CRITICAL THINKING AND LEARNERS CENTERED LEARNING (A FREE SEMINAR)

REGISTER YOUR SCHOOL NOW!!!!

Teachers lecture and drill. Active integration of the students’ daily non-academic experience

is rare. Little time is spent stimulating students questions. Students are expected to receive knowledge given to them; they are not typically encouraged to doubt what they are told in the classroom, or what is written in their texts, students’ personal point of view or philosophies are considered irrelevant to education.

Classroom with teacher talking and students listening is the rule. Ninety percent of teacher questions require no more thought than recall. Dense and typically speed coverage of content is typically followed by content-specific testing. Inter- disciplinary synthesis is ordinary viewed as a personal responsibility of the student and is not routinely tested. Technical specialization is considered the natural goal of schooling and is correlated with getting a job. Few multi-logical issues or problems are discussed or assigned and even fewer teachers know how to conduct such discussions, or assess student participation in them. Students are rarely expected to engage in dialogical and dialectical reasoning.

Most teachers made it through their college classes by mainly learning the standard textbook answers and were never given an opportunity nor encouraged to determine whether what their text or the professor said was justified by their own thinking. As a result, predictable results will follow since students do not learn how to gather, analyze, synthesize and assess information. They do not learn how to recognize and define problems for themselves.

“Knowledge can be given to one who upon receiving it, knows it compared to “Knowledge must be created and in a sense, rediscovered by each learner”. Only if we see the contrast between these views clearly, will we be empowered to move from the former conception to the latter.

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CRITICAL THINKING AND LEARNERS CENTERED LEARNING (A FREE SEMINAR)

REGISTER YOUR SCHOOL NOW!!!!

Teachers lecture and drill. Active integration of the students’ daily non-academic experience

is rare. Little time is spent stimulating students questions. Students are expected to receive knowledge given to them; they are not typically encouraged to doubt what they are told in the classroom, or what is written in their texts, students’ personal point of view or philosophies are considered irrelevant to education.

Classroom with teacher talking and students listening is the rule. Ninety percent of teacher questions require no more thought than recall. Dense and typically speed coverage of content is typically followed by content-specific testing. Inter- disciplinary synthesis is ordinary viewed as a personal responsibility of the student and is not routinely tested. Technical specialization is considered the natural goal of schooling and is correlated with getting a job. Few multi-logical issues or problems are discussed or assigned and even fewer teachers know how to conduct such discussions, or assess student participation in them. Students are rarely expected to engage in dialogical and dialectical reasoning.

Most teachers made it through their college classes by mainly learning the standard textbook answers and were never given an opportunity nor encouraged to determine whether what their text or the professor said was justified by their own thinking. As a result, predictable results will follow since students do not learn how to gather, analyze, synthesize and assess information. They do not learn how to recognize and define problems for themselves.

“Knowledge can be given to one who upon receiving it, knows it compared to “Knowledge must be created and in a sense, rediscovered by each learner”. Only if we see the contrast between these views clearly, will we be empowered to move from the former conception to the latter.

Read More

CRITICAL THINKING AND LEARNERS CENTERED LEARNING (A FREE SEMINAR)

REGISTER YOUR SCHOOL NOW!!!!

Teachers lecture and drill. Active integration of the students’ daily non-academic experience

is rare. Little time is spent stimulating students questions. Students are expected to receive knowledge given to them; they are not typically encouraged to doubt what they are told in the classroom, or what is written in their texts, students’ personal point of view or philosophies are considered irrelevant to education.

Classroom with teacher talking and students listening is the rule. Ninety percent of teacher questions require no more thought than recall. Dense and typically speed coverage of content is typically followed by content-specific testing. Inter- disciplinary synthesis is ordinary viewed as a personal responsibility of the student and is not routinely tested. Technical specialization is considered the natural goal of schooling and is correlated with getting a job. Few multi-logical issues or problems are discussed or assigned and even fewer teachers know how to conduct such discussions, or assess student participation in them. Students are rarely expected to engage in dialogical and dialectical reasoning.

Most teachers made it through their college classes by mainly learning the standard textbook answers and were never given an opportunity nor encouraged to determine whether what their text or the professor said was justified by their own thinking. As a result, predictable results will follow since students do not learn how to gather, analyze, synthesize and assess information. They do not learn how to recognize and define problems for themselves.

