and math as integral parts of a well-rounded education. Despite this inclusion and increased local control over academic standards and accountability, many schools and districts across the country continue to struggle in incorporating strong art programs due to resource and budget constraints. According to Brian Kisida, assistant professor in the Truman School of Public Affairs at the University of Missouri, the combination of federal support and local autonomy presents new opportunities for partnerships between public schools and community arts organizations.
"The ESSA has presented a significant opportunity to close achievement gaps in education," Kisida said. "The effects of the legislation could provide enormous benefits to disadvantaged students; however, resource and budget constraints continue to plague education, and school districts are looking for creative solutions."
Examples of such partnerships include opportunities to visit a world-class art museum, see a live theater or dance performance, or learn about music from a trained classical musician.
One noteworthy local example is the recently established Love of Learning Initiative in Saint Louis Public Schools, which includes partnerships with community organizations, like the Chess Club and Scholastic Center of Saint Louis, to offer historically underserved students innovative educational opportunities they otherwise wouldn't have, Kisida said.
"Research has shown that similar collaborations have been successful in major cities, smaller towns and rural communities," Kisida said. "Fortunately, nearly every district is home to unique cultural resources that can be leveraged to enhance arts education, and it doesn't end there."
Today, the National Endowment for the Arts awarded Kisida, along with Daniel Bowen, assistant professor at Texas A&M University, a $90,000 grant to study the impacts of arts enrichment on students' academic and social outcomes. They will be studying the Arts Access Initiative in Houston, a partnership between Houston Public Schools and dozens of arts organizations. The evaluation, also supported by the Spencer Foundation and the Houston Endowment, will be the first of its kind to gauge the effectiveness of a large-scale partnership program. The funding is part of the $82 million awarded to local arts projects across the country.
"The arts reflect the vision, energy, and talent of America's artists and arts organizations," said NEA Chairman Jane Chu. "Research that illuminates the value and impact of the arts, like the work from Kisida and Bowen, is essential to better tell the story of how the arts influence our lives."
An education policy expert, Kisida has more than a decade of experience in rigorous program evaluation and policy analysis. He has co-authored multiple reports through the Institute of Education Sciences at the U.S. Department of Education. His research focuses on identifying effective educational options and experiences for at-risk students that can close achievement and opportunity gaps. His research also has examined the educational benefits of cultural institutions, art and music education; teacher diversity; and urban charter schools. Kisida is an assistant research professor in the Department of Economics in the College of Arts and Science and the Truman School of Public Affairs.
Editor's note: Established by Congress in 1965, the NEA is the independent federal agency whose funding and support gives Americans the opportunity to participate in the arts, exercise their imaginations, and develop their creative capacities. Through partnerships with state arts agencies, local leaders, other federal agencies, and the philanthropic sector, the NEA supports arts learning, affirms and celebrates America's rich and diverse cultural heritage, and extends its work to promote equal access to the arts in every community across America. For more information, visit http://www.


Well it all relies on what you wish to do. Do you want to take the music from a cd and put it in your Mp3 player, or do wish to directly obtain music tracks from the internet on to your Mp3 participant. In many cultures, music is a crucial part of folksâs lifestyle, because it plays a key role in religious rituals , ceremony of passage ceremonies (e.g., commencement and marriage), social activities (e.g., dancing ) and cultural activities ranging from beginner karaoke singing to playing in an beginner funk band or singing in a community choir Folks may make music as a passion, like a teen taking part in cello in a youth orchestra , or work as knowledgeable musician or singer.
The music business consists of the individuals who create new songs and musical pieces (resembling songwriters and composers), individuals who carry out music (which include orchestra, jazz band and rock band musicians, singers and conductors), people who report music (music producers and sound engineers ), individuals who manage concert tours, and people who promote recordings and sheet music and scores to prospects.
This usage of the phrase âthe elements of musicâ hyperlinks extra intently with Websterâs New twentieth Century Dictionary definition of a component as: âa substance which canât be divided into a less complicated kind by known methodsâ 18 and educational institutionsâ lists of parts typically align with this definition as effectively.
Individuals aiming to grow to be professional musicians, singers, composers, songwriters, music lecturers and practitioners of other music-associated professions equivalent to music historical past professors, sound engineers , and so on examine in specialized post-secondary programs provided by schools, universities and music conservatories Some establishments that practice people for careers in music provide coaching in a wide range of professions, as is the case with lots of the high U.S. universities, which offer levels in music performance (together with singing and enjoying devices), music historical past, music theory, music composition, music education (for people aiming to grow to be elementary or high school music lecturers) and, in some instances, conducting.
Involvement in playing and singing music is assumed to show fundamental skills akin to focus, counting , listening, and cooperation while additionally promoting understanding of language , enhancing the power to recall data, and creating an atmosphere extra conducive to studying in different areas.


