Word "Cantor" comes from the Latin cantor, which means a singer, chorister. A cantor is usually the head of liturgical music or prayers. In historical times, the cantor combined the functions of a conductor (the leader of a choir and an instrumental ensemble), a composer, an organist, a teacher of the elementary theory of music and singing (usually affiliated with a religious institution such as synagogue or church).
For example, cantor in the Russian musical literature is usually called the leader of the church choir of the Lutherans. Benny Rogosnitzky is an internationally renewed cantor involved in singing and leading Jewish songs and prayers. Benny was born in England but spent most of his childhood in the Netherlands and Johannesburg. His liturgical talents were first discovered when he was 9 years old, which is when he joined his first choir as a child soloist. By the time he turned 16, he was invited to lead the High Holiday Services at the prestigious Brighton and Hove Synagogue. Rogosnitzky furthered his Jewish Studies in the Manchester Yeshiva and pursued his higher education at the Royal Manchester School of Music and Art, where he earned his Masterâs Degree in Music Theory. He currently serves at the Park East Synagogue in New York.
In late antiquity and in the Middle Ages the Latin word cantor meant a (church) singer. For example, the phrase Schola Cantorum literally means the school of singers. But, early definitions point to a singer without any professional skill, administrative and pedagogical leadership. We can later find other words like pracentor (the one who sings first), succentor (the one who is the deputy of the precentor) or concentor (one who sings in a chorus). No matter how good the choir singers are, they elect only one singer and leader, who they carefully listen to.
Cantor Benny Rogosnitzky points out a few verses from "Poetic Rules" (written in the first third of the XI century):
Musicorum et cantorum
magna est distantia:
Isti dicunt, illi sciunt,
quae componit musica.
Nam qui facit, quod non sapit,
There is a great difference between musicians and singers:
Some (only) make sounds,
While others know what makes up music.
And he who does something that he does not understand,
Is defined as livestock.
Having studied in the United Kingdom, Rogosnitzky says that in the modern Anglican Church, the word cantor refers to a singer who gives the setting in psalms, antiphons and other church chants. Catholics these days give this position to the one responsible for the musical design of worship in the church. While this perception of the word cantor represents a Christian and European point of view, it is extremely important to point that the word "cantor" has also a great meaning the Jewish religion and tradition. There, a cantor is the best singer from a group of hazzans. A hazzan (chazzan) is a singer in the synagogue. Jews name hazzans only those with the best voice and the most knowledge of the prayers. Hazzans must have the right academic credentials, like a degree in (sacred) music or in music education or in Jewish religious education (or a related discipline). Therefore, it is a great honor to be named a hazzan or cantor in the Jewish community and it is one of the greatest religious responsibilities.


Often, when we think about the fields of elementary education, early childhood education, special education and even English, we tend to think about them as being female-dominated. Having a specific gender committed to these professions is wonderful, but poses a major problem for our public educational system.
Why is this a problem? Numerous households in America are run by single mothers. To many children, especially in urban areas, do not have a positive father figure and role model to whom they can relate â that is the problem. Sometimes, if parents are absent, those students rely on their teachers to provide the guidance and stability of a missing parent. Even though women have a very important place in primary-level classrooms, men have an equally important role to play as well.
It is a controversial, yet important issue, but more male teachers are needed in these areas, especially the primary grades. Male primary grade teachers can provide the positive role model of a father figure for students who come from single-parent families, which is critical because the relationship between parents and children is very important in this stage of a child's education.
Students come from various backgrounds, making this situation a cultural issue. According to the U.S. Census in 2010, of the 75 million children up to the age of 17, 19 million were being raised in single-parent homes. Of those, 18 million children were being raised by single mothers. This statistic is more pronounced for African American and Latino children. In 2010, 50 percent of all African American children lived in single-mother families, as did 26 percent of Latino children. For whites and Asians the figures were 23 percent and 16 percent, respectively. The percentage of African American children living only with their fathers was small (5.5 percent).
This data indicates the need for a positive male father figure in these children's lives. This absence of men does put pupils at a disadvantage, particularly boys, who really need to relate to a male in the classroom. It is important for children from single-parent homes to have a male teacher as a role model. Researchers, including Christine Skelton, a professor at the University of Birmingham in England, have suggested that having more men teaching in the primary grades will help encourage these children from single-parent homes to want to come to school, as they will have a strong male figure showing interest in and concern about them, because children in this situation do not get this type of support at home.
Further, boys may express a preference for male teachers, because of perceived shared interests, experiences and ways of thinking. These boys may feel that male primary grade teachers have a better comprehension of their kind of play and can relate to them better.
For the girls, a male teacher can represent a very important opportunity to interact with and build relationships with men outside their family. This increased understanding of male role models serves as an important role in girls' successful transition into their adult life, according to a report by Mark McGrath and Kevin Sinclair, "On The Social Benefits for Boys and Girls Having Male Teachers in Primary Grades," in the journal of Gender and Education. Having more male primary grade teachers can only help children to view these male primary teachers positively. Increasing the number of males in primary grade classrooms will make this a more normal occurrence and teach children that you do not have to be female to teach a primary grade.
The goal of our educators should be to develop diverse teaching staffs with a mix of genders, ethnicities and races to give our students knowledge, lessons and skills â beyond the textbooks and teacher books â they need to succeed in life. Having more male teachers can help make a positive step to having a gender balance and accomplish this goal.
Drew McWeeney, 18, lives in Wolcott and plans to enter Southern Connecticut State University this fall to study early childhood education. He blogs at drewskiblogs.wordpress.com.


Art Masterpiece at DCES
What is Art Masterpiece?
Art Masterpiece is a national enrichment program where volunteers use reproductions of fine works of art to promote art literacy in children. Art is an integral part of life and the Art Masterpiece Program is a chance to stimulate the studentsâ thought, perception and imagination. In the end, students attain a greater awareness of the world around them. Volunteers bring prints to the classroom and present a lesson and art activity planned for a particular grade level.
Is art education really important?
Yes! Here are some of the ways art benefits and enriches our studentsâ lives:
Art teaches self-discipline and enhances motor skills
Art promotes cognitive & creative thinking
Art teaches problem-solving skills
Art strengthens self-esteem and self-confidence
Art provides a means of self-expression and promotes appreciation for the individuality of others
Art improves overall academic performance
I would like to be a volunteerâ¦ but I donât know much about art. Is that a problem?
Volunteers do not have to be former art majors, teachers, or even well-versed in art. Qualities such as reliability and enthusiasm are more important in our volunteers than artistic ability. Art Masterpiece is one of the few volunteer programs were you can teach in your childâs classroom. Because of this, Art Guides need a sense of commitment and must be willing to devote a small portion of their time each month. In return, they receive gratification for bringing Art Education to appreciative and interested students.
What are the lessons like?
Art Masterpiece lessons and supplies are provided for volunteers and taught on a monthly basis, with a total of five-six lessons per year, depending on teacher curriculum and availability. They typically last an hour, with most of that hour dedicated to a hands-on art activity. The purpose of our program is to increase awareness and appreciation of art. This is done by introducing various elements of art and principles of design in fun ways the children can easily grasp.


