Katy Murphy and Theresa Harrington
Students Debate Meaning, Consequences of Bin Laden’s Death
Published Online: May 3, 2011
Education Week
Complete URL: http://www.edweek.org/ew/articles/2011/05/03/30mct_cabinladen.h30.html?r=1752521196
Teachers talk openly and frankly with their students, regarding the death of Bin Laden. “Is this vengeance, or was this a military necessity?” Michael Sagehorn, a former Marine officer, asked his 12th-grade government students at the Oakland Military Institute, a charter school in North Oakland, Calif.” Many teachers mentioned, in this brief article, acknowledged their students desire to work through questions like the one above.
This article is relevant because it is a great example of student directed learning. The intended audience is practitioners.
Showing posts with label Posted by JK. Show all posts
Showing posts with label Posted by JK. Show all posts
Tuesday, May 3, 2011
Letter from Arne Duncan
Arne Duncan
An Open Letter from Arne Duncan to America’s Teachers
Published Online May 2, 2011
Education Week
Complete URL: http://www.edweek.org/ew/articles/2011/05/02/30duncan.h30.html?tkn=LNZFXK1%2B29%2B6OKL8FnbkG3BnfU59%2Fs7EAJ6Z&cmp=clp-edweek
In honor of Teacher Appreciation Week, Arne Duncan, wrote a letter to America’s teachers. I will include a few quotes but recommend reading it for yourself.
“I consider teaching an honorable and important profession, and it is my goal to see that you are treated with the dignity we award to other professionals in society.”
“You have told me you believe that the No Child Left Behind Act has prompted some schools—especially low-performing ones—to teach to the test, rather than focus on the educational needs of students. Because of the pressure to boost test scores, NCLB has narrowed the curriculum, and important subjects like history, science, the arts, foreign languages, and physical education have been de-emphasized. And you are frustrated when teachers alone are blamed for educational failures that have roots in broken families, unsafe communities, misguided reforms, and underfunded schools systems. You rightfully believe that responsibility for educational quality should be shared by administrators, community, parents, and even students themselves.”
The intended audience is teachers. This article is relevant because it is from the, Secretary of the US Dept. of Education.
An Open Letter from Arne Duncan to America’s Teachers
Published Online May 2, 2011
Education Week
Complete URL: http://www.edweek.org/ew/articles/2011/05/02/30duncan.h30.html?tkn=LNZFXK1%2B29%2B6OKL8FnbkG3BnfU59%2Fs7EAJ6Z&cmp=clp-edweek
In honor of Teacher Appreciation Week, Arne Duncan, wrote a letter to America’s teachers. I will include a few quotes but recommend reading it for yourself.
“I consider teaching an honorable and important profession, and it is my goal to see that you are treated with the dignity we award to other professionals in society.”
“You have told me you believe that the No Child Left Behind Act has prompted some schools—especially low-performing ones—to teach to the test, rather than focus on the educational needs of students. Because of the pressure to boost test scores, NCLB has narrowed the curriculum, and important subjects like history, science, the arts, foreign languages, and physical education have been de-emphasized. And you are frustrated when teachers alone are blamed for educational failures that have roots in broken families, unsafe communities, misguided reforms, and underfunded schools systems. You rightfully believe that responsibility for educational quality should be shared by administrators, community, parents, and even students themselves.”
The intended audience is teachers. This article is relevant because it is from the, Secretary of the US Dept. of Education.
Modified Tests for Disabled Students
Nirvi Shah
States Pressured to Curb Test Exemptions for Disabled Students
Published Online: May 3, 2011
Education Week
Complete URL: http://www.edweek.org/ew/articles/2011/05/03/30disabled_ep.h30.html?tkn=QZNFXKY4z7GQcBX8xqpminFtu4APmtpYH43J&cmp=ENL-EU-NEWS1
Currently states can administer an alternative test to one percent or less of students with the most severe disabilities. If they exceed the one percent cap, they risk getting a failing rating on their AYP (adequate yearly progress). This cap was used in place of a detailed description of who should qualify for the alternative test. By using the cap, states were able to use their judgment as to who qualifies for the alternative assessment.
The main issue as I see it is – students given the modified version of the test can’t receive a normal HS diploma. Thus it is imperative that only legitimate cases of severe disability receive the altered test.
This article is relevant to educators and parents, especially those associated with disabled students. Decisions about what test to take can have long term consequences, and need to be made carefully. The intended audience is primarily educators.
States Pressured to Curb Test Exemptions for Disabled Students
Published Online: May 3, 2011
Education Week
Complete URL: http://www.edweek.org/ew/articles/2011/05/03/30disabled_ep.h30.html?tkn=QZNFXKY4z7GQcBX8xqpminFtu4APmtpYH43J&cmp=ENL-EU-NEWS1
Currently states can administer an alternative test to one percent or less of students with the most severe disabilities. If they exceed the one percent cap, they risk getting a failing rating on their AYP (adequate yearly progress). This cap was used in place of a detailed description of who should qualify for the alternative test. By using the cap, states were able to use their judgment as to who qualifies for the alternative assessment.
The main issue as I see it is – students given the modified version of the test can’t receive a normal HS diploma. Thus it is imperative that only legitimate cases of severe disability receive the altered test.
This article is relevant to educators and parents, especially those associated with disabled students. Decisions about what test to take can have long term consequences, and need to be made carefully. The intended audience is primarily educators.
Thursday, April 14, 2011
Over Incarcerate - Under Educate
Nirvi Shah
Unlikely Allies Call for Shifting Spending from Prisons to Schools
Published Online: April 8, 2011
Education Week
Complete URL: http://www.edweek.org/ew/articles/2011/04/08/28prisons.h30.html?r=474648907
There is a trend in which money spent on prisons is increasing while money spent on education is decreasing. “This multidecade trend of prioritizing incarceration over education is not sustainable,” NAACP President Benjamin Todd Jealous said. Conservatives and liberals are ignoring party lines to join in battle against this unsustainable trend. Both sides agree that there has to be a solution - a way to reverse this trend.
Some interesting / disturbing Facts:
* America’s population is 5 percent of the world, but 25 percent of the world’s prison population.
* America spends $88,000 a year to send one person to prison and about $9,000 a year to send one person to school.
* 2.3 million people imprisoned in the United States are minorities, people with mental health issues or a drug addiction, those with low levels of education, and people with a history of unemployment or underemployment.
* Prisons saw the second-largest increase in the share of state and local government spending between 1980 and 2006 after healthcare, while spending for higher education declined.