Children and Music: Why Music is Important in Early Childhood Learning
Music brings out the best in people. It is the best way to express feelings and emotions. More than that, music is also one of the best tools in early childhood learning.
Napa School of Music offers music lessons for preschools called âMusic Togetherâ. As a private music school established with a strong foundation, they offer high-quality music lessons to families in Napa, Solano and Sonoma Counties, not just to teens and adults, but also to children of preschool ages. Their Music Together lesson believes that every child can learn to sing in tune and keep a beat.
Having second thoughts about engaging your children to learn music? Music, as a special tool in early childhood learning, has wonderful benefits to childrenâs learning abilities and skills.
Music Improves Intellect and Brain Functions
Music is more than just tune and beat. In fact, children who are musically-inclined have improved intellectual skills and brain functions. Music is the best way to improve language development and it can also improve the childâs memory because it has a rhythm that activates the brainâs ability to focus and retain memories, hence the âMozart Effectâ.
Music Helps Children Understand Teamwork and Discipline
Through Napa School of Musicâs preschool lessons, children will know the value of discipline, friendship, and teamwork. Their music lessons require discipline when singing and playing instruments. Although they also have private lessons, they encourage you to let your children come to classes and improve their social skills, thus learning the essence of teamwork.
Music: A Source of Self-Confidence
If your children are enjoying their music and enjoying the friendship and teamwork they built with the other participants, they will gain self-confidence and self-esteem that will allow them to believe in themselves.
Help your children understand the importance of music. Enroll them now at Napa School of Music!


Enrich Australian lives through literacy.
Support and educate individuals, families and the community through sustainable programs and enable Australians to participate in society, both culturally and economically, to achieve lifelong learning and improved life chances.
Through our programs we aim to:
- Encourage reading for all,
- build awareness of the importance of reading to young children from birth,
- support family engagement through activities such as regular reading, playing, singing and talking,
- develop childrenâs literacy and numeracy skills prior to entering formal education,
- improve government, corporate, community and early childhood sectorâs understanding of early childhood development through education and training and
- foster a lifelong appreciation of books and reading.


Photo Studio was part of a year-long initiative, beginning in 2017, to make the Studio Museum's permanant collection increasingly accessible to the public.
In summer 2017, the Museum's galleries were converted into a photography studio through the joint efforts of the curatorial and exhibitions departments. Visitors were able to observe as staff worked collaboratively to create high-resolution images of permanent collection works, some of which had rarely been on view. The following works were featured during Photo Studio, and each of the artists have unique connections to the history of the Museum and Harlem.
The Studio Museum came into being through the efforts of artist Betty Blayton-Taylor, who took on many roles as an arts educator and community organizer in Harlem. Blayton-Taylor moved to New York in 1960 after graduating from Syracuse University with a degree in fine arts, and briefly teaching in Saint Thomas. In Harlem, she began taking art classes with the Art Students League with painter Charles Alston. She focused on painting and printmaking, and created compositions such as Untitled (1968), in which abstraction provides space for the viewer to insert oneself into the self-reflective and meditative aspects central to Blayton-Taylorâs practice. An excerpt from her artist statement reads:
I am deeply interested in metaphysical principles, all aspects of religion, mythology and the science of mind. The act of creating, as in painting and print-making, allows the exploration of techniques for the creation of mood and mind set changes much as in sound and music.
Not long after her move to New York, Blayton-Taylor became part of the Association Community Team of Harlem Youth Opportunities Unlimited, a program that provided classes in art and other skills to teenagers. Blayton-Taylor encouraged her students to travel to the Museum of Modern Art (MoMA) to further their art education, but upon arrival they were not allowed inside the institution. She reached out to her contacts at MoMA to make sure the students werenât turned away again, and also began conversations with Frank Donnelly, a member of the MoMA Junior Council, about the potential of creating a museum for her students in their own community.1 Thus began the initial stages of the Studio Museum. Blayton-Taylor went on to serve as the secretary of the Museum Board from 1965 to 1977. Her voice and insight remain present in the curatorial and educational programming at the Museum today.
Chains, a vintage photograph, locks of hair, a bandana, and a bearded figurine. These are a few of the objects present in Xaviera Simmonsâs Index Three, Composition Four (2012). As a whole, the image can be read as a person raising their skirt to reveal a collection of objects underneath. Some of the objects seem arbitrary, while others could hold cultural or personal significance for the suggested person. There are no visible physical attributes to make assumptions about their character, and the figure is abstracted by the two-dimensionality of the photograph. Index Three, Composition Four interrogates the relationship between oneâs persona and the objects collected or connected with throughout a lifetime. Simmons has created multiple compositions of figures in similar positions, but with different compilations of objects alluding to unknown but relatable subjects. Each person is an individual made up of multiple parts, influenced by cultures, histories, consumerism, and more.
The Studio Museum in Harlem has two photographs by Simmons in the permanent collection, the other being Landscape: Two Women (2005). They were both acquired at the end of her residency, which took place in 2011 and 2012, alongside Njideka Akunyili Crosby and Meleko Mokgosi. Over the years, the Museum has made an effort to obtain works by participants in the Artist-in-Residence program, and form a collection with a strong institutional history. The program is fundamental to the history of the Studio Museum. Cofounder Betty Blayton-Taylor described the initial concept of the Museum, in part, as a place that provides studio space for artists that was lacking in Harlem during the 1960s. Index Three, Composition Four is a testament not only to Simmonsâs multifaceted artistic practice, but also to the programâs continuing support of emerging artists.
â Charmaine Marie Branch
1. Susan Cahan, Mounting Frustration: The Art Museum in the Age of Black Power (Durham: Duke University Press, 2016) 17â19.
Photo Studio was made possible through funding by the Institute of Museum and Library Services