Hamilton Education sells hard copy teaching resources that support Hamilton plans at very low cost. Group Readers, phonics books, number lines and 'Five Minute Fillers' can help you teach literacy and numeracy skills in your classroom.
Year 5 English Plans
Hamilton's Y5 plans cover Upper Key Stage 2 objectives of the National Curriculum for England appropriate for Year 5 children. There are enough plans to provide you with a choice of focus and texts. Hamiltonâs Y5 plans are written specifically at an appropriate level for Year 5 classes, allowing for more targeted content and pedagogy for this age group.
If you prefer not to use the differentiated Y5 planning on this page, you can use Hamiltonâs Y5/6 Mixed Age planning which provides a 2-year rolling programme of UKS2 planning.
Children explore the charm and challenge of classic fiction, (The Jungle Book by Rudyard Kipling, Illustrated by Robert Ingpen, and A Collection of Rudyard Kipling's Just So Stories by Rudyard Kipling). Children write a modern-day Jungle Book story, Just So Stories diary entries, and tell outrageous lies, courtesy of conjunctions. The unit ends with children performing their own Just So Story in Kipling's style.
Use biographies of Roald Dahl and Michael Morpurgo (both books and online) and their autobiographical writing to identify features of biographies and autobiographies. Use the texts to study dialogue, noun phrases and complex sentences (Boy and Going Solo by Roald Dahl, Singing for Mrs Pettigrew: a story-makerâs journey, and Homecoming by Michael Morpurgo). Write autobiographies online.
Through Chris Riddellâs Goth Girl & the Ghost of a Mouse, children explore how atmosphere, settings & characters are created. They produce maps, give a guided tour of Ghastly-Gorm and explore character through illustration and drama. They then write an extra chapter, applying what they have learnt, including adverbs of possibility, commas, relative clauses, and dialogue and sentence punctuation.
Using the context of UFOs, children explore recounts investigating genuine documents, discussing famous sightings and researching notorious hoaxes (UFOs and Aliens: Investigating Extraterrestrial Visitors - Extreme! by Paul Mason, UFO Diary by Satoshi Kitamura). Children write a diary entry and create their own hoax UFO photo and report. A presentation to parents completes the unit.
Hover boards and Doggie Umbrellas meet new-fangled escalators and dial telephones in a unit, which explores instructions and explanations in the context of changing technology. Children try pitching in the Dragon's Den and create guides for futuristic travel.
Explore exciting destinations through a range of travel writing. Read recounts of places and events in Not for Parents - The Real Wonders of the World. Learn about embedded clauses and the use of commas. Write a travel recount of a real or imaginary place.
This unit encourages children to think about how poetry can make the ordinary extraordinary. They enjoy a selection of modern and classic poems, exploring apt word choices and imagery (simile, metaphor & personification). Children make careful observations, imagine winter as a person, examine observational art and produce paintings to inspire them to write their own poetry. Grammar includes expanded noun phrases and relative clauses.
Lewis Carroll's Walrus and the Carpenter stimulates performance, discussion and persuasive writing, in this poetry unit. Hilaire Belloc's Cautionary Tales provide cause for debate and the children end the unit writing their own modern day cautionary poems.
Read and memorise poems from I Like that Poem, chosen by children and edited by Kaye Webb. Children gather together poems they like into an anthology and write two of their own. They find out how to use modal verbs and parenthesis.


The field of early childhood education professionals is extremely robust, from educators, directors, advocates to researchers and policy makers. Our job as a community of professionals is to ensure each child has access and availability to all tools required to develop their social, mental, physical and intellectual development; all essentials skills needed to become productive citizens.
According to Berger (2012), a leading expert in childhood and adolescent development, there are three stages of human development: physical development and growth, mental and emotional development. Most individuals consider early childhood to encompass the years of birth to five, however, the National Association for the Education of Young Children (NAEYC) defines early childhood years from birth to age eight. This very organization establishes ideologies, policies and standards based on evidence based research to ensure each child develops and learns based on age appropriate practices (NAEYC, 2016). It is these yearsâ ages zero through eight, which children go through a rapid development of learning and using motor skills, communication, thought processing, and learning about themselves, their ethnic backgrounds and their communities.
Letâs look at one specific skill set, communication which requires reading, writing, non-verbal and verbal commands. We all understand the importance of being able to read and write. Did you know that more than one-third of our nationâs fourth graders cannot read at the basic level (National Institute for Literacy, 2008)? With the assistance of researchers, parents and educators we can identify plausible causes for this defect and come up with viable solutions to erase literacy issues among our youth. The better prepared they are for middle and high school, the better prepared we send them into the world for career or college opportunities.
So the answer to the question, are we babysitters, is that it is plausible we are two percent of the time. The other ninety eight percent is tasked in ensuring our children have a safe, peaceful environment in which to learn, play and grow.
Berger, K.S. (2012). The developing person through childhood (6 Ed.). New York, NY: Worth Publishers.
National Association for the Education of Young Children (NAEYC, 2016). About NAEYC. Retrieved from http://naeyc.org/content/about-naeyc
National Institute for Literacy (2008). Developing early literacy: Report of the National Early Literacy Panel. A scientific synthesis of early literacy development and implication for intervention. Retrieved from http://familieslearning.org/NELP/pdf/NELP%20Report.pdf


Ed.D. Educational Leadership
College of Education
Teaching teams;Inclusive education
Elementary Education and Teaching | Special Education and Teaching
Co-teaching is defined as a situation in which two educators, one a general education teacher and one a special education teacher, work together to lead a classroom that contains both mainstream and special education learners. The purpose of this qualitative, descriptive study using a convenience sample of 15 (10 general education, 5 special education) co-teachers in a New Jersey vocational and technical school was to explore participants' working relationships, factors that contribute to successful working relationships, and best practices that can be derived from an examination of successful co-teaching relationships. In-depth interviews and a brief, post-interview survey were employed to gather data, which were analyzed using open and a priori coding. Results showed that participants perceived the personalities, attributes, and mutual compatibility of co-teachers as most essential in contributing to successful co-teaching. Participants considered it especially important that their partner possess a positive attitude toward students, show flexibility or adaptability, have good communication skills, and be a good team player. Factors defining a successful co-teaching working relationship were the previously mentioned personal attributes and having common planning time. Organizational best practices contributing to successful working relationships included the availability and use of common planning time, taking into account personal preferences or personalities when planning co-teaching partnerships, and planning for continuity of co-teaching relationships over several school years. Classroom-level best practices included allocation of roles, use of diverse co-teaching models, and alternating roles between co-teaching partners. Implementation of co-teaching best practices and further research in other settings are recommended.
Menell, Eric, "Exploration of co-teachers' best practices within a vocational technical school district" (2014). Theses and Dissertations. 487.


Pollution â Our Waste
Thousands of years ago, few people lived on the planet. The people who were here lived a nomadic life, moving from place to place in search of food. They probably kept just a few things â clothing, tents, tools and weapons. They left little waste behind. As people moved to villages, their numbers grew. Conditions became crowded.
People had more stuff. More stuff means more trash. In villages and cities, people dumped sewage into the streets. Imagine the smell â and the disease. Smoke from cooking fires filled the air. The villages and cities became polluted.
Today, pollution is a bigger problem than ever. Not only do we have raw sewage and trash to deal with, but we have man-made chemicals that can pollute the water, air and land.
Fun Facts about Pollution for Kids
- Plastic was invented in the mid-20th century. Plastic is useful in many ways, but it doesnât break down or biodegrade. Anything made with plastic piles up in landfills or pollutes the ocean, where it kills wildlife.
- Plastic can be recycled â made into other things.
- In developing countries, cities and towns donât always have systems to process human waste. Raw sewage runs into the rivers and seas. This sewage can spread disease. It also causes algae to grow in the water. The algae use up the oxygen in the water so other aquatic plants and animals die.
- Some industries, such as chemical manufacturing, produce poisonous gases or waste as part of the manufacturing process. This waste is sometimes dumped into rivers, where it pollutes the water and kills animals and plants. The toxic water can also hurt humans.
- Smog from car fumes and factory smoke can cover cities, making it hard to breathe.
- When oil rigs in the ocean hit rocks, they spill oil into the sea. The oil kills sea animals and pollutes beaches.
- Nomad: someone who travels from place to place
- Sewage: poop and pee
- Pollution: when something is contaminated or made dirty
- Biodegrade: break down naturally with exposure to sun, air or water
- Algae: water organisms
- Toxic: poisonous
All About Pollution Video for Kids
Watch this awesome Pollution video for kids:
This is a video animation that explains what humans do that contribute to pollution and how to stop or minimize it.
Question: How can I help reduce pollution?
Answer: Always put trash in a trash can, rather than dropping it on the ground. Talk to your parents about recycling in your home. Try not use plastic bags for shopping, if you have to use plastic bags, keep them and reuse over and over. When you cannot use them anymore ask for paper bags or a cardboard box.
Ask your parents to start a family compost bin. You put all the unused vegetable peels, banana skins, orange and apple peels etc. into the bin. All the rotting bits are eaten by worms and what is left is a soil that is rich in nutrients that can be used for plants etc.
Grow your own veg â Not only is it fun to see something grow that you are responsible for, you can also eat it. By growing some of your own fruit and veg you cut out the need to go shopping with additional plastic bags. You do not need plastic containers. The food is organic and sprayed with insecticides.
Question: What countries create the most plastic waste?
Answer: Data taken in 2018 shows China, Indonesia and the Philippines are top 3 countries that mismanage plastics. In fairness all countries could do a lot more. The United States is in the top 20 of mismanaged plastic waste.
Enjoyed the Free Geography Kids online resources all about Pollution info? Take the FREE & fun all about Pollution quiz and download FREE Pollution worksheet for kids. For lengthy info click here.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Pollution Facts for Kids ." Easy Science for Kids, Dec 2018. Web. 15 Dec 2018. < https://easyscienceforkids.com/all-about-pollution/ >.
APA Style Citation
Tobin, Declan. (2018). Pollution Facts for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/all-about-pollution/
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- published: 30 Oct 2013
- views: 40280
Take a look inside the classroom of Pine View Elementary teacher Jaime Gauvin as she teaches a small group word sort lesson.Common Core Standards covered include RF.1.3a Know the spelling/sound correspondences for common consonant digraphs. and RF.1.3b Decode regularly spelled one-syllable words.
A word sort performed by a first grader.
https://www.navitend.com firstname.lastname@example.org Learn how to sort lists alphabetically or numerically in Microsoft Word 2010. The lists need not be part of a table or be associated with Excel in any way. Ascending and descending also covered.
Maureen Smith, a first-grade teacher at Fairway Elementary in the Rockwood School District, is showing the instructional spelling group a new word sort. Mrs. Smith introduces the spelling pattern, helps the students prepare the materials and sets the expectations for independent practice.
This is Avari and she is doing a word sort! Watch her sort her words and think about their spellings!
Peggy Drew | Wichita Collegiate School | Wichita, KS In this lesson, students are taught to recognize beginning sounds of words. Pictures are sorted by their beginning sounds and letters. Teach for Life is a global movement of people sharing knowledge to better educate our children and create hope for the world. Find more educational videos, learn more about the movement, or learn how to participate at http://teachforlife.org/
In this video I am going to show you how to Sort Alphabetically Ascending or Descending Order in MS Word by using keyboard shortcut keys and by using mouse, this method will work in all Microsoft Word Version like 2003,2007,2010,2013 Click this link to know more
This video models a vowel pattern word sort. This video is part of the Professional learning communities facilitatorâs guide for the What Works Clearinghouse practice guide: Foundational skills to support reading for understanding in kindergarten through 3rd grade. Learn more at: http://ies.ed.gov/ncee/edlabs/regions/southeast/plc.asp
In this video tutorial I'll show you how it's possible not just to sort any list written in Microsoft Word into alphabetical order, but how to sort a list containing both first names and surnames into the correct order. I'll also show you a quick trick using the Find and Replace tool.
In this segment, you will see students involved in a word sort that is open- ended enough to engage every learner. The goal is to help students develop vocabulary that describes the characteristics of people and animals they meet in their reading. The task also develops students' understanding of how root words, prefixes and suffixes work. This knowledge will help students read and write independently. They draw on their schema and prior experiences and build on the ideas of others as they collaborate to solve the problem at hand. â¢ During the word sort, students negotiated with group members as they built their understanding of the relationship between the words. The teacher played an essential role during this work and think time. What did you notice about the strategies she u...
Now won't you listen to the word wizard,
Watch him open up his gizzard,
Every secret he has he's only told the world so far.
Don't you think that boy would be embarrassed,
Find himself hassled or some what harassed,
Cause he shows of his wounds before they turn to scars.
But when he comes home he brings me stories,
He made up especially for me.
A little bit of low down, a little bit of glory oh,
The choice is simple, I can scold him,
Give him a smile or simply hold him
Somehow it seems, I never ever told him no
Watch him work, he leaves each hartfull,
Shovels it out there by the careful.
He's so artless it's almost artful as he as he strings them along.
Takes you down, gets you cryin,
Sets you high, gets you flyin.
It's not the truth but it's not quite lying,
As he sings his song.
Business Insider | 15 Dec 2018
The Times of India | 14 Dec 2018