* Higher education spending grew by 21 percent in that time, while spending on corrections grew by 127 percent.
Yikes! I recently sat through a presentation on the budget by the Newberg, superintendent. Oregon, is right in the mix. "K-12 has only seen a 13.1-percent increase. Human services saw a 62.7-percent increase and public safety had a 46.8-percent increase."
The intended audience for this article is all US citizens concerned for the future of education, and our country in general. This article is relevant because if this trend is not reversed we will continue to see cuts in education.
Unlikely Allies Call for Shifting Spending from Prisons to Schools
Published Online: April 8, 2011
Education Week
Complete URL: http://www.edweek.org/ew/articles/2011/04/08/28prisons.h30.html?r=474648907
There is a trend in which money spent on prisons is increasing while money spent on education is decreasing. “This multidecade trend of prioritizing incarceration over education is not sustainable,” NAACP President Benjamin Todd Jealous said. Conservatives and liberals are ignoring party lines to join in battle against this unsustainable trend. Both sides agree that there has to be a solution - a way to reverse this trend.
Some interesting / disturbing Facts:
* America’s population is 5 percent of the world, but 25 percent of the world’s prison population.
* America spends $88,000 a year to send one person to prison and about $9,000 a year to send one person to school.
* 2.3 million people imprisoned in the United States are minorities, people with mental health issues or a drug addiction, those with low levels of education, and people with a history of unemployment or underemployment.
* Prisons saw the second-largest increase in the share of state and local government spending between 1980 and 2006 after healthcare, while spending for higher education declined.
* Higher education spending grew by 21 percent in that time, while spending on corrections grew by 127 percent.
Yikes! I recently sat through a presentation on the budget by the Newberg, superintendent. Oregon, is right in the mix. "K-12 has only seen a 13.1-percent increase. Human services saw a 62.7-percent increase and public safety had a 46.8-percent increase."
The intended audience for this article is all US citizens concerned for the future of education, and our country in general. This article is relevant because if this trend is not reversed we will continue to see cuts in education.
Life Equations
Lisa Heitin
Life Equations: Renowned educator Dan Meyers encourages teachers to drop the textbooks and teach students math that's all around them.
Published Online: April 4, 2011
Education Week Teacher pd Sourcebook
Complete URL: http://www.edweek.org/tsb/articles/2011/04/04/02meyer.h04.html?cmp=ENL-TU-NEWS1
Dan Meyers tried teaching math according to the textbook and found it "disastrous". He began to recognize "a fundamental difference between the way the textbook presented a problem and the way he might solve a problem in his own life." He compares it to film - and does it much better then I could.
“The first act is punchy,” he explains. “You can summarize the premise of every blockbuster movie in a sentence. ‘Shark terrorizes seaside town,’ that sort of thing.” In a math problem, the premise is a question, such as, “How long will it take me to get to Los Angeles?”
During what he calls the “second act” of a film, the characters encounter obstacles and find out what they need to do. In a math problem, the second act involves measuring, determining a formula, or finding out what information is missing.
In the conclusion of a film, the plot reaches a climax and the conflict is resolved. The same goes for a math problem. And in both film and a problem, there’s also a chance to set up a sequel, or extensions, he explains."
The intended audience for this article is practitioners. It is relevant to teachers of all subjects and levels. He does an excellent job of contextualizing.
I also included his video! Enjoy!
Life Equations: Renowned educator Dan Meyers encourages teachers to drop the textbooks and teach students math that's all around them.
Published Online: April 4, 2011
Education Week Teacher pd Sourcebook
Complete URL: http://www.edweek.org/tsb/articles/2011/04/04/02meyer.h04.html?cmp=ENL-TU-NEWS1
Dan Meyers tried teaching math according to the textbook and found it "disastrous". He began to recognize "a fundamental difference between the way the textbook presented a problem and the way he might solve a problem in his own life." He compares it to film - and does it much better then I could.
“The first act is punchy,” he explains. “You can summarize the premise of every blockbuster movie in a sentence. ‘Shark terrorizes seaside town,’ that sort of thing.” In a math problem, the premise is a question, such as, “How long will it take me to get to Los Angeles?”
During what he calls the “second act” of a film, the characters encounter obstacles and find out what they need to do. In a math problem, the second act involves measuring, determining a formula, or finding out what information is missing.
In the conclusion of a film, the plot reaches a climax and the conflict is resolved. The same goes for a math problem. And in both film and a problem, there’s also a chance to set up a sequel, or extensions, he explains."
The intended audience for this article is practitioners. It is relevant to teachers of all subjects and levels. He does an excellent job of contextualizing.
I also included his video! Enjoy!
Sunday, April 10, 2011
Updates & Additions
Original Article
Mary Ann Zehr
KIPP, Teachers Unions Go Toe to Toe in Baltimore
Education Week
Published Online March 15, 2011
Complete URL: http://www.edweek.org/ew/articles/2011/03/16/24kipp_ep.h30.html?tkn=YXVFYOzDNm%2FLrnbqYK6Ix7IXlzb8gfUaSAg1&cmp=clp-edweek
According to Education Week, March 30, 2011, Kipp and the union reached a deal. In the original article I posted there was disputes over hours worked and compensation. With the new agreement a Kipp teacher will be paid 20% more than a Balitmore teacher. Kipp teachers work 9 hour days and teach summer school for 18 days.
I was happy to see they were able to find a solution. In the original article Kipp was threatening to close both schools if it couldn't settle on a long-term contract.
Original Article
Steven Sawchuk
National Slide Into Pink Slip Purgatory Has Consequences
Published Online: March 31, 2011
Education Week
Complete URL: http://www.edweek.org/ew/articles/2011/03/31/27slip.h30.html?tkn=UOVFrJw%2FqgY%2FciFmmgYOuVVtC9mSCzE8MDul&cmp=clp-edweek
I posted the above few days ago and then read something I thought would make a nice addition.
Addition
Nancy Flannagan
The Pink Slip Club
March 19, 2011
Education Week Teacher
Complete URL: http://blogs.edweek.org/teachers/teacher_in_a_strange_land/2011/03/the_pink_slip_club.html?qs=the+pink+slip+club
It is just a blog post about receiving many pink slips throughout her career. It is insightful because it is from her direct experience. I think it goes along nicely with the original article.
I decided to just do a new post rather then add to the comments sections of the original articles because I wasn't sure they would be seen. Hope you find this helpful.
