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Advancing To The Administrative Level In Education With A Master's Degree

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Interdisciplinary Instruction

3 Skills Students Need That Schools Don't Teach

Teaching Kudos - Who is the Best Online Physics Teacher?

Possible Reasons to Teach English Abroad

Effective Teaching Strategy

Benefits of Social Studies

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Closing the Achievement Gap

A Practical Education in Nothing: Michael Polanyi and the Theory of Meaning

Benefits of Pursuing a Career in Teaching

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Set Up Your Elementary School Classroom

5 Ways Teachers Can Help Students Understand, Use, and Memorize Formulas

Leapfrog Games: Intuitive Learning Programs With a Touch of Enjoyment

How To Start Your Own Virtual Supplemental Education Services (SES): After School Tutoring Program

An Excellent CSET Preparation Program

Career Guidance

Requirements to Become a Teacher

How Do I Qualify to Teach English Overseas?

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How Do I Become a Teacher?

Managing Your FTCE Priorities Properly

Tutoring Jobs For High School Students

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What Is Social Studies?

Merit Pay: A Bad Idea Way Back Then - An Even Worse Idea Now

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Interdisciplinary Teaching

Interdisciplinary teaching is all about simultaneous application of knowledge, ideas, and/or values of a domain in multiple academic domains. These domains may be related through a central theme, issue, problem, process, topic, or experience. The basic building block of interdisciplinary teaching is known as a theme, thematic unit, or unit. A unit is a detailed plan with desired goals/results which set expectations on what the students should know at the end of these experiences and tutorials included in the unit. The schools integrate different disciplines in two levels: In the first level, various language arts are integrated (listening, speaking, reading, writing, thinking); and in the second level, all curricular areas are integrated into one based on a theme.

Interdisciplinary teaching is gaining wide acceptance as an efficient method to answer some frequently occurring educational problems like fragmentation and isolated skill instruction. It can also help us in handling different aspects of education like knowledge transfer, training students on thinking and reasoning, and designing a more relevant curriculum for the students.

Benefits of Interdisciplinary Teaching

Interdisciplinary teaching refers to the methodology adopted in imparting of knowledge using an integration of content and skills simultaneously from several disciplines to teach one particular academic discipline. This is a highly motivational style of teaching since the students experience certain cohesiveness among learning of different school subjects taught in the scholastic session. Students view a definite relationship among the diverse disciplines and not as fragments of a whole. When students are tutored using this approach, they can use it as building blocks to add to their knowledge base, consolidating the connection between it and what they are in the process of learning. This inter-collaborative teaching establishes a level of thinking that is far superior and much needed for greater success in life.

Interdisciplinary teaching is a high-strung way of teaching and calls for teachers to have special skills and imagination. The trick is to bring the various branches of learning under one umbrella, yet keeping the pupils from feeling lost or uncomfortable. Increased thrust is given to the field of learning while taking maximum advantage of diverse viewpoints. With the elimination of elements of isolated, water-tight teaching, students actually begin to enjoy and come up with fresh ideas themselves.

Social studies incorporates the study of social sciences and humanities so that proficiency in community living is enhanced. Teaching of this subject needs special aptitude on the part of the teacher as she has to link whatever knowledge she is disseminating to real life situations of her students. Subjects such as history, geography, sociology, political science, psychology, anthropology, civics, economics and religion are comprised under the broad term of "social studies". The composition and focus on each of the disciplines may however vary depending upon what the level the students are at, that is, primary, middle or high school. Any aspect dealing directly with human society falls under its purview.

Teaching Performance in Our Schools - Take Your False Praise and Shove it!

By Lance Winslow Lance Winslow
Level: Diamond

Greetings to Everyone, I am a retired Franchisor, Business Consultant, Philanthropist and I run a Think Tank, as well as do a lot of Traveling, ...

One of the most severe challenges we have in our schools today is giving false praise, or telling our kids that everyone is a winner simply for breathing the air, showing up, and participating. We all know that isn't the case in the real world, and it is much crueler to pretend that someone has done a good job, when they really haven't because it lowers the bar to expectations. As these children grow up and become productive members of society, they will be expected to pull their weight, or they won't get paid, and they will become amongst those people who are laid-off.