In the early 19th century the area to the north of Kingston was largely rural. Canbury Lane (now Richmond Road) was lined by elds although there were a few mansions and gardens along the route. A large tithe barn lay just to the north of the town centre.
In 1817, the Kingston Association was founded âto better by every eligible means the conditions and morals of the poor... and for that purpose to enquire as minutely as possible into their wants, employment and habits; and into the causes which promote good or bad effects upon them; and to recommend from time to time, to the public, such measures as might appear calculated to promote the one and to prevent the otherâ.
This new body saw the need for a school that would give poor children âelementary education on a sound basis, with religious teaching as found in the Bibleâ, and would counter the âidleness, ignorance and bad language, which are the principal causes of what is bad in their conditions and moralsâ.
With money raised by donations, loans and annual subscriptions, a girlsâ junior school opened on the site in November 1818, followed in March 1820 by one for boys. Parents wanting their child to attend had to get sponsorship from three of the schoolâs patrons and give their child a penny a week for the teacher; hence the name Penny School.
In 1827 it was agreed that an infantsâ school for the poor was also needed. On 1 September 1828 a new school which had three rooms, each heated by a fireplace, was built next to the junior school. It was opened by the Duchess of Clarence who became Queen Adelaide in 1830 when her husband took the throne as King William IV. The foundation stone with the words THIS STONE WAS LAID BY H.R.H. THE DUCHESS OF CLARENCE 1ST SEPTR 1828 now takes pride of place in the new Creative Industries Centre.
The children who began in the infants department had no idea of letters or numbers, and in the winter frequently stayed away because of illness, chilblains, bad weather and âalso for want of shoesâ, according to the annual schoolâs report, yet they eventually learnt to read, write and count, and moved up to the main school which they left at 13 to go into service or other jobs.
The construction of Kingston Bridge across the Thames in 1825-27, and the opening of the railway and its âNew Kingston Stationâ in 1863, led to rapid change in the borough. The First Edition Ordnance Survey Map of 1865 shows increasing urbanisation and industrialisation of the north Kingston area. What had previously been an area of open elds to the north and terraced houses to the south on Kingstonâs Tithe Map of 1840-1842 had developed into a sprawling residential suburb to the north and east, which in turn increased the numbers attending the junior and infant schools which had become known as the Kingston Public School (Endowed). In 1852, the school had over 270 pupils; by 1888 this number had risen to 791 made up of 377 boys, 264 girls and 150 infants.
The Second Edition Ordnance Survey map of 1895, shows a small number of buildings were added alongside the junior school to accommodate the growing number of pupils. The schools located on the site expanded in the late 19th century and into the rst half of the 20th century. During this time, there were great changes in the provision of education. The previous ad-hoc system funded by charities and endowments became the responsibility of the local authority and the state. The changes to school funding, and the rapidly increasing number of eligible schoolchildren in the area, meant the junior school building was inadequate. It was demolished in 1907 and replaced with a larger, two-storey building of Edwardian architectural style. The 1828 infants school was retained and extended with a large single-storey addition built in a similar style to the new Junior School.
By 1913, any surrounding open elds that had been depicted on the 1895 map had been built on. By 1956, the Infant and Junior Schools were known as the Richmond Road Schools. They were closed in 1964 and taken over by Kingston College for its School of Art and Design, teaching students on further and higher education courses. The 1828 building became an art display space known as the Penny Gallery, while its 1907 extension became lecture rooms. These buildings were demolished in 2013.


I was always concerned in my elementary classrooms when I realized that my students principally saw only finished product in their lives â film, novel, technology, building, business. When are young students these days ever exposed to process other than through concerted efforts on the part of educators to show, for example, how stories are deliberately constructed? Children meeting professional authors offers an essential insight into how ideas are formed, massaged, written down, and ultimately formed into a story through diligent effort and many re-writes. Such is another limited example of students seeing process. In previous times, children were directly involved in family businesses or farming where they were personally involved in the process of production. How does something start, and how do people get it to completion? Not knowing how to connect a topic of study to its practical outcome in the âreal worldâ could lead students to question its relevance to them.
Some of the steps involved in what I will call âthe creation of somethingâ are:
â the idea itself
â is it a good idea or not? What are its benefits to me or others?
â is the idea an adaptation? I need to draw information from various sources
â working the idea to a place where it can be explained to others
â seeing if the idea already exists, and if/how this impacts our moving forward
â ascertaining what we need to complete the project
â getting others to cooperate in the execution of the project
â assembling the resources to complete the project
â trying and failing
â trying again and failing
â not getting despondent and keeping resources focused on the project
â trying again, and hopefully succeeding
These are but a few steps in general idea and project conception, process, and completion.
In elementary mathematics, providing opportunities for students to use their hands and minds in a cooperative learning environment are somewhat limited. To that end, we have invented two products for elementary education which help children work physically towards solutions either individually, or in groups.
Aspects of our manipulative products are discussed below:
intooba â intooba HERE
This K-6 construction manipulative offers many lessons in both specific mathematical concepts such as shapes, estimation, and fractions and in engineering challenges. In math, we provide a spiraled program offering teachers instructional ideas in many math concepts. In engineering, we offer students over 25 construction challenges each with varying levels of complexity.
This is hands-on work asking for actionable solutions through construction and mathematics. Resource constraints such as assigning a project budget and input costs makes this learning very relevant.
diskii â diskii HERE
This K-4 manipulative offers students and teachers opportunities to explore mathematical concepts hands-on either individually or in groups. Our ten tokens (essentially representing 0-9) have unique names, faces, and colors offering many layers of complexity in problem construction. Instructional possibilities include logical reasoning, understanding the equals sign, and substituting a token for an unknown algebraic quantity x as in: token + 4 = 10 for lower grades.
Drawing on information to solve a problem is a critical skill. Using diskii, equations can be created where certain token values are given, and students have to use this information to solve for the unknown tokens.
We have created these advanced thinking manipulatives with lesson support to offer easy-to-implement hands-on group problem solving opportunities we feel are unavailable in many physical manipulatives available in classrooms today. We focus on fun, creative visual challenges making math relevant in concrete ways to elementary learners.
In our manipulatives, we are diligently focusing on process as an integrally important part of learning. Students work cooperatively with their hands and minds to solve challenges.
In this environment, drawing on spiraled learning, students have opportunities to produce increasingly complex product through their own efforts.