Mary Ann Zehr
KIPP, Teachers Unions Go Toe to Toe in Baltimore
Education Week
Published Online March 15, 2011
Complete URL: http://www.edweek.org/ew/articles/2011/03/16/24kipp_ep.h30.html?tkn=YXVFYOzDNm%2FLrnbqYK6Ix7IXlzb8gfUaSAg1&cmp=clp-edweek
According to Education Week, March 30, 2011, Kipp and the union reached a deal. In the original article I posted there was disputes over hours worked and compensation. With the new agreement a Kipp teacher will be paid 20% more than a Balitmore teacher. Kipp teachers work 9 hour days and teach summer school for 18 days.
I was happy to see they were able to find a solution. In the original article Kipp was threatening to close both schools if it couldn't settle on a long-term contract.
Original Article
Steven Sawchuk
National Slide Into Pink Slip Purgatory Has Consequences
Published Online: March 31, 2011
Education Week
Complete URL: http://www.edweek.org/ew/articles/2011/03/31/27slip.h30.html?tkn=UOVFrJw%2FqgY%2FciFmmgYOuVVtC9mSCzE8MDul&cmp=clp-edweek
I posted the above few days ago and then read something I thought would make a nice addition.
Addition
Nancy Flannagan
The Pink Slip Club
March 19, 2011
Education Week Teacher
Complete URL: http://blogs.edweek.org/teachers/teacher_in_a_strange_land/2011/03/the_pink_slip_club.html?qs=the+pink+slip+club
It is just a blog post about receiving many pink slips throughout her career. It is insightful because it is from her direct experience. I think it goes along nicely with the original article.
I decided to just do a new post rather then add to the comments sections of the original articles because I wasn't sure they would be seen. Hope you find this helpful.
Friday, April 8, 2011
Interview with Readicide Author, Kelly Gallagher
Anthony Rebora- Interviewing Kelly Gallagher
Can Reading Be Saved?
Published Online: April 4, 2011
Education Week Teacher
Complete URL: http://www.edweek.org/tsb/articles/2011/04/04/02gallagher.h04.html
In this interview, Kelly Gallagher, answers a variety of questions about reading instruction in America. Without spoiling all the great points made, let me highlight a couple.
* "And here’s the compounding problem: That lack of reading has created a gaping hole in students’ prior knowledge and background, which is very, very important to bring to the page. A lot of times my kids can read the words on the page, but they can’t comprehend the text because they don’t have requisite prior knowledge and background information."
* "Schools have put all of their emphasis on academic reading and functional reading and completely abandoned the idea of trying to turn kids on to the kinds of reading we want them to do 10 and 20 and 30 years from now—and that’s recreational reading."
* "You gotta have water in a pool if you’re going to be a swimmer, and you have to have really good books, particularly around reluctant readers, if you want kids to be good readers. "
Well those are just a few quotes, points made, that resonated with me. This interview was interesting and relevant to all teachers. It is a relatively short interview, but well worth the read.
Can Reading Be Saved?
Published Online: April 4, 2011
Education Week Teacher
Complete URL: http://www.edweek.org/tsb/articles/2011/04/04/02gallagher.h04.html
In this interview, Kelly Gallagher, answers a variety of questions about reading instruction in America. Without spoiling all the great points made, let me highlight a couple.
* "And here’s the compounding problem: That lack of reading has created a gaping hole in students’ prior knowledge and background, which is very, very important to bring to the page. A lot of times my kids can read the words on the page, but they can’t comprehend the text because they don’t have requisite prior knowledge and background information."
* "Schools have put all of their emphasis on academic reading and functional reading and completely abandoned the idea of trying to turn kids on to the kinds of reading we want them to do 10 and 20 and 30 years from now—and that’s recreational reading."
* "You gotta have water in a pool if you’re going to be a swimmer, and you have to have really good books, particularly around reluctant readers, if you want kids to be good readers. "
Well those are just a few quotes, points made, that resonated with me. This interview was interesting and relevant to all teachers. It is a relatively short interview, but well worth the read.
Thursday, April 7, 2011
Ultimate Food Fight
Nirvi Shah
Ultimate Food Fight Erupts as Feds Recook School Lunch Rules
Published Online: April 5, 2011
Education Week
Complete URL: http://www.edweek.org/ew/articles/2011/04/06/27lunch_ep.h30.html?tkn=QUMFcgy44WfbXdbdZsOY8wjTHA334B5EL74p&cmp=clp-edweek
The first rewrite of school-meal rules in fifteen years leaves many people up-in-arms. "The proposed rules, intended to simultaneously combat childhood obesity and malnutrition, have drawn thousands of emails, letters, and drawings that voice opinions about the proposed nutrition standards for school meals." The new rules address: cutting sodium, boosting the variety and amounts of fruits and vegetables offered, cutting saturated fat, increasing whole grains, and setting calorie limits. You may notice sugar was not addressed. The new guidelines are to be in place for the 2012-2013 school year.
The article mentioned a couple concerns regarding the new rules. The first and biggest being budgetary. Another concern was whether or not kids will eat these new meals. The debate is on.
The intended audience for this article is anyone interested in nutrition and education, particularly parents and educators. It is relevant to today's climate. We are all aware of the obesity epidemic in this nation - change is painful but in this case necessary.
Ultimate Food Fight Erupts as Feds Recook School Lunch Rules
Published Online: April 5, 2011
Education Week
Complete URL: http://www.edweek.org/ew/articles/2011/04/06/27lunch_ep.h30.html?tkn=QUMFcgy44WfbXdbdZsOY8wjTHA334B5EL74p&cmp=clp-edweek
The first rewrite of school-meal rules in fifteen years leaves many people up-in-arms. "The proposed rules, intended to simultaneously combat childhood obesity and malnutrition, have drawn thousands of emails, letters, and drawings that voice opinions about the proposed nutrition standards for school meals." The new rules address: cutting sodium, boosting the variety and amounts of fruits and vegetables offered, cutting saturated fat, increasing whole grains, and setting calorie limits. You may notice sugar was not addressed. The new guidelines are to be in place for the 2012-2013 school year.
The article mentioned a couple concerns regarding the new rules. The first and biggest being budgetary. Another concern was whether or not kids will eat these new meals. The debate is on.
The intended audience for this article is anyone interested in nutrition and education, particularly parents and educators. It is relevant to today's climate. We are all aware of the obesity epidemic in this nation - change is painful but in this case necessary.