Not only is that bad for themselves, their families, and their financial future but it is also unfortunate for everyone else in society - those who are paying taxes, and covering their unemployment benefits. We do not need to decrease the productivity in the United States, for if we hope to compete in the world and global marketplace we must increase our productivity, we must be the best in the world at everything we do. Therefore, false praise is nothing more than living a lie, but it's even worse than that because it damages the individual, as it makes them believe that their efforts and performance is good enough when it isn't.

It creates a false illusion in the minds of these children who will soon grow up and become adults. Worse, it's not only that we do this in our schools due to political correctness, but also parents are busy telling their kids they are great, when they are not. Rather than making them work for, it they say; "that's great Johnny you did a wonderful job," and parents and child psychologists somehow believe this is helping the individual's self-esteem as they grow and are nurtured into adulthood. This is a complete fallacy, and has been empirically proved to be the wrong way to play it, and yet year after year it's the same game.

If a parent tells the child they did good when they didn't, or that their effort is acceptable when it's not, then that child will learn when they get to school when they are amongst their peers that they aren't as good as they thought, and this can be a traumatic, devastating, and demoralizing event. Today in the modern workplace many management books explain that it's very important when dealing with Xers to constantly complement them. For instance if they are late to work every day, rather than reprimanding them, complement them on the day that they do show up on time.

The latest management textbooks for MBA students suggest this is the best way to get maximum effort out of those employees. However when budget cuts come, those employees will be fired because they do not perform up to the standards needed to remain efficient and turn a profit. Thus, they should be fired, but they should understand what is and isn't acceptable.

We must demand performance from our students, and we need to stop giving false praise where it is not deserved. Indeed I hope you will please consider this and think on it. If you have any comments, questions, and or concerns that you like to address to our think tank, please shoot me an e-mail.

Lance Winslow is the Founder of the Online Think Tank, a diverse group of achievers, experts, innovators, entrepreneurs, thinkers, futurists, academics, dreamers, leaders, and general all around brilliant minds. Lance Winslow hopes you've enjoyed today's discussion and topic. http://www.WorldThinkTank.net - Have an important subject to discuss, contact Lance Winslow.

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Article Submitted On: March 16, 2011

7 Techniques I Would Keep If I Returned To Teaching

I retired from teaching high school mathematics a little over 5 years ago, so I have had lots of time to evaluate my teacher career. As I look back over almost 40 years, I view my teaching career with satisfaction, positive feelings, and a sense of "a job well done." I loved working with high school kids and I loved the challenge of taking kids who hated math and turning that attitude around. If I had to return to the classroom today, knowing what I know now, would I do everything the same way. Certainly not! There are, however, several things I would do the same way again. As they say... "never change a winning game."

The following techniques served me well for a very long time. I wouldn't even consider entering a classroom again without these in my toolbox.

7 Teaching Techniques I Would Keep:

1. Using individual white boards. Many years ago I made (my children helped, too) my own class set of personal white boards from white shower board purchased at a local lumber store. The lumber store has been gone for a very long time, but I still have my white boards and I wouldn't teach without them. I spent a small fortune of my own money on low-odor white board markers and boxes and boxes of tissues that served as erasers. What makes white boards special?

(a) They are wonderful brain-based teaching tools. I considered white boards an important part of teaching long before I knew anything about "brain-based teaching." I wasn't surprised to learn that they are effective for brain-based teaching.

(b) Kids love using them and they keep students focused on you and the topic.

(c) They allow for a quick check for understanding (students write their answer on the board and hold up the board for the teacher to check). Mistakes get caught quickly and before they can be practiced.

2. Using Jim Fay classroom management techniques. I took a week-long Jim Fay class called "Dealing With The Difficult Student" in the summer after a year in which I was given every low-level math class my school offered. That school year was incredibly difficult, but that Jim Fay class was the best thing I did for my teaching career. It literally removed discipline issues from my future.

3. Keeping the routines I developed over the years. By the time I retired I had created routines for every classroom task (like taking attendance, collecting homework, dealing with make-up work, etc.) that didn't interrupt teaching, put student responsibility on the student, and took much of the grunt work (grading papers) off my shoulders.