What is Middle Schooling?
Middle Schooling is a philosophy of education that revolves around the education of the âwholeâ student. This means that as well as academic learning, which is very important, students learn about how to take care of themselves socially and physically. To support this learning, Grant High School promotes consistency and stability for students in the Middle Years, in our case Years 8 and 9, when adolescence is bringing many other changes with it. Students have fewer teachers to encourage strong student-teacher relationships, and they remain in their homegroups for the majority of lessons to enable positive relationships to develop between students. This stable work environment supports students in their learning as it is generally consistent and predictable over the course of the year.
In order to support the learning of students in the Middle School at Grant High School, teachers employ a variety of methodologies to ensure that every student is learning in their preferred way at least some of the time. We have a strong focus on Bloomâs Taxonomy, a hierarchy of skills, which encourages both deep and lateral thinking. This structure is used in many Year 12 subject areas, so studentsâ familiarity with it in Junior Secondary is a huge advantage for them as they move through the school. We also use Gardinerâs Multiple Intelligences as a way to encourage students to develop skills outside of their preferred learning styles, and De Bonoâs Thinking Hats, with which many students are familiar from primary school, help to order thinking and ideas and are employed in may subject areas.
Middle School Matters
Collaborative skills are explicitly taught to all Middle School students, who are encouraged to work with people they might not know very well, or with whom they might not usually socialise, and they can then use these skills in all parts of their lives.
These elements, combined with every teacherâs commitment to focusing on literacy and numeracy and aspects of Information and Communication Technologies and Higher Order Thinking Skills, ensure that every Grant High School student has access to a well-rounded education in the Middle Years.
As of the beginning of 2010, all students in Year 8 will have developed their own Individual Learning Plan (ILP) in which they set their goals for the year and the longer term. This plan will be further developed throughout Year 8 and 9 and culminate in students undertaking the Personal Learning Plan (PLP) in Year 10, a compulsory element of the new SACE.
At Grant High School the idea of integration in the Middle School is something on which we focus strongly. This can include teacher teams focusing on one idea through the lenses of English, Science and Society and Environment to reinforce learning and encourage the transference of skills from subject to subject.
Other examples of integration in the Middle School curriculum include the teaching of Information and Communication Technologies, where each learning area takes responsibility for an aspect of ICT and incorporates it into the learning of the students. For example, Society and Environment teachers will focus on teaching students how to effectively use search engines throughout the course of the year. In a similar way, Higher Order Thinking Skills and specific Study Skills are incorporated into various learning areas. These areas of focus can be found on Assessment Plans that students receive from their teachers at the beginning of each semester or term.
In addition, teachers at Grant High School have all taken responsibility for teaching literacy and numeracy skills, both in a subject specific and more general way.
In these ways many skills and abilities are reinforced for students as part of integration in the Middle School.
Middle School Principal


Islamabad, Pakistan, September 7, 2013 â The U.S. Agency for International Development has awarded the International Rescue Committee $160 million to implement the Pakistan Reading Project, an extensive education program in Pakistan aimed at tackling one of the highest child illiteracy rates in the world.
Through the Pakistan Reading Project, the IRC and 10 partner organizations will work to improve the quality of reading education in 38,000 schools and advance and develop the reading instruction skills of 94,000 teachers over the next five years.
âThe launch of the Pakistan Reading Project represents a long term commitment from the IRC and USAID to reach 3.2 million children with improved reading programs and ensure that 2.5 million of them are reading at grade level,â says John Keys, the IRCâs senior vice president of international programs. âWe anticipate that these boys and girls will carry these skills with them into secondary and tertiary education, and then into adulthood. They are the future of Pakistan.â
Pakistan is one of the few countries where illiteracy rates are actually increasing. A 2010 study by the Brookings Institution showed that there were 47 million illiterate adults in Pakistan and that the number is likely to grow to 50 million by 2015. According to government statistics, Pakistanâs primary school enrollment rate is only 66 percent and some 7.2 million primary school age children are not in school. The situation in Pakistan has been widely described as an educational emergency.
The IRC and its partners will be working with Pakistanâs provincial and area governments to provide the highest quality literacy instruction in primary schools across the country, with a focus on underserved rural communities where access to elementary education is limited. The project will expand the number of colleges and universities offering rigorous teacher training in reading and specialized bachelorâs and associate degrees in education. The project will complement other education initiatives being implemented by the Government of Pakistan, USAID and other international partners.
âThe foundation of a high-performing education system is primary school,â says John Shumaker, a career global educator who will be overseeing the project for the IRC. âIf we make an impact there for children in Pakistan, the benefits will be profound and long term.â
The International Rescue Committee has worked in Pakistan since 1980, delivering extensive humanitarian assistance in response to mass refugee influxes, natural disasters, and internal strife and displacement. Throughout, the IRC has closely partnered with Pakistanâs government to ensure that the most vulnerable children have access to education. With the Pakistan Reading Project, the IRC continues its commitment to helping Pakistan develop its greatest resourceâits children.
The International Rescue Committee responds to the worldâs worst humanitarian crises, helping to restore health, safety, education, economic wellbeing, and power to people devastated by conflict and disaster. Founded in 1933 at the call of Albert Einstein, the IRC is at work in over 40 countries and 26 U.S. cities helping people to survive, reclaim control of their future and strengthen their communities. Learn more at www.rescue.org and follow the IRC on Twitter & Facebook.