Sunday, April 3, 2011
Pink Slip Purgatory
Steven Sawchuk
National Slide Into Pink Slip Purgatory Has Consequences
Published Online: March 31, 2011
Education Week
Complete URL: http://www.edweek.org/ew/articles/2011/03/31/27slip.h30.html?tkn=UOVFrJw%2FqgY%2FciFmmgYOuVVtC9mSCzE8MDul&cmp=clp-edweek
Pink slips go out by the thousands and morale goes in the toilet. Teachers feel their lives are on hold, they are holding their breaths. Pink slips are given out long before budgets are finalized, and often don't accurately reflect the number of teachers who will actually loose their job. "The warnings of prospective layoffs are generally required by state law and sometimes by local collective bargaining agreements; they are intended to give teachers adequate notice that they may need to search for other employment." The problem is so many pink slips are given, teachers are left to wonder if they are really in jeopardy of loosing their job. Plus with so many districts sending out pink slips - where are teachers supposed to go to look for employment - if in fact their job is cut.
The article also made mention of pink slips "being used as a policy tool" - to put pressure on districts, teachers' unions, and voters.
I think the damage is far to great. Possibly there is a better option. Instead of a pink slip - maybe a letter explaining the different budget scenarios - the probability of job loss. That way teachers have a heads up without the hovering pink slip. Should they choose to look for different employment based on the information they receive that would be their choice. They might feel more valued if the first response is not a pink slip.
This article is relevant to the general population. After all education is the future. The intended audience is also the public at large.
National Slide Into Pink Slip Purgatory Has Consequences
Published Online: March 31, 2011
Education Week
Complete URL: http://www.edweek.org/ew/articles/2011/03/31/27slip.h30.html?tkn=UOVFrJw%2FqgY%2FciFmmgYOuVVtC9mSCzE8MDul&cmp=clp-edweek
Pink slips go out by the thousands and morale goes in the toilet. Teachers feel their lives are on hold, they are holding their breaths. Pink slips are given out long before budgets are finalized, and often don't accurately reflect the number of teachers who will actually loose their job. "The warnings of prospective layoffs are generally required by state law and sometimes by local collective bargaining agreements; they are intended to give teachers adequate notice that they may need to search for other employment." The problem is so many pink slips are given, teachers are left to wonder if they are really in jeopardy of loosing their job. Plus with so many districts sending out pink slips - where are teachers supposed to go to look for employment - if in fact their job is cut.
The article also made mention of pink slips "being used as a policy tool" - to put pressure on districts, teachers' unions, and voters.
I think the damage is far to great. Possibly there is a better option. Instead of a pink slip - maybe a letter explaining the different budget scenarios - the probability of job loss. That way teachers have a heads up without the hovering pink slip. Should they choose to look for different employment based on the information they receive that would be their choice. They might feel more valued if the first response is not a pink slip.
This article is relevant to the general population. After all education is the future. The intended audience is also the public at large.
Friday, March 25, 2011
Fun Science
Charlie McDonnell
Fun Science: The Moon
Posted February 19, 2011
Youtube
Complete URL:http://www.youtube.com/watch?v=6Jg0L5lD9bM&feature=fvhl
I am not sure if I posted this correctly. I thought this was an intersting presentation. His "mum" made a comment that inspired this video. I did not verify if his information was true.
One thing he did that I thought was great was the bit about Dennis Hope. I could see that grabbing the attention of a student. Like Tristan's teacher telling her about the "horse squashing" thing.
Fun Science: The Moon
Posted February 19, 2011
Youtube
Complete URL:http://www.youtube.com/watch?v=6Jg0L5lD9bM&feature=fvhl
I am not sure if I posted this correctly. I thought this was an intersting presentation. His "mum" made a comment that inspired this video. I did not verify if his information was true.
One thing he did that I thought was great was the bit about Dennis Hope. I could see that grabbing the attention of a student. Like Tristan's teacher telling her about the "horse squashing" thing.
Monday, March 21, 2011
Ohio Teachers of the Year Weigh in on Governor Kasich's Agenda
Joe Vardon
Ohio Teachers of the Year: Kasich’s Agenda Hits Educators at Every Turn
Published Online: March 21, 2011
Education Week
Complete URL: http://www.edweek.org/ew/articles/2011/03/21/26mct_ohkasich.html?r=2003476065
Even as Kasich was preparing to run for governor, he was rallying the need to “break the backs of organized labor in the schools.” Now that he is governor of Ohio, he is indeed putting pressure on organized labor – teachers in particular are feeling the squeeze.
This article highlights the views and opinions of Kasich’s agenda by Teachers of the Year. One view noted multiple times was: “‘It's difficult not to feel like he's coming after public teachers,’ said Tim Dove, a Worthington schoolteacher and Ohio's Teacher of the Year in 2011.” Some of the top teachers have gone so far as to sign a letter opposing Bill 5. Not all of the teachers are against change – they just want to be part – to be included.
The article goes on to detail some of the changes Kasich wants to make. It also proposes additional concerns teachers have.
The intended audience is anyone curious about education “reform” – how it is being implemented in different states.
The article is relevant because education reform is coming to ALL states. It is beneficial to be aware of how that looks in different states – to have some ideas of how it might look for us.
Ohio Teachers of the Year: Kasich’s Agenda Hits Educators at Every Turn
Published Online: March 21, 2011
Education Week
Complete URL: http://www.edweek.org/ew/articles/2011/03/21/26mct_ohkasich.html?r=2003476065
Even as Kasich was preparing to run for governor, he was rallying the need to “break the backs of organized labor in the schools.” Now that he is governor of Ohio, he is indeed putting pressure on organized labor – teachers in particular are feeling the squeeze.
This article highlights the views and opinions of Kasich’s agenda by Teachers of the Year. One view noted multiple times was: “‘It's difficult not to feel like he's coming after public teachers,’ said Tim Dove, a Worthington schoolteacher and Ohio's Teacher of the Year in 2011.” Some of the top teachers have gone so far as to sign a letter opposing Bill 5. Not all of the teachers are against change – they just want to be part – to be included.
The article goes on to detail some of the changes Kasich wants to make. It also proposes additional concerns teachers have.
The intended audience is anyone curious about education “reform” – how it is being implemented in different states.
The article is relevant because education reform is coming to ALL states. It is beneficial to be aware of how that looks in different states – to have some ideas of how it might look for us.