4. Using "looks like/sound like. " This technique was originally introduced as the way to teach group skills when cooperative learning was first introduced. I found this to be a very effective technique for teaching almost everything behavior related and for all ages. Teachers tend to assume that when we tell students what we expect that the students are picturing exactly what we are. This is often untrue.

5. Having a strong sense of humor and always looking for the funny side of situations. Humor can defuse difficult situations, it can win over a difficult student, it can keep you in the career when other things are pulling you down.

6. Using my grading policy of never recording a test grade under 50. For various reasons, some students fail tests. If a student happens to REALLY fail a test, as in get 20% or even worse, it is virtually impossible for that student to recover enough to pass. A student in this situation has no reason to make any future effort in your class. A grade of 50 on a test is still an "F," but it gives students the ability to raise their grade with enough effort. Students appreciate the opportunity and generally will take advantage of it; and the teacher loses nothing with this policy.

7. Teaching from the overhead (or whatever the technology). Turning your back on the class can create chaos in a matter of seconds. Because mathematics requires so much board writing, I started teaching using an overhead with a roller. I never had to turn my back on the class, the class stayed focused on what I was teaching, and the things I had written stayed there throughout the period for later referral if needed.

There are, of course, new teaching techniques that I would add to my tool box, but they must take their place next to these 7 techniques.

Shirley Slick, "The Slick Tips Lady," is a retired high school math teacher and tutor with degrees in Mathematics and Psychology and additional training in brain-based learning/teaching. Her goals: (1) to help parents help their children with math, (2) to help eliminate the horrendous Algebra failure rate, and (3) to inform the general public about problematic issues related to the field of education. For your free copy of "10 Slick Tips for Improving Your Child's Study Habits," visit her website at http://myslicktips.com/

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Basic Educational Theories for the Classroom Instructor

As a classroom instructor, are you familiar with the basic adult learning theories? It is understood by most educators that the process of adult education involves more than providing students with a textbook and developing learning activities. Adult learning is influenced by classroom conditions created by the instructor and the characteristics of the students, which includes their specific needs, expectations, societal roles, and responsibilities. The process of learning involves an acquisition of transferable knowledge and the development of academic skills, which is also the primary goal of most adult education programs. There are three basic educational theories that inform the process of classroom facilitation and include andragogy, self-directed learning, and transformational learning.

Andragogy

The theory of andragogy was developed as a method of informing educators about the process of adult learning, with an emphasis on the adult's needs. Andragogy was developed as a means of understanding the adult and is a learner-centered approach. This is in direct contrast to the theory of pedagogy, which is an instructor-centered approach to learning. Andragogy places an emphasis on active learning with the adult taking responsibility for learning and becoming a co-creator of knowledge. Pedagogy is a theory of teaching children and utilizes a passive form of learning where the students are given knowledge by the instructor. When andragogy is used as an instructional strategy the classroom becomes a collaborative learning environment. Instead of the traditional use of lectures to deliver information and tests to measure learning, adult learners are allowed to interact with the information to create knowledge and they are given choices about projects that will demonstrate their progress towards meeting the learning objectives and outcomes.

Self-Directed Learning

Self-directed learning, as an adult education theory, is an extension of andragogy that considers the needs of an adult and how learning occurs. A self-directed learner wants to make decisions about the process of learning and be given choices that promote a sense of autonomy. In addition to taking responsibility for their learning the adult is expected to plan and control their process of learning. The theory of self-directed learning as a teaching strategy involves offering options about learning activities and projects, while providing tools and techniques that support the process.

Transformational Learning

Transformational learning as an adult education theory is focused on the cognitive process of reflective thought as a means of learning. As an instructional strategy, the adult learner is asked to reflect on their belief systems and then they are challenged to consider alternate views through discussions, self-assessments, and group problem solving. As an adult begins to consider other perspectives they become transformed and learning occurs. The theory of transformational learning is effective when utilized as a planned activity rather than as a means of course design.

Many instructors are assigned a course that includes a pre-programmed syllabus and learning activities. While there may be little flexibility provided for modifying or adapting assignments, it is still beneficial for an instructor's facilitation practice to understand the foundational theories of adult education. Andragogy and self-directed learning remind instructors that adults expect to be involved in the process of learning and want an opportunity to make choices about their level of involvement. Transformational learning provides a basis for understanding the role of cognition in the process of educating adults. At the very heart of these theories is a recognition of the adult's developmental needs and the co-creative nature of adult learning.