Learning to play musical instruments is a skill that can be acquired through learning. Though there are some that have a talent in learning to play instruments on their own, still, something has to be done to enhance it and taking piano lessons, for example, will still have to be taken.
Piano is the most popular musical instrument played and many have taken an interest in learning to play such instrument. Developing social and physical skills are the effects of the benefits in learning to play the piano that can be beneficial to a personâs life.
Learning the piano takes a lot of patience and the perception to understand that the skill to perfection takes time to master. Also, the ability of the pianist to put both hands at work separately at the same time in very complex actions improves the degree of dexterity in finger management. It is also considered to be a demanding instrument to play, because if you are to look at it, aside from your hands working simultaneously, you also would need to put your foot at work on the pedal while keeping a peeled eye-hand coordination in reading the notes.
The ability to learn to play the piano will also be dependent on the kind of teacher that you have. Your piano teacher should be able to meet your desire to create an exciting and valuable music education experience that can make a difference in your inclination to music.
Among anything else, you will have to establish what you need from a piano instructor and determine your desired goals, your budget, and your ability to commit to the schedules of your lessons.
You will be better off ahead if you choose to ask for recommendations from other acquaintances who have been able to experience piano lessons, and get information about the teacher as well. But never forget that every person is unique and have different capacity in learning and each of them may not have the same level of approach about the lessons.
You can also try to check an actual performance of a piano teacher, the recitals from the students under him. It would also be best if you consider talking to some of the students just so you could get their personal opinion about the teacher and the lessons.
After having a few selections among piano teachers, you can narrow down the search in reference to educational attainment, experiences, classes handled, and the years in teaching piano lessons. You can also add certifications, availability, pieces of training attended, and his methods in teaching piano lessons.
With your persistent inclination to music and desire to learn to play the piano, partnered will a skilled piano instructor, it should be relatively easy to bring you closer to achieving your goal to master the instrument.


Oral vocabulary training program for Spanish third-graders with low socio-economic status: A randomized controlled trial
MetadataShow full item record
Public Library of Science
ChildrenVocabularySemanticsSchoolsHuman learningLanguageBehaviorTeaching methods
Gomes-Koban, C.; et al. Oral vocabulary training program for Spanish third-graders with low socio-economic status: A randomized controlled trial. Plos One, 12(11): e0188157 (2017). [http://hdl.handle.net/10481/49651]
SponsorshipThis research project is part of the ELDEL Project (Enhancing Literacy Development in European Languages - www.eldel.eu) funded by the EU, FP7-PEOPLE-2007-1-1-ITN215961 People Marie Curie Actions â Initial Training Network. With the support of the Marie Curie Alumni Association.
Although the importance of vocabulary training in English speaking countries is well recognized and has been extensively studied, the same is not true for Spanishâfew evidence based vocabulary studies for Spanish-speaking children have been reported. Here, two rich oral vocabulary training programs (definition and context), based on literature about vocabulary instruction for English-speaking children, were developed and applied in a sample of 100 Spanish elementary school third-graders recruited from areas of predominantly low socio-economic status (SES). Compared to an alternative read-aloud method which served as the control, both explicit methods were more effective in teaching word meanings when assessed immediately after the intervention. Nevertheless, five months later, only the definition group continued to demonstrate significant vocabulary knowledge gains. The definition method was more effective in specifically teaching children word meanings and, more broadly, in helping children organize and express knowledge of words. We recommend the explicit and rich vocabulary instruction as a means to fostering vocabulary knowledge in low SES children.