Sunday, March 20, 2011
Keys to Measuring Text Complexity
Catherine Gewertz
Teachers Tackle Text Complexity
Published Online: March 16, 2011
Education Week
Complete URL: http://www.edweek.org/ew/articles/2011/03/16/24text_ep.h30.html?qs=rigor+of+texts
**This article seems to fit right in with the recent topics discussed in Ed Psych.**
After finding that students stumble when answering questions derived from complex texts on the college-entrance exams – teachers are rethinking what texts to teach and how to teach them. Teachers have been steering away from complex texts and focusing on narrative texts at the expense of informational and expository ones. Teachers in disciplines other then English have been resistant to teaching reading. This article highlights a pilot program with two objectives: getting students engaged in complex texts, and helping them acquire literacy skills specific to disciplines such as history and science.
The article goes on to give some specific literacy skills needed to successfully read complex texts in various disciplines. For example: “In history, students often need help making connections among events, evaluating information from multiple sources, and seeing how the author’s point of view serves as an interpretive lens, Mr. Shanahan said.” Experts are looking at the ways each discipline read and reason. They are hoping that defining these differences can help teachers figure out how to help students navigate speed bumps when reading materials specific to their discipline.
One final point to this article is that we can’t over simplify, and still expect our students to be able to read and comprehend complex texts. “You can’t build knowledge without reading sufficiently rich and complex text.” Put another way: “Too often, teachers simplify rather than dive deeply into it,” she said. “On the secondary level, you can’t really make it simpler and still maintain the level of content. You have to amplify instruction around it.” Basically teachers need to let students be part of the discipline – history students being historians, and help them do this by giving them the tools necessary to reading texts specific to the discipline.
The intended audience is practitioners.
This article is relevant to both our future teaching careers, and our current Ed Pysch course. It was an interesting read – very practical.
Teachers Tackle Text Complexity
Published Online: March 16, 2011
Education Week
Complete URL: http://www.edweek.org/ew/articles/2011/03/16/24text_ep.h30.html?qs=rigor+of+texts
**This article seems to fit right in with the recent topics discussed in Ed Psych.**
After finding that students stumble when answering questions derived from complex texts on the college-entrance exams – teachers are rethinking what texts to teach and how to teach them. Teachers have been steering away from complex texts and focusing on narrative texts at the expense of informational and expository ones. Teachers in disciplines other then English have been resistant to teaching reading. This article highlights a pilot program with two objectives: getting students engaged in complex texts, and helping them acquire literacy skills specific to disciplines such as history and science.
The article goes on to give some specific literacy skills needed to successfully read complex texts in various disciplines. For example: “In history, students often need help making connections among events, evaluating information from multiple sources, and seeing how the author’s point of view serves as an interpretive lens, Mr. Shanahan said.” Experts are looking at the ways each discipline read and reason. They are hoping that defining these differences can help teachers figure out how to help students navigate speed bumps when reading materials specific to their discipline.
One final point to this article is that we can’t over simplify, and still expect our students to be able to read and comprehend complex texts. “You can’t build knowledge without reading sufficiently rich and complex text.” Put another way: “Too often, teachers simplify rather than dive deeply into it,” she said. “On the secondary level, you can’t really make it simpler and still maintain the level of content. You have to amplify instruction around it.” Basically teachers need to let students be part of the discipline – history students being historians, and help them do this by giving them the tools necessary to reading texts specific to the discipline.
The intended audience is practitioners.
This article is relevant to both our future teaching careers, and our current Ed Pysch course. It was an interesting read – very practical.
Thursday, March 17, 2011
Web-Based Russian Math Curriculum Shows Positive Results
Nora Fleming
Web-Based Russian Math Curriculum Shows Positive Results
Education Week
Published Online March 14, 2011
Complete URL: http://www.edweek.org/ew/articles/2011/03/17/25math.h30.html?tkn=LYVFW1ewTAhE74HqhBfx1pbdsU9G4Bwt81t3&cmp=clp-edweek?intc=TC11ENL
Reasoning Mind is an online-based math program modeled after a Russian math curriculum. The creator Alex Khachatryan, designed this program because of his dissatisfaction with the math curriculum his son was getting here in America. “To really learn math, it’s not enough to solve simple, routine problems,” Khachatryan says. Reasoning Mind is currently used in 165 schools.
The exciting thing is not that it is web-based or Russian, but that it appears to be successful – especially with economically disadvantaged students. “Across the board, results have shown improvements in state standardized-test scores, grade-appropriate math proficiency, and student attitudes toward math.” Students are on computers working on math problems that vary in objectives and difficulty – extreme differentiation. The teacher is able to monitor all students from his/her computer, and tailor small group interventions based on student need.
What are the cons? There is one giant obstacle schools face when implementing Reasoning Mind – COST. First, there is the cost of computers. Then, there is the per student cost charged by Reasoning Mind. Finally, there is the cost of professional development. Some would argue that you could increase class size, and thus save on teacher salary with the use of Reasoning Mind.
The intended audience for this article is all peoples involved in education.
This article is relevant because of educations test-centered mania. On a less negative note – it is also relevant because as educators we want to know about programs that are proving to help students – especially low SES students.
Web-Based Russian Math Curriculum Shows Positive Results
Education Week
Published Online March 14, 2011
Complete URL: http://www.edweek.org/ew/articles/2011/03/17/25math.h30.html?tkn=LYVFW1ewTAhE74HqhBfx1pbdsU9G4Bwt81t3&cmp=clp-edweek?intc=TC11ENL
Reasoning Mind is an online-based math program modeled after a Russian math curriculum. The creator Alex Khachatryan, designed this program because of his dissatisfaction with the math curriculum his son was getting here in America. “To really learn math, it’s not enough to solve simple, routine problems,” Khachatryan says. Reasoning Mind is currently used in 165 schools.
The exciting thing is not that it is web-based or Russian, but that it appears to be successful – especially with economically disadvantaged students. “Across the board, results have shown improvements in state standardized-test scores, grade-appropriate math proficiency, and student attitudes toward math.” Students are on computers working on math problems that vary in objectives and difficulty – extreme differentiation. The teacher is able to monitor all students from his/her computer, and tailor small group interventions based on student need.
What are the cons? There is one giant obstacle schools face when implementing Reasoning Mind – COST. First, there is the cost of computers. Then, there is the per student cost charged by Reasoning Mind. Finally, there is the cost of professional development. Some would argue that you could increase class size, and thus save on teacher salary with the use of Reasoning Mind.
The intended audience for this article is all peoples involved in education.