“Knowledge can be given to one who upon receiving it, knows it compared to “Knowledge must be created and in a sense, rediscovered by each learner”. Only if we see the contrast between these views clearly, will we be empowered to move from the former conception to the latter.

Read More

Selecting the Right Schools for Your Children

Selecting the Right Schools for Your Children

Selecting your children's schools is one of the most important things you will do

as a parent. It came as a shock to me to find that ideally I should have been thinking of the secondary schools they would attend when my eldest was about two years old!

Trusting to Luck

Based on my own experiences it is important to plan ahead. My son went to a very good infant school. I must admit this was more by luck than judgment though as we happened to live in the catchment area of a good school.

For junior school luck once more played a part. After visiting local junior schools we felt one school we visited suited my son more than any other in the area. Again more by luck than judgment we were granted a place at our chosen school. Luck came into this because his year had a fairly low birth rate and in another year we wouldn't have managed to get anywhere near the school of our choice.

And Then the Luck Ran Out

At that point our luck ran out! Fair enough I hear you say. It sounds like we had

already had more than our fair share. The majority of his friends were due to go to a different senior school than the one our son was destined for. The school where his friends were going was also a more suitable school in our opinion. Therefore we made the same decision that thousands of other parents make. We decided to move into the catchment area of the school.

By leaving it more or less until the last minute we found little choice in the housing market. There was also added pressure to complete the move as well. Therefore planning ahead should make the process easier in the long term.

The mistakes I had made were to consider that all schools would offer roughly the same standard of education and to underestimate the importance of moving up through the schooling system with a settled group of friends.

Many of you may be reading this and wondering what on earth I had been thinking!

Finding the Right School

So when considering you own children's education I would recommend mapping out the schools that you would like to attend long before they spend their first day at school. In my opinion the easiest way to find out about the quality of your local schools is to ask other parents. Be careful how you interpret other people's opinions though because a school that is suitable for their children may not be right for yours.

The next step is to get some more detailed information on the schools in your area and see how their performance measures up. There are three ways you can do this online. The first is to check out the websites of individual schools. You will find these vary in quality. Some have very few details while others tell you everything you need to know. The second method is to visit the Ofsted website. You can read reports on all the schools in your area Ofsted Reports. The third resource are the performance tables for schools in your area. These give you detailed information about the levels of attainment each school has achieved. These can be found at: Performance Tables.

Finally and most importantly visit the individual schools. This should give you a chance to meet key personal and often you will find yourself touring a school during the school day. This gives you a true insight to how the school operates. Visiting the school will give you the best opportunity to understand if it is likely to be suitable for your own child.

How Are Places Allocated?

Once you have put together a shortlist of schools the next step is to find out how to get a place. Schools have a fairly standard set of criteria for allocating places. At the time of writing the majority of places are given out to those living closest to a school. In many parts of the country priority is given if a brother or sister already attends.

Some schools, especially secondary schools may have there own additional rules as well. For example this could be granting a place to a child who performs well in an academic, sporting or musical challenge.

Each school should be able to provide you with a list of criteria used to decide whether or not a place is granted.

One problem parents face is that rules can change. What's more they can change suddenly. At the end of February 2007 it was announced that schools in Brighton were to offer places through a lottery system. This raised the possibility of children living near to one school being refused admittance and having to attend a school much further away from their home.

How Do I Apply?

Applications can be made online or via a paper form. The paper based forms are available from local authorities. Follow these links to: apply for a primary school place or apply for a secondary school place . Deadlines are usually in October. Makes sure you check the deadline for schools in your area and apply on time.

What Happens If You Don't Get a Place?

There are two actions you can take. The first is to join the waiting list for the school. The second is to appeal. Be aware that the appeals process can be very competitive. There are companies and individuals with experience of the appeals system who offer help and guidance for a fee. Even if you decide this is not for you, you may find yourself up against other parents who have taken this course of action. Therefore it pays to think your appeal through thoroughly and to be as well prepared as possible.

- See more at: http://www.parenting.co.uk/education/selecting-a-school.cfm#sthash.yCNyBHDi.dpuf

Do your research

It may sound obvious, but you'd be amazed how many parents rely on rumours and opinions of a certain school rather than using their own judgement, and their own eyes. 