Several Muskingum University students teamed up with faculty members over the summer and fall to follow the progression of grassland habitats for various bird species at The Wilds. The data collected is part of an ongoing research project tracking the changes in bird ecology and habitat use over time.
Muskie Fellows Allissa Brown â19, of Newark, and Donny Ingold â20, of Cambridge; Alex Furst â19, the Anderson Fellow of Bay Village; and Jolyn Shunk â20, the Lovejoy Fellow of St. Clairsville; collected and analyzed data at the The Wilds in Cumberland, Ohio. For several weeks, they worked alongside Dr. James Dooley, the Bill and Martha Lovejoy Distinguished Professor in Biology and Dr. Danny Ingold, the Homer A. Anderson Distinguished Professor in the Natural Sciences.
âThere are a group of birds called grassland birds that need extensive grasslands to survive and to reproduce,â Dr. Ingold explained. âThe habitat at The Wilds is slowly turning to a sort of woodland, so weâve been following the progression and the change of the habitat and the numbers of individuals of each of the species of birds over the years.â
The project first began in the summer of 1997 and has followed the progression of habitat change each summer since with the help of Muskingum students. In some years the teams have followed birds by putting plastic colored bands around the birdsâ legs and tracking them from year-to-year. Theyâve also monitored the birdsâ reproductive success.
As The Wilds has transitioned, some of their habitat from the exotic, cool season grasses planted when the land was originally reclaimed, to warm season, native prairie, which contains very tall plants, Dr. Ingold, Dr. Dooley and team have been tracking the influence on the bird species long term.
âThe bottom line is, the birds donât look for individual species of plants, they look at the structure of the habitat,â Dr. Ingold said. âIf the structure fits them, theyâll go there.â
Although, when specific plants, called Autumn Olive, get too thick, birds such as the Henslowâs Sparrow, a bird on the Ohio Department of Natural Resourceâs âSpecies of Concernâ list, begin to disappear.
A bonus to the program each year is the opportunity to get to know students, many of whom are first or second-year Muskies.
âWhen weâre out in the field with them, we talk about everything,â Dr. Dooley said. âIt creates a kind of accelerated connection and a cohesion with them and our program.â
In addition to the research questions, one of our goals is to give students a sense of what science is like beyond the stuff that they read about in their books, Dr. Dooley explained.
âThe Muskingum fellowship provides hands-on learning and an experience that they can put on their resume so that when they apply for an internship or a research experience elsewhere, their record is much stronger,â he said.
âMaking the grades is a good thing, but employers want to know the people theyâre going to hire can do something, can do the work,â Dr. Ingold added. âSo these experiences show students that they can get out, and put their knowledge to the test.â
The grassland habitat project is one of several projects undertaken by a group of students and faculty over the summer. The Muskingum University summer fellowship program selects students to work side-by-side with faculty on research and study that will make positive impacts on our surrounding communities and the world.
Known as âMuskie Fellows,â the students selected to participate in the program receive a stipend and University housing for the summer. In 2017, there were seven student-faculty collaboration projects, ranging in focus from Music Education to Biology.


Art as a manifestation and reflect ion of culture has been clearly established. Discussions of various depth on the subject are available in many general art education texts. However, the concept of art as a reflection of culture may take many forms and thus has the potential for ambiguity. Culture, as defined by the social sciences, is the complex of knowledge, beliefs, mores, customs, laws, and social institutions held by human beings as a part of society. Culture, in this sense, does not refer to what is commonly known as high culture, except as high culture is included in the larger complex defined above. Thus, art as a reflection of culture does not refer to the state of understanding, appreciating, and collecting art as a manifestation of good taste, aesthetic education, social position, or wealth. Rather, it refers to the mirroring of the human condition as this condition is formed through its social institutions. Art when broadly viewed as a reflection of culture creates opportunities to understand our world, to understand oneself, and to understand the qualities inherent in an artwork. A socially defined art curriculum can serve as a catalyst for the development of studentsâ sensibilities. This requirement is most fully met when all aspects of making, talking about, and appreciating art are incorporated into an organically structured integrally related program.
Â© The Author


|Serie||Published in association with the UKLA|
|Emne||Educational: English language & literacy; Educational: English language: reading & writing skills; Pre-school & kindergarten; Teaching of a specific subject|
|Se flere detaljer|
Om Desirable Literacies
What are the ways in which young children learn to communicate? Collating their extensive experience of language and literacy in the early years, the contributors explore key aspects of this topic, linking practical ideas for early years settings and classrooms to relevant theory and research. This second edition is updated to take into account important developments in research, policy and practice, and now covers the 0-8 age range. It also addresses developments in new media and the impact this has upon literacy in young children, and offers chapters on new areas which have emerged in recent years, such as multimodality, media literacy, creative arts and literacy.Explored in the book are:- the relationship between play and literacy;- the role environmental print has in early literacy development;- the language and literacy development of young bilinguals;- ideas, suggestions and justifications for the use of poetry;- a two-year research project, funded by Creative Partnerships; and- key issues relating to family literacy.


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