How To Develop a Rule Abiding Student

I had the opportunity to attend a parent teacher conference with a fifth grade teacher. This meeting started out discussing the student's behavior and included a discussion about the student's classwork and homework. This conference ended with some plans that both parent, student and teacher agreed upon.

Every time this student broke the classroom rules, every time a note was sent home, and phone call home was made this was documented in the student's folder. When the teacher spoke with the parent, she always agreed to speak with the student and work with the teacher to see that the student improved. This student was quite disruptive in class. After several violations of the classroom rules and after all other measures were exhausted, the parent was called in for an after school conference.

The student was very well behaved in front of his parent. The classroom teacher informed the parent as to how many times the progress of a lesson was interrupted by this student. The teacher had the student inform his parent of the latest incident that led to the conference. The student was aware of his violating class rules and both parent and teacher discussed with the student the importance of changing his behavior. The parent let the student and teacher know what she was going to do at home to reinforce the behavioral changes that were necessary for this student to become a rule abiding student in this class.

The teacher brought out the student's folder showing the effects his misconduct had on his classwork. The student was asked by the teacher what he was going to do immediately to turn the situation around. The teacher let the student know that he had the control over his behavior and no one else. The student agreed to start over the next day with more positive footing. All parties involved signed a contractual agreement which listed expectations, rewards, and consequences. Below is a brief summary of the student's contract which includes expectations, rewards and consequences.

CONTRACT

I, (teacher), and I, (student), agree to enter into the following contract:

Mr. (student) will complete all class assignments and ask for help if he doesn't understand.

Further, Mr. (student) will complete all homework assignments. This includes showing all work on math problems, not just the answers.

In exchange for the above, the following rewards will apply:

1. Each Friday, Mr. (student0 will be rewarded with a small treat.

2. If he completes all assignments during the grading period, his mother has agreed to take him to Toys R Us to window shop for Christmas.

If Mr. (student) does not complete all assignments the following consequences will apply:

1. Mr. (student) will forfeit the viewing of television for one evening.

2. Mr. (student) will lunch with Mrs. (teacher) to complete all unfinished work.

I agree to the above contract on this day, ___________________________________.

________________________ ________________________

Student Teacher

________________________ ________________________

Parent Witness

Hanan Ali is an excellent educator who has contributed much to the field of education. Her success with increasing the achievement level of her students and boosting their self-esteem is a tribute to her extraordinary teaching ability. She is a caring educator who works closely with her staff and students so that they succeed in school and life. She is currently the Director of her early childhood facility and academic development center. She has served as chairperson of an Educational Excellence School Advisory Council and is very active in her community. She has been involved in teaching students with disabilities in an inclusion setting and has served as a member of one of Miami Dade County Public school site inclusion teams. As a Director, she contributes positively to the professional growth of teachers and mentors. Mrs. Ali is living a purpose driven life as a natural born educator. Find out more about Hanan Ali and Hanan's Childcare and Academic Development Center at http://www.hananshaven.com/

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Top Tips for St Patrick's Day Activities for Teachers

Everyone knows that St Patrick's Day is on March 17th every year, but many of us go out and drink Guinness or another Irish-made (and normally alcoholic drink), to celebrate without really knowing the story and history of the saint himself. He is the patron saint of Ireland and is thought to have been born either in Scotland or Wales in 387 AD. One fact is that St Patrick did actually exist even if some historical information can't be confirmed as accurate. If you're a teacher in primary of secondary schools you'll want to know all about the religious day well in advance to be able to teach your students all about it. Many teachers make good use of some of the hundreds of St Patrick's Day assemblies and teaching resources to create a fun learning day for their classes on the day that you can find online to download these days.