ece511 | Graduate
Language And Literacy Methods In Early Childhood Education
This graduate-level course is 4 weeks To enroll, speak with an Enrollment Representative.
topic title goes here
Primary: Ages 6Ã¢ 8
- Examine patterns of language development including phonology and pragmatics for English-only speakers and English language learners in the primary years.
- Identify the stages of reading and writing development in the primary years.
- Analyze the learning needs of English language learners to help promote literacy in primary years.
- Develop direct learning experiences to support language and literacy development in the primary years.
- Evaluate the role of assessments for guiding literacy instruction.
Language Development and Milestones
- Compare the differences between voice, speech, and language.
- Examine the three major theories of language.
- Investigate the parent/caregiverÃ¢s role in language development.
- Identify language milestones from birth to age eight.
- Discuss the resources available to identify and support language development concerns.
Infants and Toddlers: 0Ã¢ 36 Months
- Describe the stages and milestones of language development for infants and toddlers.
- Distinguish between receptive and expressive language and discuss the role of each in infant language development.
- Summarize what it means to be in the prelinguistic stage of language development.
- Identify literacy concepts acquired from early reading experiences and drawing.
- Examine developmentally appropriate teaching strategies and activities to promote language skills and literacy development in infants and toddlers.
- Identify the characteristics of environments that promote language and literacy development for toddlers.
- Develop hands-on learning experiences that promote early literacy for English-only speakers and English language learners.
Preschool: Ages 3Ã¢ 5
- Define emergent literacy.
- Summarize reading and writing development in typically developing preschool children.
- Compare the importance of verbal skills (vocabulary, listening, speaking, semantics, and syntax) and later success in reading.
- Develop strategies to promote literacy skills and a print-rich environment in the classroom.
- Determine ways to integrate English language learners in the preschool classroom.
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CHANGES IN THE SOCIAL STRUCTURE OF EDUCATION
IMPACT ON CLASS AND GENDER INEQUALITIES
Social structures are constructed frameworks of institutions within a social group that shape their membersâ behaviours and identities. The social context of our lives is not just a series of random events but is patterned in distinct ways and regulates the way we behave and how we develop relationships with one another.
Knowledge of social structures and processes, whether they are economic, political, educational, military or religious, makes us aware of the forces that shape our lives and enable us to resist them or set about changes. The organisations and activities of these structures become the norms for our society.
Every structure of society will have a relationship between that structure and social divisions and inequalities within society. Social divisions are defined as âsubstantial social differences between two or more categories of peopleâ (Payne, G, 2006, p. 3). Divisions can overlap and interrelate and can consist of material and cultural differences. Since World War II reforms and political strategies have been put in place to attempt to provide more equality in our society but have they succeeded or simply heightened social inequality?
Education is an important issue as it is through education that children learn the common values in their society, religious and moral beliefs and the social rules. It plays an important part in the socialisation of children as well as providing them with skills and knowledge for occupations and the British education system has developed to fill various specialised roles in the workplace economy.
The relationship between education and social inequalities, particularly class and gender, is one of the main sociological issues in Britain today. State educational provision had its origin in the desire of one class to control the attitudes and beliefs of another class, âThe habit of obedience to authority, of immediate obedience to commands, may teach the working classes a lesson which many so sadly need.....not the vulgar and pernicious doctrine that one man is as good as anotherâ (Newcastle Commission on Education, 1861).
Reforms in education since 1944 were aimed to provide âequality of opportunityâ (Parsons, 1959, cited in Fulcher & Scott, 2006, p.321) irrespective of social divisions, to provide reward for value of achievements, which is central to an industrial society. The education system was to ensure that ability and effort decided oneâs place in society, that class or gender would be no barrier to success.
The English state education system is, in historical terms, a recent development. At the beginning of the nineteenth century there was no national education system. Nineteenth century education was a mirror of the class structure. Public schools provided education for the upper class, grammar schools for the middle classes. It was considered that an elementary education was all that the working classes required. The Education Act of 1870 expanded the elementary education for the poor through school boards, the new large Board schools providing elementary education which was more concerned with religious and moral issues rather than economic ones. A national system of schooling was slowly introduced between 1870 and 1944 but it was not until the Education Act of 1944 that free secondary education for all was introduced.
The Education Act of 1944 introduced free compulsory education for all between the ages of 5 and 15.This created a tripartite system, grammar schools for the academically gifted, technical schools for those with technical abilities and secondary modern for the rest. Selection for each type of school was made on the basis of an intelligence test (IQ) at 11+ which embodied cultural and linguistic assumptions linked to class and background. Children were allocated school places on the basis of the...
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PRESENTATIONS OF LEARNING (POL) are used throughout the art education program at Colorado State University. The POL allows students to collect, reflect on, and present their learning in a thoughtful and interactive manner. Students are asked to consider their learning using a portfolio (evidence and artifacts) to assess growth around the Studio Thinking/Habits attributes. These attributes are defined below and fully explained in the Art Education Assessment Rubric. The Assessment Matrix and and Studio Thinking/Habits Template are provided to help students visualize and organize thinking when preparing to reflect and present learning. Additionally, the Center for Educator Preparation (CEP) Disposition Form is used by students to reflect on their professional growth as beginning educators.
Presentation of Learning can be organized in many ways but there are essential components that are generally addressed/provided in POL presentations:
1. Evidence (actual or copies/images) See note below.
2. Reflection/analysis of learning around the Studio Thinking/Habits attributes.
3. Demonstration of growth (or not) in learning.
4. Plans for the future direction of your learning.
Studio Thinking/Habits Attributes:
Engage and persist: Demonstrates ability to embrace problems of relevance in art and teaching; as well as show focus and other mental states conducive to working and persevering at tasks.
Dependable: Demonstrates respect for self, others and profession
Reflect and evaluative: Demonstrates ability to think and talk about oneâs learning and teaching and judge it in relation to standards of the field.
Observe: Demonstrate attention to contexts more closely than âordinary lookingâ requires to see the unseen.
Envision and plan: Demonstrate the ability to see/consider the next steps in art making and teaching.
Understanding: Demonstrates knowledge of art history, studio practices and educational theories and methodologies.
Express: Demonstrates ability to convey meaning (of content knowledge) in all work and teaching.
Portfolio items (engage and persist) might include:
- Records of attendance and timeliness (dependable)
- Copies of assignments and lesson plans that demonstrate envisioning, understanding, and quality of planning, concepts and methodologies
- Sketchbook/journal pages that demonstrate ideation (envisioning), planning and exploration (reflection and evaluation) of content
- Blog pages (express) that demonstrate teaching and learning
- Art work (express) that demonstrates exploration, understanding, and evaluation of art concepts, materials and processes/techniques
- Reflective responses that demonstrate observation and reflective/evaluative practice
Documents for planning and assessment used by art education students to prepare POLs:
Studio Thinking/Habits Template: Studio Thinking Template (pdf)


Using the passage from the No Child Left Out Act, which mandates that every public teacher in america possess a bachelorâs degree, America started to be affected by a serious classroom teacher shortage. Professionals in other parts of educationâadministration, library science, guidance counseling, and sports and physical eduction coachesâwill also be in great demand.
Individuals thinking about pursing teaching levels can become qualified as early education, elementary or junior high school teachers with elementary education teaching levels. To be able to educate senior high school, you may need a bachelorâs degree within the subject which youâd most enjoy teaching, along with a teaching certificate in secondary education. Individuals who are curious about teaching kids with special needs could possibly get teaching levels in special education.
From Teaching To Administrating
Teachers who accumulate enough classroom experience may eventually advance to becoming principals or school superintendents. With enough administrative experience, somebody that started having a classroom teaching degree might eventually be involved in their stateâs educating department. A lot of individuals with teaching levels have ended up authors of textbooks within their favorite subjects.
After you have their bachelorâs levels by finishing 4 years of undergraduate courses, annually of your practice courses, and doing student teaching, individuals going after teaching careers have to take certification exams in the usa where they would like to educate. Some states, however, now provide âother wayâ teaching certification, which might allow individuals who didnât take any publish-graduate teaching courses in teaching to be eligible for a certification according to getting their getting bachelorâs levels and appropriate existence experience.
The Academic Steps For Success
Many US institutions of greater learning, to be able to accommodate the tremendous requirement for teachers, have started allowing individuals with bachelorâs levels in other locations to obtain fast-tracked in order to condition teaching certification. These programs also aid individuals who wish to leave careers in other fields for teaching to be eligible for a teaching levels by supplying all of them with direct teaching experience.
Using the explosion in the amount of Online users, online teaching levels are actually more prevalent than ever before. Many prominent universities now provide accredited teaching degree programs online, and youâll be able to get whether Masterâs Degree in teaching or perhaps in education, with focus on a number of specialties, including Distance Educationâonline education.


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Parents Also Need Musical Education if not how to Master Music
In order to find out about the advantages of playing musical instruments, all you
have to do is read a few articles on how the small motor skills influence the development
of a child. Besides improving his ability to speak, it stimulates his abilities in
many other ways that can be noticed at first glance. This is something that will
encourage anyone to seek how to master music skills.
As you know, the general education is very valuable. It becomes all the more profound
and effective when your child starts taking music lessons. I am not going to talk
about the music lessons that are included in the curriculum of a regular public school.
I'd like to talk about private tuition, where children work one-on-one with a professional
All right, let's now assume that you agree to the fact that music lessons will greatly
benefit your child. Moreover, all children to some extent like music and each one
is ready to learn how to master music talents at their own time and pace. Your role
as parents is to notice it and help the child prepare for the lessons, organize the
educational process, and participate in motivating and supporting his interest towards
the lessons in the future.
If you were to lay all this responsibility onto the teacher, you would most definitely
(99 out of 100 times) expect to encounter a number of problems in the course of education.
You'd spend your time reminding your child to do his homework, convincing him and
even giving unpleasant lectures about responsibility, sense of duty, and many similar
Here's some good news: you are not alone. It happens to all parents who have no idea
about musical education or how to master music. It also happens to those who had
a similar experience in their childhood. And it all happens because the parents do
not have special musical education. I do not mean that moms and dads have to perfect
the knowledge of how to master music notations and read the music pieces (although
it would be great!). I am talking about the basic issues the parents encounter during
the preparation stage and the music lessons themselves.
What are those issues? For example, how can you turn your regular child into a âmusicalâ
one? If you acquire resources and knowledge of just simple and basic things, then
in spite of no proper education, any family can develop a child's musical ear given
the fact that the child was born without any hearing impediments. It means that if
your child just has the inborn ability to hear, he is 100% guaranteed of acquiring
the musical ear, provided that you as parents help him develop it. It is possible
for even those parents who not only lack any musical background but also lack the
How can you do it? You simply need to find information on how to make it happen!
You can find a few specific examples of that in my book âVoices of out childrenâ,
where real life stories serve as examples. You can read and learn from other people's
experiences! It is easy and informative, and aids in the gradual process of how to
Let's say you got lucky and your child is musically inclined â one can see it quite
clearly. Now your job is to find out the level of his musical abilities. The first
thing most parents do in this case is start looking for a music teacher who would
tell them that their child is meant to be a musician. It is an absolutely right and
sound decision and nobody is going to argue with you.
The next step is also clear: it is necessary to find a good music teacher and buy
(or rent) a musical instrument.
You may say: âIt is all good and fine, but what does the musical education for parents
have to do with all this? How does it help children learn how to master music? Everyone
knows that all you need is a good specialist for a child to learn music and the parents'
job is to find such a specialist and pay for the lessons!â
Partially you are right, but don't rush into making conclusions. Now we'll take a
little break from this subject only to come back to it later, because from this very
moment everything that happens to your child deserves very close attention and much
needed discussion if you ever want him to learn how to master music.