This article is relevant because of educations test-centered mania. On a less negative note – it is also relevant because as educators we want to know about programs that are proving to help students – especially low SES students.
Wednesday, March 16, 2011
KIPP, Teachers Unions Go Toe to Toe in Baltimore
Mary Ann Zehr
KIPP, Teachers Unions Go Toe to Toe in Baltimore
Education Week
Published Online March 15, 2011
Complete URL: http://www.edweek.org/ew/articles/2011/03/16/24kipp_ep.h30.html?tkn=YXVFYOzDNm%2FLrnbqYK6Ix7IXlzb8gfUaSAg1&cmp=clp-edweek
**With our upcoming guest speaker from the union, I thought this might be an interesting read.**
KIPP is a charter school network that has 99 schools in 20 states. Currently they are having contract disputes with their schools in Baltimore. In Baltimore the school day is 9 ½ hours long – 1/3 longer then the contractual school day. Three important pieces of this puzzle are: KIPP can’t afford to pay teachers the full hourly rate for the extra time, KIPP believes longer days are key to student academic success, and Maryland requires charter school teachers to be union members. Belief in longer days contributing to success, but not enough money to adequately compensate teachers. So there’s the rub.
Out of all the charter schools in Baltimore the two run by KIPP have the longest hours. This could be part of the problem. KIPP is threatening to shut down the schools if some sort of agreement can’t be reached. I am thinking you can’t squeeze blood from a turnip. If the budget doesn’t have the money to fully compensate teachers – possibly the length of the school day should be revisited. To me keeping the school open, even with shorter days, is more beneficial then simply closing the doors.
This article is relevant because it is highlighting issues we could potentially face. Teaching contracts cover all sorts of things – one being the hours we are contracted to be at school. With all the other concerns about teaching I have – I haven’t given much thought to this.
The intended audience for this article is current and future educators. Charter schools are only growing in popularity, and chances are one of us could end up working in one. Oregon doesn’t currently require teachers from charter schools to join the union. I think there are pros and cons to that – maybe best saved for a different discussion.
KIPP, Teachers Unions Go Toe to Toe in Baltimore
Education Week
Published Online March 15, 2011
Complete URL: http://www.edweek.org/ew/articles/2011/03/16/24kipp_ep.h30.html?tkn=YXVFYOzDNm%2FLrnbqYK6Ix7IXlzb8gfUaSAg1&cmp=clp-edweek
**With our upcoming guest speaker from the union, I thought this might be an interesting read.**
KIPP is a charter school network that has 99 schools in 20 states. Currently they are having contract disputes with their schools in Baltimore. In Baltimore the school day is 9 ½ hours long – 1/3 longer then the contractual school day. Three important pieces of this puzzle are: KIPP can’t afford to pay teachers the full hourly rate for the extra time, KIPP believes longer days are key to student academic success, and Maryland requires charter school teachers to be union members. Belief in longer days contributing to success, but not enough money to adequately compensate teachers. So there’s the rub.
Out of all the charter schools in Baltimore the two run by KIPP have the longest hours. This could be part of the problem. KIPP is threatening to shut down the schools if some sort of agreement can’t be reached. I am thinking you can’t squeeze blood from a turnip. If the budget doesn’t have the money to fully compensate teachers – possibly the length of the school day should be revisited. To me keeping the school open, even with shorter days, is more beneficial then simply closing the doors.
This article is relevant because it is highlighting issues we could potentially face. Teaching contracts cover all sorts of things – one being the hours we are contracted to be at school. With all the other concerns about teaching I have – I haven’t given much thought to this.
The intended audience for this article is current and future educators. Charter schools are only growing in popularity, and chances are one of us could end up working in one. Oregon doesn’t currently require teachers from charter schools to join the union. I think there are pros and cons to that – maybe best saved for a different discussion.
Tuesday, March 8, 2011
After-School Program - Multiple Benefits
Nora Fleming
After-School Program Offers Enrichment to Pupils
Education Week
March 8, 2011
Complete URL: http://www.edweek.org/ew/articles/2011/03/09/23afterschool_ep.h30.html?tkn=WRQF0F7TwFYYqhRWJvJe%2BimvBrZyDqt5RM3j&cmp=clp-edweek
What options do kids have after school? Many kids go home alone – latchkey kids. But for 128,000 students in California there is LA’s BEST. LA’s BEST offers after school programs for low-income families. This program is not simply childcare. They offer “homework help, academic enrichment, and recreation with a snack.”
LA’s BEST has a proven track record. There are several longitudinal studies from CRESST that have shown - long term positive effects on participants. Attendance rates, academic performance, and self esteem have all benefited. Additionally the research shows: “children who attend the program are less likely to drop out of high school or to engage in criminal activities later in life.” With all these benefits and research backing, it is shocking that this program and others like it are suffering budget cuts.
The intended audience for this article is anyone concerned with the future of our students. This article is relevant on so many levels. First and most obvious to me is the fact that there is a research proven program that improves academic performance, attendance, and self esteem. Secondly, this program has a very impressive future benefit – students are less likely to drop out or engage in criminal activity. With the current national debt what it is – this program seems to be cost effective in the long run. Instead of spending millions to implement new academic interventions or incarcerate criminals – we could spend less now with preventative measures such as LA’s BEST.
After-School Program Offers Enrichment to Pupils
Education Week
March 8, 2011
Complete URL: http://www.edweek.org/ew/articles/2011/03/09/23afterschool_ep.h30.html?tkn=WRQF0F7TwFYYqhRWJvJe%2BimvBrZyDqt5RM3j&cmp=clp-edweek
What options do kids have after school? Many kids go home alone – latchkey kids. But for 128,000 students in California there is LA’s BEST. LA’s BEST offers after school programs for low-income families. This program is not simply childcare. They offer “homework help, academic enrichment, and recreation with a snack.”
LA’s BEST has a proven track record. There are several longitudinal studies from CRESST that have shown - long term positive effects on participants. Attendance rates, academic performance, and self esteem have all benefited. Additionally the research shows: “children who attend the program are less likely to drop out of high school or to engage in criminal activities later in life.” With all these benefits and research backing, it is shocking that this program and others like it are suffering budget cuts.
The intended audience for this article is anyone concerned with the future of our students. This article is relevant on so many levels. First and most obvious to me is the fact that there is a research proven program that improves academic performance, attendance, and self esteem. Secondly, this program has a very impressive future benefit – students are less likely to drop out or engage in criminal activity. With the current national debt what it is – this program seems to be cost effective in the long run. Instead of spending millions to implement new academic interventions or incarcerate criminals – we could spend less now with preventative measures such as LA’s BEST.