Start by going online to get all the inside knowledge on schools in your area. Go to ofsted.gov.uk/reports and type in the name of the school. Or try schoolsfinder.direct.gov.uk. You should be able to instantly access the school's most recent Ofsted inspection report which is a detailed 'warts and all' description of everything from the school's attendance records to the quality of teaching in every lesson. 

These reports are invaluable and make fascinating reading. But do take note of the date the inspection was carried out (they only happen every three years). Don't write a school off on the basis of a three year-old report. A lot may have changed since then.

Arrange visits

Nothing beats a personal visit. Make an appointment with the school secretary to have a look around, with or without your child. 

First impressions can be very accurate. Does it seem a happy school? Are the children absorbed in their work? Are the staff friendly? Is the classroom bright and cheerful? Is the artwork recent? Is equipment worn or well cared for? 

Make sure you understand the school's discipline procedure and attitude towards bullying. Does it have a Parent Teacher Association? Are parents encouraged to help out in the classroom? By the time your visit is over you should have a really clear idea about the school's priorities and whether your child would be happy there.

Be realistic

You may never find a school that's completely perfect, and if you do, it's very likely to be oversubscribed. So be realistic. Your four-year-old child doesn't need a state of the art gym or ten acres of playing field to do well at school. A good teacher and a calm, happy atmosphere is all that's really required. If you can find that, without having to move house or drag your kids half way across town to the school 'everyone else' raves about, you'll be doing well and so will they
Read more at http://www.goodtoknow.co.uk/family/146759/How-to-choose-the-right-primary-school#9g4o0kEwohEsBEy4.99

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BEST 10 QUALITIES OF A GOOD TEACHER

BEST 10 QUALITIES OF A GOOD TEACHER

A great teacher is one a student remembers and cherishes forever. Teachers have long-lasting impacts on the lives of their students, and the greatest teachers inspire students toward greatness. To be successful, a great teacher must have:

1. An Engaging Personality and Teaching Style
   A great teacher is very engaging and holds the attention of students in all discussions.
2. Clear Objectives for Lessons
   A great teacher establishes clear objectives for each lesson and works to meet those specific objectives
   
   during each class.
3. Effective Discipline Skills
   A great teacher has effective discipline skills and can promote positive behaviors and change in the classroom.
4. Good Classroom Management Skills
   A great teacher has good classroom management skills and can ensure good student behavior, effective study and work habits, and an overall sense of respect in the classroom.
5. Good Communication with Parents
   A great teacher maintains open communication with parents and keeps them informed of what is going on in the classroom as far as curriculum, discipline, and other issues. They make themselves available for phone calls, meetings, and email.
6. High Expectations
   A great teacher has high expectations of their students and encourages everyone to always work at their best level.
7. Knowledge of Curriculum and Standards
   A great teacher has thorough knowledge of the school's curriculum and other standards they must uphold in the classroom. They ensure their teaching meets those standards.
8. Knowledge of Subject Matter
   This may seem obvious, but is sometimes overlooked. A great teacher has incredible knowledge of and
   
   enthusiasm for the subject matter they are teaching. They are prepared to answer questions and keep the material interesting for the students.
9. Passion for Children and Teaching
   A great teacher is passionate about teaching and working with children. They are excited about influencing students' lives and understand the impact they have.
10. Strong Rapport with Students
    A great teacher develops a strong rapport with students and establishes trusting relationships.

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2 Simple Ways To Help Your Child Listen

2 Simple Ways To Help Your Child Listen

“My child does not listen to me” is something I hear often from parents. Setting the table, getting out

of bed, coming home on time and eating meals, children have a hard time  listening to their parents.  One of my clients, needed to pull her car into the garage. She asked her son to move out of the driveway,

where he was playing basketball and he refused.

What can we do to help our children to really  listen?

We need to remember that children do not respond well to direct commands.

Kids want to be respected. They too have their pride and have a need to maintain their dignity.

In our classes we teach simple ways to talk to our children in a dignified, respectful manner.

Two of my favorite techniques are:

Give choices and Give information:

Instead of: “Get out of bed!”

Give information: “Bus will be here in 30 minutes ”

Give choices: “Is this alarm clock working for you or is there

another way you need to help you get out in the morning?”

Instead of: ” Don’t leave without eating breakfast!”

Give information: “Breakfast is being served now”

Give choices: “Are you having the cheerios or the oatmeal?” “What

are you in the mood for, eggs or frozen waffles?”