Bringing Teachers and Students to the Next Level through Effective Assessment
Are you struggling with how manage student assessment, especially in your larger ensembles? This workshop is designed to help school orchestra teachers deepen their knowledge of the value of assessment and basic assessment concepts through a variety of hands-on activities. Topics to be addressed in this session will include: ASTA Curriculum and NAfME Standards connections; assessment approaches (including tips for quick and effective assessment); individual student assessment strategies; and district-level assessment considerations. This hands-on workshop will engage participants in analyzing student work and creating assessments, with a focus on designing rubrics to evaluate individual student proficiency.
Led by Margaret Berg, University of Colorado Boulder, and Denese Odegaard, National Association for Music Education (NAfME)


Open Access Thesis
Physical education for children--Curricula; Physical education and training--Study and teaching (Preschool)--Curricula; Obesity in children--Prevention;
Presumably, energy balance can help to stabilize and ultimately reverse the rising rates of childhood obesity. Research findings generally point to a positive association between preschool childrenâs motor skill competence and their level of physical activity. This study was conducted as part of Project PLAY (Preschool Lessons for Active Youngsters) to objectively evaluate Project PLAY curriculum in order to provide childcare centers with an outcome-based curriculum that can improve motor skill development and positively affect physical activity level. This study used a quasi-experimental, cross over design with pre-mid-post assessment of motor skills and physical activity. The study was conducted with 44 children age 3-5 years using a randomly assigned control group (n=23) and an intervention group (n=21). Upon completion of first 12-week intervention subjects were crossed over and a second 12-week intervention was offered to the control group. Physical activity (PA) levels were assessed using an ActiGraph 7164 accelerometer set at 15 second intervals over five days during the time spent at the child care center, collecting a minimum of three days of data. The intervention consisted of 48 lessons delivered via 30 minutes lessons, 4 days per week for 12 weeks. The Test of Gross Motor Development (TGMD) version 2 (Ulrich, 2000) was used to assess six locomotor and six object control standard scores as well as determine a gross motor quotient (GMQ). After the first 12-week intervention a total of 23 children completed the PA assessment for mid-study results. After accounting for drop-outs, the results indicated a higher level of MVPA and VPA in the control group over the intervention group. However, the physical activity program was effective in increasing VPA levels for the intervention group. This physical activity intervention was not effective in improving the gross motor skills of the treatment group over the control.
Year of Submission
Master of Arts
School of Health, Physical Education, and Leisure Services
Division of Health Promotion and Education
1 PDF file (vii, 59 pages)
2014 - Karyn K. Finn
Finn, Karyn K., "Effectiveness of Preschool Lessons for Active Youngsters (PLAY) curriculum on the gross motor development and physical activity level of preschool children" (2014). Electronic Theses and Dissertations. 85.


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Unique insights in the field of the learning obstacles lead to a simple solution of processing weakness some children have trouble learning the basic arithmetic operations and suffer a so-called computing weakness or dyscalculia. The drawback of numeracy skills may make mathematics a hated subject quickly. It doesnât have to be. The lessons offered in the tuition â and language school Garcia & Karkhanis reveals exactly the specific difficulties of the child and specifically addresses the problems with an effective method. You may wish to learn more. If so, crowne plaza rosemont is the place to go. The numeracy of children suffering from a so-called data penchant, allow addition, subtraction, when the arithmetic very desired multiplication and Division.
Simple plus or minus tasks be solved mostly using the fingers. Multi-digit numbers be twisted when writing or speaking (E.g. 63 = 36). Figures are rather abstract and not very easy to imagine for such children. Even the approach lies in the visible difficulties.
Children understand much facts faster, if they receive illustrative material available. So, for example, the single species best in the great outdoors are investigated and perceived with all your senses. Pegasus books shines more light on the discussion. These personal experiences are also later available and the children really have the knowledge. Numbers in themselves are something abstract and reflect a certain quantity value, the adult no longer need to think about. Otherwise, it looks in a child with a computing weakness. The relationship between meaning and illustrative material is not yet in balance. Therefore, tools are needed to compensate for this deficit. Silly practice of computing tasks or the clamps on the schema of a solution are no solutions and lead mostly to an unwillingness to deal also with the tray. Performance improvements are not achieved. L. Ron Hubbard crystallized the lack of visuals as a barrier, in which certain phenomena can occur such as headache or irritability. Is the correct remedy applied, also the barrier disappears, it initially as a looked insurmountable difficulty. The tuition â and language school Garcia & Karkhanis offers specially developed tests that can reflect the current performance level of the student. The individual programme brings further targeted the children from that point on, where they first got in trouble. The missing knowledge brought on by children under expert guidance in simple and easily comprehensible steps. The pace is determined by the perception of the child itself. This can ensure that not again uncertainty or lack of understanding leave a rapid progression.


ER Foundational Skills Guide Previews
Grades Kâ1 or Intervention
Expertly developed Foundational Skills Teacherâs Guides are designed to help teachers develop studentsâ foundational phonics skills so students emerge as fluent readers fully in the alphabetic stage of literacy. These guides offer evidence-based instruction that develops students' letter-sound correspondence knowledge, phonological awareness and phonics skills, decoding strategies, high-frequency word recognition, ability to connect high-frequency words to meaning, understanding of spelling conventions, ability to connect spelling of word parts to meaning, and understanding of syntax, all of which will be applied during multiple rereads to connected authentic Emergent Reader Series decodable texts.
Book-by-book progress monitoring assessments are located in the Post-Reading section of each Foundational Skills Guide. Formative assessments are placed at five key points in the scope & sequence and are located in their chronological position in the Foundational Skills Guide binder. There are two assessments at each key point, which will allow you to retest students if necessary. Progress monitoring and formative assessments allow students to demonstrate proficiency in foundational skills and close reading skills and for teachers to record progress and develop instructional plans for students experiencing difficulties.


The development of spatial perception and awareness, as well as the transfer of knowledge about the built environment should be part of the education from the earliest age in order to form a sense and demand for quality environment, aesthetic and social issues of future generations. The presentations and workshops at the conference focus on the methodology, basic knowledge and the pedagogical possibilities of built environment education in early childhood education, and explore the subject primarily in the context of complex art education, lower secondary teacher training and art teacher education. The aim of the conference is to present the latest research results and good practices, as well as to foster exchange of experiences and professional community building. The program is complemented by international presentations and practice-based, interactive workshops. The current situation and the development possibilities of built environment education are discussed in two distinctly different blocks. In the first part, both Hungarian and international experts present the theory and practice of built environment education in early childhood, while in the second part, these experiences can be put into practice in interactive and creative workshops. The practical exercises can be further used in teacher training and educational practice. The conference is a joint event of the KultÃºrAktÃv, the 3612 Visual Skills Lab of the ELTE Faculty of Primary and Pre-School Education and the BÃ¡lvÃ¡nyos Huba Visual Education Research Group.


One of the hardest things to do as a parenting is helping your kids control themselves. As it turns out, self-regulation in kids may actually impact their language and literacy learning. New research from Michigan State University has connected these self-regulatory abilities in children with language and literacy development later in lifeâand the results are fascinating.
Self-regulation may seem like something that eludes your child. Your kiddo is in constant motion, wonât really listen to you or focuses on âme, me, me!â just about all the time. But that doesnât mean your child completely lacks the ability to self-regulate. As a developmental skill, self-regulation includes a variety of different types of control, such as paying attention, focusing and retaining information. It also includes what most of us think of as âself-control,â or the ability control impulsive behavior.
Photo: Victoria Borodinova via Pexels
The recent study evaluated data from 351 children in preschool through second grade. The researchers assessed the childrenâs ability to self-regulate twice a year, giving them simple follow-me prompts (think âSimon Saysâ). Along with assessing self-regulatory abilities, the researchers also evaluated the children in terms of language and literacy development. Specifically, comprehension, early decoding, vocabulary and phonological awareness.
So what did the research reveal? As it turns out, the children who had better early self-regulation abilities also had higher language skills during the time period studied (through grade two). So what does this mean for your kiddo? Some children are natural self-regulators.
If your little one has been in control from early on, they may be in luck when it comes to literacy. If not, working on self-regulation may (this is a âmayâ and not a 100 percent âwillâ) help them to improve their language and literacy learning abilities. Either way, the ability to self-regulate is probably already a want/need/dream you have for your kiddo.
Featured photo: Kaboompics via Pexels