Sunday, March 6, 2011
iPads and Special Education
Nirvi Shah
iPads Become Learning Tools For Students with Disabilities
Education Week
Published: March 2, 2011
Complete URL: http://www.edweek.org/ew/articles/2011/03/02/22ipad.h30.html?qs=Special+Ed.+Ipad
iPads are proving to be useful in numerous educational capacities. Let me just ramble off some interesting examples: helping children with autism communicate, allowing down syndrome children the freedom to speak through the iPad, making math accessible to children who would normally be overwhelmed by worksheet or textbook presentations of the same material, assisting students working on life skills – such as ordering food from a restaurant or buying things at a grocery store, and providing deaf students new avenues to understanding texts – they can connect the dots between English idioms and the sign-language equivalent in a unique way. I found some of those examples amazing – particularly the connection deaf students are able to make between sign-language and English idioms with the assistance of an iPad. The author also pointed out some specific features that make the iPad more user friendly then a laptop computer. The only draw back mentioned in the article was the obvious – cost. They are expensive. The intended audience would be parents and teachers of students with special needs. The relevance however is far broader. There seems to be a move towards inclusive classrooms and we may have students in our rooms where an iPad could provide the necessary assistance to differentiate our lessons for them. Maybe iPads will be a new accommodation made on an IEP.
On a side note - I work with a hearing impaired student – and find that trying to communicate beyond the literal is difficult. I was thrilled by the possibility of using a tool such as an iPad to help connect the dots for this student. His interpreter is fabulous but it would also be helpful to communicate directly with this student.
iPads Become Learning Tools For Students with Disabilities
Education Week
Published: March 2, 2011
Complete URL: http://www.edweek.org/ew/articles/2011/03/02/22ipad.h30.html?qs=Special+Ed.+Ipad
iPads are proving to be useful in numerous educational capacities. Let me just ramble off some interesting examples: helping children with autism communicate, allowing down syndrome children the freedom to speak through the iPad, making math accessible to children who would normally be overwhelmed by worksheet or textbook presentations of the same material, assisting students working on life skills – such as ordering food from a restaurant or buying things at a grocery store, and providing deaf students new avenues to understanding texts – they can connect the dots between English idioms and the sign-language equivalent in a unique way. I found some of those examples amazing – particularly the connection deaf students are able to make between sign-language and English idioms with the assistance of an iPad. The author also pointed out some specific features that make the iPad more user friendly then a laptop computer. The only draw back mentioned in the article was the obvious – cost. They are expensive. The intended audience would be parents and teachers of students with special needs. The relevance however is far broader. There seems to be a move towards inclusive classrooms and we may have students in our rooms where an iPad could provide the necessary assistance to differentiate our lessons for them. Maybe iPads will be a new accommodation made on an IEP.
On a side note - I work with a hearing impaired student – and find that trying to communicate beyond the literal is difficult. I was thrilled by the possibility of using a tool such as an iPad to help connect the dots for this student. His interpreter is fabulous but it would also be helpful to communicate directly with this student.
Thursday, March 3, 2011
Educational Rhetoric
Sean Cavanaugh
In War of Words, ‘Reform’ a Potent Weapon
Key phrases provide powerful short hand for those with specific policy bent
Education Week
Published Online: March 1, 2011
Complete URL: http://www.edweek.org/ew/articles/2011/03/02/22rhetoric_ep.h30.html?tkn=POUFxb/Vj5VzNixgG90D7oTvAypDVTZFe3iZ&cmp=clp-edweek
“The rhetoric of education today tends to divide the world in two: between those who favor "reform" and those who don't.”
Rhetoric used today:
Status Quo: Those who want things to stay the way they are, basically anyone not in favor of the type of reform currently in fashion. I.E. – support for charter schools, tougher standards and testing, evaluating and paying teachers based on performance, and challenging teachers unions on traditional job protections.
Reform: Those in support of the above mentioned list of amendments.
Education Establishment: Generic term used to include teachers unions, general administrative, and bureaucratic stasis.
Students First: (or any variation on that) Names associated with the type of reform noted earlier.
The aim of this article is to educate the reader on educational rhetoric. To provide aid as we navigate this messy issue, and read between the lines. Helps us answer the question - What’s really being said here? The language is divisive – big surprise. You either are or are not in favor of reform. There doesn’t seem to be much room for moderation. You can see how titling a new piece of legislation Students First would be divisive. It seems to insinuate that those not in favor are against students or that somehow their position is Adults First. The intended audience for this article would be anyone trying to move beyond “specific policy bent” and really get to the meat of the issue. This article is relevant to the population at large – the news is filled with stories about education reform – we could all use some assistance as we make sense of it all – trying not to get taken in with the language.
In War of Words, ‘Reform’ a Potent Weapon
Key phrases provide powerful short hand for those with specific policy bent
Education Week
Published Online: March 1, 2011
Complete URL: http://www.edweek.org/ew/articles/2011/03/02/22rhetoric_ep.h30.html?tkn=POUFxb/Vj5VzNixgG90D7oTvAypDVTZFe3iZ&cmp=clp-edweek
“The rhetoric of education today tends to divide the world in two: between those who favor "reform" and those who don't.”
Rhetoric used today:
Status Quo: Those who want things to stay the way they are, basically anyone not in favor of the type of reform currently in fashion. I.E. – support for charter schools, tougher standards and testing, evaluating and paying teachers based on performance, and challenging teachers unions on traditional job protections.
Reform: Those in support of the above mentioned list of amendments.
Education Establishment: Generic term used to include teachers unions, general administrative, and bureaucratic stasis.
Students First: (or any variation on that) Names associated with the type of reform noted earlier.
The aim of this article is to educate the reader on educational rhetoric. To provide aid as we navigate this messy issue, and read between the lines. Helps us answer the question - What’s really being said here? The language is divisive – big surprise. You either are or are not in favor of reform. There doesn’t seem to be much room for moderation. You can see how titling a new piece of legislation Students First would be divisive. It seems to insinuate that those not in favor are against students or that somehow their position is Adults First. The intended audience for this article would be anyone trying to move beyond “specific policy bent” and really get to the meat of the issue. This article is relevant to the population at large – the news is filled with stories about education reform – we could all use some assistance as we make sense of it all – trying not to get taken in with the language.