Instead of: “Set the table”:

Give information: “Dinner gets on the table faster when everyone

pitches in to set the table”

Give choices: “What would be better for you- are you available to

help me set the table or clean up from dinner?”

Instead of : “Move out of the way”:

Give information: “I want to make sure you’re in a safe place when I

pull into the garage”

Give choices: “Where is the easiest place for you to move to while I

pull into the garage, to the left or right?”

Come join our workshops to learn more ways to get your kids to listen.

Looking forward to seeing you there.

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HOW TO HELP YOUR CHILD LOVE SCHOOL

HOW TO HELP YOUR CHILD LOVE SCHOOL

Don't underestimate what you, as a parent, can contribute to your child's learning experiences, no

matter how much education you yourself have. Getting involved in your child's education will make a huge difference.

Research studies consistently show that high student achievement and self-esteem are closely related to positive parental participation in education. Parents and schools need to work together so all children can succeed in school.

You, as a parent, have important knowledge about your child's likes, dislikes, needs, and problems that the school may not be aware of. You may also have ideas for improving your child's school.

But even though studies show that most parents want to be involved in their children's education, they may not be exactly sure how to go about it, especially if, like most parents, they work during the school day.

The following are questions that parents often ask and suggestions for what you can do:

What can I do to involve myself with my child's school?

• Visit your child's classroom. A visit will give you an idea of what your child does at school and how he or she interacts with other children.
• Volunteer to help in the classroom as an assistant. Listen to children read, for example, or serve as an aide for a couple of hours.
• Support student events and performances by helping with them (such as sewing costumes or painting scenery for a school play) and by attending them.
• If your school has a parent center, drop in to meet other parents there or to pick up information and materials.
• Participate in workshops that are offered, such as those on child development or concerns that parents have (or help plan such workshops).
• Take advantage of parent-teacher contracts (perhaps agreeing to read with your child for a certain amount of time each night).
• Ask your child's teacher if he or she has materials that you can use to help your child at home and to supplement homework.
• Be part of decision-making committees about school issues and problems.
• Make choices, when available, about the classes, programs, or even schools your child attends.
• Stay aware of your child's progress compared to other students.

How can I help my child with homework?

Most teachers assign homework on a regular basis because practice is needed before children fully understand new skills or concepts. Homework also allows students to do more in-depth learning. Here are some general guidelines for helping with homework:

• Reward progress. Use lots of praise and display good work on the refrigerator.
• Find out how much and what type of homework is assigned in each class, how students are expected to prepare it and turn it in, and what students can do when they don't understand something. Help your child manage the workload by dividing it into small doses.
• Help your child develop a homework schedule that he or she can stick to.
• Talk to your child each day about homework assignments. Go over the work, see if it's complete, and ask questions about it, but don't do your child's homework for him or her.
• Provide a suitable place for study. If possible, make it quiet and away from the distractions of TV, phone, and loud music.
• Avoid making homework a punishment.

How can I make our home a good place for my child to learn?

• Have high expectations for your child's learning and behavior, both at home and at school.
• Praise and encourage your child.
• Emphasize effort and achievement, and be a role model for getting work done before play.
• Establish rules and routines in the home.
• Monitor television viewing.
• Limit after-school jobs and activities.
• Encourage your child to share information about school and respond with empathy.
• If you don't do anything else, read to your child or have him or her read to you every night. Encourage older children to read by showing that you yourself read (the newspaper, magazines, or books) and have interesting and appropriate books around your home for them.

What should I do if my child isn't doing well in school?

Contact your child's teacher. Don't wait for the school to contact you. It's important to resolve problems

as soon as possible when they occur. When parents work with teachers, they are often able to improve a child's performance in school. Children also get the sense that education is really important when they see their parents involved with their teachers and their school. Parents feel a sense of accomplishment, too, when they help their children succeed in school.

Ask your child's teacher for specific activities you can do at home with your child and help the teacher better understand what works best with your child. Make it clear that if the teacher sees a problem developing, you want to hear about it immediately. Then, meet with your child's teacher frequently until the problem is resolved.

What if my child doesn't like school?

Using your unique knowledge of your child, try to find out why he or she seems unhappy with school. Observe and listen to your child. The problem may not lie with school itself, but with peers or friends. It may also be a family problem or an issue of self-esteem. Arrange for a conference with the teacher or school counselor. Work toward being able to discuss problems with your child openly, and listen carefully to his or her views before you offer any solutions.

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