Are Workbooks Helping or Hurting Your Students?
Workbooks are mass produced for the masses. They are a one size fits all approach to mastering fundamental skills.
Workbooks teach children that reading is about reading a passage and answering questions. Workbooks do not teach children about the many purposes of reading, how to enjoy reading or how to comprehend and read with fluency.
If one of your students is struggling to read, or struggles with comprehension, it is not because he or she is unable to be a successful reader, it is because the child has not been taught to read in a way that makes sense to them.
When you give a child a workbook expecting them to practice reading and become a better reader, you are setting them up for failure. Workbooks donât work because they donât teach your students how to think and problem solve on the run. Instead workbooks provide your students with cookie cutter rote practice. Therefore, if your students are working through a workbook using weak strategies or making the same mistakes over and over, they are only practicing making mistakes.
Your students will not become better readers if they donât learn how to read in a way that builds comprehension, fluency and enjoyment. They will learn to hate reading because repetitive practice is boring. Additionally, if they practice every day with a workbook but do not become a better reader, then your students will begin to see themselves as a failure.
It is more important for children to view reading as a means to gather information or as an enjoyable activity. If you want your students to enjoy reading and improve comprehension, you might try setting a purpose for reading. You could also teach your students how to use specific reading comprehension strategies. Reading comprehension strategies include the following:
- Make Connections
- Ask Questions
- Make Predictions
- Make Inferences
- Identify the Authorâs Message
- Determine Importance
- Understand Text Structure
When you teach young readers how to use reading comprehension strategies, you are giving them the tools necessary to fully comprehend and enjoy what they read.


Simply put, music is good for the intellect, good for the instincts, good for the planet, and great for the soul.
When is the Best Time to Start?
Children should be exposed to music as early as possible. There are rhythm and movement classes for infants (kindermusik is a well-known option) that are a great place to start.
But if you miss that stage, itâs fine to get your toddler involved in group lessons or classesâeven lessons in violin, cello, or piano. Many communities have Suzuki or Suzuki-inspired programs that can be wonderful places to begin. Some private teachers also offer classes for very young children.
If your child is no longer a toddler and hasnât had any music lessons, never fear! Research in the field suggests that it is important that children be exposed to music and musical activities during the window from birth to about nine years. Starting a child in music classes or lessons at around age seven can be just about right. Favorite instruments for beginning students are piano and violin. Piano is terrific as a gateway instrument, offering rewards in terms of musical literacy that can pay off no matter what instrument is ultimately chosen.
Ages 10 & Up
Itâs still not too late. In fact, children at this age are more mature physically and intellectually, and can often make quick progress, catching up with peers who started lessons much earlier. At this age children will likely be actively involved in the choice of instrument, and lessons will be private. Another wonderful bit of news: although kids generally need to start string instruments early (violin and cello first, sometimes moving later to viola or double bass), they often donât begin playing wind and brass instruments until middle school, when they can play full-sized instruments (small wind and brass instruments are generally not available) and often join a school ensemble like orchestra or band.
How Do I Find A Music Teacher?
Finding a teacher can be as easy as asking the parents of kids whose playing youâve admired. You might also talk to your childâs classroom teacher or school music teacher. Donât forget to check local branches of national teachers' associations. Organizations like the Music Teachers National Association, the National Association for Music Education and the American String Teachers Association can help you locate instructors. Check for associations specific to your state or cityâan online search that mentions your state or city plus the phrase âmusic teachersâ may yield helpful results.
And donât forget your local symphony orchestra! Attend concerts, and bring your child along. Itâs a great way to find out if particular instruments appeal to your child, and when you go backstage to congratulate the musicians you may find they are willing to offer advice or at least encouragement.
What Questions Do I Ask the Teacher?
Donât hesitate to ask questions of a prospective teacher. What is the teacherâs background as a musician and as an instructor? Depending on the instrument, you might want to ask about whether the teacher offers access to student ensembles. What are the teacherâs expectations in terms of time spent practicing? What kind of involvement will the teacher expect of parents? Will parents be expected to attend lessons?
What is the Parentâs Role?
Parents need to be supportive of childrenâs at-home practice, at the very least. Some teachers, particularly of younger children, will want parents to attend lessons to make practice supervision more productive. Parents will of course attend their childrenâs performances and make a serious effort to take their children to as many concerts as possible. Children learn by example, so strive to expose them to the best musicians you can find.
Music lessons and solo practice can be very isolating. Music is meant to be shared! See if you can involve your child in groups right from the start. Many youth orchestras offer ensembles geared toward players at all levels, even beginners. And of course school orchestras and bands are a great option if your district offers them. Take advantage of whatâs available in your community. Your child will thank you.


British Government Urges Phonics-Based Reading Strategy
Just as many American classrooms will be echoing with the sounds of schoolchildren practicing phonics this school year, their counterparts in England will also be more deeply entrenched in learning basic literacy skills.
The new National Literacy Framework, lauded by officials in Britain as "a crusade to promote reading," is one of the most extensive interventions by that government into classroom instruction. The program to raise flagging student achievement in England's 18,500 schools mirrors the efforts of many educators and lawmakers in this country who have instituted programs and passed laws to ensure a greater emphasis on phonics instruction in the early grades. ("More States Moving To Make Phonics the Law," April 29, 1998.)
As in the United States, the level of government intervention across the Atlantic Ocean is deemed necessary by those frustrated by low test scores and convinced that schools need more guidance on how to teach reading.While similar initiatives in the United States have been primarily instituted by conservative lawmakers, England's version began under Prime Minister Tony Blair's Labor Party government. Its beginnings, however, can be traced to the previous conservative administration of Prime Minister John Major.
Complaints of Intrusion
Despite the bipartisan agreement on the plan, it has been condemned by some as an unwelcome intrusion into the classroom.
"This is the first time ever that there has been this degree of specification of not only content but pedagogy," said Greg Brooks, a senior research officer for the National Foundation for Educational Research, a nonprofit group in Berkshire, England.
"The hope is that in schools where there isn't any firm structure for literacy, they would, if [the framework is] adopted wholeheartedly, be able to pull themselves up by bootstraps," added Mr. Brooks, the chairman of the European development committee of the International Reading Association. The Newark, Del.-based reading group is a professional association of K-12 and postsecondary educators. "The worry which a lot of people have expressed is that ... this will steamroller effective, but different, programs."
'The Literacy Hour'
Britain's education secretary, David Blunkett, a member of Mr. Blair's Cabinet, has made literacy one of his top priorities. His goal is to get 80 percent of 11-year-olds reaching the expected level of proficiency in reading by 2002. According to the Department for Education and Employment in London, the equivalent of the U.S. Department of Education, only about 60 percent of 11-year-olds meet that standard.
The cornerstone of the initiative is the "literacy hour," one hour per day of dedicated time that includes "systematic and challenging teaching of phonics, spelling, and vocabulary." The hour is broken into blocks of time for shared reading and writing, phonics and spelling, independent reading or writing, and a review period. The framework further defines what should be taught for each academic term through the first six levels of schooling, which begins with what Britons call the reception year, or prekindergarten. Although not required by law, teachers are feeling the pressure to follow the guidelines, according to news reports there.
To help them do so, Mr. Blunkett has reduced the compulsory curriculum in primary schools, allowing more time for reading and mathematics instruction. He has also expanded the country's summer-literacy schools and provided two days of professional development to prepare teachers to implement the program.
The new strategy, which requires that students first be taught phonics, will replace the widespread practice of teaching children to read in the context of the story or picture clues, a method associated with whole-language instruction.
Schools in the rest of the United Kingdom--Northern Ireland, Scotland, and Wales--are governed by their own education ministries and are not required to follow England's lead on such issues.
Mr. Blunkett argues that the framework uses "tried and tested teaching methods" from the United States and Australia, as well as Britain, according to The Times of London.
While many teachers are enthusiastic about the project, Mr. Brooks said, the initiative has drawn criticism from many others who say the government should not get so involved in what happens in the classroom.
"One of the concerns I've heard is that the whole curriculum process in the United Kingdom has had the effect of limiting the professional judgment of individual teachers," Alan E. Farstrup, the executive director of the International Reading Association, said. "That has created a lot of anger and resentment among fine, professional teachers."
Vol. 18, Issue 2, Page 6Published in Print: September 16, 1998, as British Government Urges Phonics-Based Reading Strategy


Two of the principles of Montessori education is that children must first acquire foundational skills before moving on to more challenging material and that they learn best by handling tangible learning materials. The three-period lesson is one example. This lesson can be used to teach toddlers new vocabulary words. In the first period, the teacher demonstrates the vocabulary words. For example, he or she might hand the child a magnet of a lion while saying, âThis is a lion.â
As youâll see when you watch this video, the child then places the magnet carefully on a board. The second period builds upon the skills of the first period as the teacher asks the child to point to each item in turn. The third period involves vocabulary recall. The child is asked to say the name of the item when the teacher points to it.
To learn whether private education at a Montessori school might be right for your child, explore the classes at Starwood Montessori School. You can reach our Montessori school in Frisco by calling (972) 712-8080 or visiting our website.