Saturday, February 26, 2011
Class Size Effects
Susan Graham
The New Normal of Class Size Just Isn’t Normal
Education Week Teacher
February 23, 2011
Complete URL: http://blogs.edweek.org/teachers/place_at_the_table/2011/02/there_was_an_old_woman.html
Does class size matter? This article is fascinating. The author contrasts what research says about class size with what is currently occurring in regards to the expansion of class sizes. “Students, teachers, and parents all report positive effects from the impact of class size reductions on the quality of classroom activity.” This is not the move we are making, driven by budgets, class sizes are expanding. In our district class sizes will increase by an average of one student in the 2011-2012 school year. In Detroit they are closing half the public schools. High school classes there will average 60 students! “Well, Secretary Duncan reminds us that ‘Many high performing education systems, especially in Asia, have substantially larger classes than the United States. According to OECD data, secondary school classes in South Korea average about 36 students. In Japan, it's 33 students per class.’” 36 – 33 ok, but 60? The intended audience for this article is teachers. This article is relevant because it is the environment we will enter, and the one many are currently operating in.
The New Normal of Class Size Just Isn’t Normal
Education Week Teacher
February 23, 2011
Complete URL: http://blogs.edweek.org/teachers/place_at_the_table/2011/02/there_was_an_old_woman.html
Does class size matter? This article is fascinating. The author contrasts what research says about class size with what is currently occurring in regards to the expansion of class sizes. “Students, teachers, and parents all report positive effects from the impact of class size reductions on the quality of classroom activity.” This is not the move we are making, driven by budgets, class sizes are expanding. In our district class sizes will increase by an average of one student in the 2011-2012 school year. In Detroit they are closing half the public schools. High school classes there will average 60 students! “Well, Secretary Duncan reminds us that ‘Many high performing education systems, especially in Asia, have substantially larger classes than the United States. According to OECD data, secondary school classes in South Korea average about 36 students. In Japan, it's 33 students per class.’” 36 – 33 ok, but 60? The intended audience for this article is teachers. This article is relevant because it is the environment we will enter, and the one many are currently operating in.
Friday, February 25, 2011
Teachers Unions - Villains?
Richard Whitemire
Are Teachers Unions Really to Blame?
The Huffington Post
February 25, 2011
Complete URL: http://www.huffingtonpost.com/richard-whitmire/are-teachers-unions-reall_b_827181.html
Richard Whitemire makes valid arguments that teachers unions are not the “villains blocking national reform.” In the example of Michelle Rhee versus teachers unions in Washington DC school reform, the unions did not stop aggressive teacher evaluations from being implemented and unions made no attempt to block the firing of weak teachers. The author does note that there were clashes between Rhee and the teachers union, but ultimately the unions did not hinder Rhee from carrying out reform measures. “So if the unions weren't the key villain, who gets cast in that role, both in Washington and elsewhere? This is a target-rich environment: Inertia, a disbelief that schools will never change, suspicion, knee-jerk attempts to blame parents…” The idea of inertia being part of the problem struck me. The problem(s) like Mt. Everest seem insurmountable but if we are unwilling to move then we must stop pointing fingers – unless we point inward. The intended audience would primarily be practioners and administrators, but the general public could benefit from exposure to this point of view. I find this article extremely relevant in light of current events – especially those in Wisconsin.
Are Teachers Unions Really to Blame?
The Huffington Post
February 25, 2011
Complete URL: http://www.huffingtonpost.com/richard-whitmire/are-teachers-unions-reall_b_827181.html
Richard Whitemire makes valid arguments that teachers unions are not the “villains blocking national reform.” In the example of Michelle Rhee versus teachers unions in Washington DC school reform, the unions did not stop aggressive teacher evaluations from being implemented and unions made no attempt to block the firing of weak teachers. The author does note that there were clashes between Rhee and the teachers union, but ultimately the unions did not hinder Rhee from carrying out reform measures. “So if the unions weren't the key villain, who gets cast in that role, both in Washington and elsewhere? This is a target-rich environment: Inertia, a disbelief that schools will never change, suspicion, knee-jerk attempts to blame parents…” The idea of inertia being part of the problem struck me. The problem(s) like Mt. Everest seem insurmountable but if we are unwilling to move then we must stop pointing fingers – unless we point inward. The intended audience would primarily be practioners and administrators, but the general public could benefit from exposure to this point of view. I find this article extremely relevant in light of current events – especially those in Wisconsin.
Thursday, February 24, 2011
Parent-Teacher Communication
Larry Ferlazzo
What ‘Star Wars’ Can Teach Educators About Parent Engagement
Education Week Teacher
Published Online February 23, 2011
Complete URL: http://www.edweek.org/tm/articles/2011/02/23/tln_starwars.html
This article offers some practical advice for teachers regarding parent–teacher conferences. I will admit it is a bit corny, but there were valid points made too. The author created a mnemonic device with the name LEIA – for Princess Leia from Star Wars. LEIA: L for listening, E for empathy, I for imaging, and A for asking. He went on to describe scenes from Star Wars where Leia demonstrated the above mentioned skills, and then related them to how teachers could implement such skills to effectively communicate with parents. Ultimately the author sees the importance of parent-teacher relationships, and with his simple mnemonic hopes to inspire teachers to work on their communication with parents. He ends with: “May the Force of genuine engagement be with you.” This article was light hearted and useful. It was a nice change from many of the articles I have been reading. The intended audience is teachers. I find this article relevant to any person wanting to work on basic communication skills.
What ‘Star Wars’ Can Teach Educators About Parent Engagement
Education Week Teacher
Published Online February 23, 2011
Complete URL: http://www.edweek.org/tm/articles/2011/02/23/tln_starwars.html
This article offers some practical advice for teachers regarding parent–teacher conferences. I will admit it is a bit corny, but there were valid points made too. The author created a mnemonic device with the name LEIA – for Princess Leia from Star Wars. LEIA: L for listening, E for empathy, I for imaging, and A for asking. He went on to describe scenes from Star Wars where Leia demonstrated the above mentioned skills, and then related them to how teachers could implement such skills to effectively communicate with parents. Ultimately the author sees the importance of parent-teacher relationships, and with his simple mnemonic hopes to inspire teachers to work on their communication with parents. He ends with: “May the Force of genuine engagement be with you.” This article was light hearted and useful. It was a nice change from many of the articles I have been reading. The intended audience is teachers. I find this article relevant to any person wanting to work on basic communication skills.
Subscribe to:
Posts (Atom)