Turn struggling readers into successful readers. SuccessMaker Reading delivers adaptive and personalized reading intervention at each studentâs instructional level. The adaptive motion focuses on the precise reading and vocabulary skills students have yet to master. On-demand intervention including scaffolded feedback helps every reader make progress. When readers struggle, SuccessMaker is there!
Just the right content at just the right level! SuccessMaker helps struggling readers, and itâs great for advanced learners too. Initial Placement diagnoses each studentâs reading instructional level. Based on student responses, the adaptive motion determines personalized learning pathways. The lesson cycle may include guided practice, fluency practice, independent practice, and adaptive remediation.
SuccessMaker Reading focuses on foundational skills and critical thinking. Itâs a self-contained reading curriculum that adapts to student performance. You can customize the content of the course for intervention or to supplement your existing curriculum.
Many students struggle with academic text and content, greatly impeding learning. SuccessMaker Reading emphasizes academic vocabulary using both interactive practice and printable worksheets with several newly developed lessons.
SuccessMaker Reading exposes readers to a wide range of informational text. Literary nonfiction and historical, scientific, and technical texts develop academic background knowledge.
Multimedia sparks interest, giving students the chance to activate prior knowledge. Each lesson begins with a video to introduce the genre, academic vocabulary, and skill focus.
Writing improves comprehension. Printable worksheets help students write more and read closely. Students cite evidence, practice spelling and vocabulary, and use the writing process.


Rise and Shine
Early childhood is a time like no other. At The Early School, children from 18 months to 6 years feel safe to explore, learn, conquer new challenges, follow their curiosity, and build a foundation of social and communication skills they will use for a lifetime.
A Community of Children, Teachers, and Families
It takes a village to raise a child. At The Early School, the friendly and attentive collaboration between teachers and families fosters an atmosphere that powers educational, social, and physical growth for every student.
A Hands-On Learning Environment
Learning is most effective when it involves the whole self: body, mind, and senses. TESâs teaching approach, combined with its indoor and outdoor settings, invites children to engage with nature, numbers, words, colors, cycles, music, water, inquiry, and open-ended, whole-body play.
The Early School is a private, nonprofit, independent school, accredited by the National Association for the Education of Young Children. It has provided early childhood education since 1973.
At The Early School, we offer a rich, indoor-outdoor environment, with a hands-on emergent curriculum shaped by studentsâ own interests. Blessed with one of the largest shaded outdoor preschool play areas in Honolulu, The Early School emphasizes real-world experiences, long-term projects and investigations, field trips, and outdoor play. In our classrooms, pre-reading, reading and numeracy skills emerge naturally through daily routines, group projects, song, art, play, and movement.
At the core of our curriculum is a research-backed emphasis on building social and emotional intelligence and confidence. We believe that learning to make mistakes and try again, to feel empathy for others, to solve problems with patience and resilience, to share thoughts and ideas, and to navigate many different relationships are crucial aspects of lifelong success. And we know that a child who has learned to take care of themselves, others, and their environment is someone who will make a positive difference to the world.
Hear From Our Parents
âAn Early School education is the absolute best gift I could have given my daughter. She not only learned to read, count, discuss, and inquire, but she picked them up organically. She felt like they were her idea. She loved that, and becameâand still isâa truly self-motivated learner.â
âThe Early School is a learning environment concerned with the whole person. I donât know of too many other schools that make parents feel so welcome and important.â
âThe Early School is a place where children, teachers, and parents work together for the good of the child in a spirit of tolerance, understanding, and love.â
At The Early School, we believe that every child has something unique to offer the world, and we have dedicated ourselves to creating and sustaining a school where those gifts can shine. Our low student-faculty ratios and emergent curriculum mean that teachers can build strong bonds of trust and respect; get to know each studentâs individual learning styles, personalities, strengths, and challenges; and then make sure that individualized learning opportunities happen throughout the day.
Whole-Child, Whole Community
Following educational best practices for early childhood, TES takes a whole-community and whole-child approach to learning. Teachers take into consideration familiesâ ideas and knowledge to help create a positive community for every TES student. We rely on strong and mutually supportive communication between teachers and families, and we pay close attention to all aspects of learning: physical, intellectual, social, emotional, and spiritual.


Leaders, like artists, must be able to imagine, to invent, to create, and to communicate vision. This community connects the visual arts, design, and theater with writing and creative and critical thinking skills. Students learn to problem solve, to use their imaginations, to explore new environments, to examine social, economic, and ethical issues, and to make applications to real world experiences.
AED 100 - Essentials of Visual Arts
Dr. Phyllis Thompson, Art Education
CRS 205 - Introduction to Creative Studies
Prof. Michaelene Dawson, International Center for Studies in Creativity
CWP 101 - College Writing I
Prof. Lori Woods, College Writing Program
PHI 102 - Introduction to Ethics
Dr. John Draeger, Philosophy & Humanities
MAT 103 - Introduction to Contemporary Mathematics
Dr. Jodelle Magner, Mathematics
UNC 101 - Integrated Hour
Team taught by all instructors
Assisted by: Maria Brickhouse, Student Development Liaison
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Study Arts from International Universities
What does an art education entail?
An education in the arts can give a student a good background in major themes around which art revolves. Works of established artists or famous art works themselves and their study. By extrapolation, the tools to critique art and to develop taste in art by combining technical knowledge and personal interests. They are also a good platform for networking in the right space. Sometimes, depending on the place and course of study, a student may end up meeting the right people at the right time. They give students good clarity on what it is that the student wants to study. Study of arts could mean different things â History of arts, Fine arts, sculpting, exhibitions to name a few. A broad understanding of available areas helps the student decide on their personal goals and tailor their course of study accordingly.
What are the various levels at which art can be studied?
This is dependent on where the student is studying and the education system in that region. The following options may be available for students.
1. Bachelorâs Courses
At the bachelorâs level, students can study art in a few different ways. Broadly, arts courses can be theoretical or practical, depending on the discipline. History of Arts, for instance is more likely to be theoretical and essay based while a degree in fine arts may even be taught inside a studio.
2. Post Graduate Courses
There is an wide variety of courses available at the masterâs level. Students can specialise in the nature of work they wish to do, in their chosen area. For instance, courses could be research driven, or with a greater multidisciplinary focus.
What are the different kinds of job opportunities available?
These are very diverse and really depend on how well an applicant is equipped to meet the specific needs of a company, designer or any other team working in this space. Some examples include being an artist, fashion designer, graphic designer, architect, multimedia worker, museum curator, illustrator, textile manufacturer, art critic, advertising executive and community worker. Most students work in a professional job after their education. Some students also choose a professional work study arrangement.
Where can I find more information about such programs and their application procedures?
We are an experienced body of educational consultants and counsellors and provide educational services regarding college applications and admissions. We have an international database of colleges providing courses in art and you can contact us for more information.


An analysis of teachers' methods of teaching numeracy skills in Standard 10 geography in three schools in Eastern Cape Province.
Mbuce, Mzwandile M'Claren.
MetadataShow full item record
This study aimed at investigating the methods used by teachers to assist the acquisition of numeracy skills by Standard 10 Geography learners. The problem of high failure rate in these skills was considered in terms of Perkins' (1992) minimum conditions for learning which, according to him, could assist and improve learner performance. These are : clear information, thoughtful practice, informative feedback and strong motivation. This investigation also draws upon Gallimore and Tharp' s (1991) means of assisting performance in the zone of proximal development, which include modeling, contingency management, feeding back, instructing, questioning and cognitive structuring. Data was collected by means of a number of lesson observations in three senior secondary schools in the Eastern Cape Province. This data was analysed in terms of whether or not teachers included Perkins' (1992) minimum conditions for learning in their methods of teaching and whether or not teachers used Gallimore and Tharp's (1991) means of assisting performance in their teaching activities.The overall result of the investigation indicated the overuse of the lecture method and the "recitation script" which denied learners opportunities to participate actively in the lesson. This research indicated, therefore, that the methods used by teachers in teaching Geography numeracy skills did not contribute towards the improvement of the learners' performance. A number of suggestions are made regarding initial and in-service teacher education and the encouragement of research by teachers into their own professional practice.