St Patrick's Day is held every year on March 17th and is traditionally a day of celebrating with friends and family, but is also a religious feast day too. Basically, it is the anniversary of his death and he is remembered on this day to celebrate what he succeeded in doing in Ireland during his lifetime. As it falls within Lent the Irish Christian families would normally go to a church service in the morning and celebrate in the afternoon as the Lent rule not to eat meat during Lent would be lifted for the occasion. Many countries now celebrate with parades that involve traditional dances, music and fun too. It is especially popular outside of Ireland in the US where ex-pats and families of Irish descent enjoy the spectacular day's festivities. St Patrick himself was born in Scotland but kidnapped by Irish

Teachers can find plenty of fun and educational resources to use in class for St Patrick's Day. For example, younger age groups in KS1-2 could be set to work getting creative with shamrock-shaped potato prints and make colourful T-shirts, or simple flags to wave at each other.

Older pupils could try their hand at making some traditional Irish recipes, such as bacon and cabbage hot pot. Or plan, write and perform a dramatic play using some of the folklore and stories about St Patrick, such as driving the snakes from Ireland forever into the sea, or causing his old slave owner to set fire to the castle of nobles who had been converted to Christianity.

Downloadable St Patrick's Day teaching resources can be found simply by using a search engine in your browser.

Naomi Scott has a decade of experience working with online content and editing websites. She writes about the gap year travel industry, backpacking and travel news, plus articles aimed at teachers and educators who use online teaching resources. Visit Teaching Resources UK for more information about the website she writes for.

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Inspiring Students to Become Lifelong Learners

As a teacher for many years, have you reached that stage in which everything seems to be just a routine? Do you feel as if creating lesson plans and checking papers are merely burdens that put a big strain on what could otherwise be a better life for you? If you are stuck in such a rut, then perhaps you need to think twice about this career. Or perhaps you need to take a break from it all.

What is teaching all about, after all? Is it just about making a child get high grades and enabling a student to graduate? Yes, these things may be some of the important goals that a teacher must try to attain for his fulfillment. However, it does not stop at the academic level. School is just a training ground for the real world out there, for the everyday challenges that life will bring your students. So keeping this perspective in mind, what should you leave in the minds of your students more than those formulas, grammar rules, and historical facts? Inspiring students... this is one of the things many young teachers want to achieve. Maybe at some point in your past, when you had decided to become a teacher, you had also been ideal enough to want to inspire these young learners.

ANECDOTES
One effective way to inspire students is through anecdotes. Children love stories! Even adults adore stories! Throughout many generations, stories have served as a means of passing on historical events, customs, and traditions. Even when print was not invented yet, stories were very powerful already. They expanded people's knowledge and taught them about many things. When you are teaching a class, storytelling is one surefire method you can use to capture the attention of your students. Little do they know that the lessons weaved into each story are already being planted in their subconscious. That is why you also have to choose your stories carefully.

QUOTATIONS
There are some teachers who like to begin the day by sharing inspirational quotations from famous people. Students are asked to interpret the quotation and to share their thoughts, ideas, and insights about it. In some classes, the teacher encourages the students to write about it in a daily journal. You may also opt to use it before letting the kids go home, instead of at the start of the day. In this way, they will think about it more as they leave the school and go on living their lives outside of the classroom. For other teachers, they like to also use quotations as a motivation to catch the interest of students before formally starting a lesson. When this is the case, the quotations are related to the lesson.

REAL-LIFE SITUATIONS
When you assign activities or create group work for your students, it would be good to give them real-life situations in which they can learn something more practical while applying the lesson. For instance, if you are teaching them about making and reading maps, instead of using make-believe ones, provide a situation like this: have them pretend to be graphic designers who were assigned to create a map of the school grounds for the school brochure. Just don't forget to process the students afterward and have them reflect on the activity.

Finding The Right Discipline Philosophy For Your Students

Although first year students complete their internships, many of them do not operate in full capacity until they are certified and offered a teaching position. Until they get their feet wet, new teachers must try out different discipline philosophies before settling on one that compliments their education philosophy. The Assertive Discipline philosophy may be a good starting approach for new teachers, as it caters to the needs of the teacher.

The Assertive Discipline approach, which was created by Lee Cantor, satisfies the teacher's needs rather than focusing on the students' needs. The philosophy emphasizes punishing unacceptable behaviors and reinforcing positive behaviors, by using reinforcements that are pleasing to the teacher. The Assertive Discipline model requires the teacher to be assertive, self-assured, and confident.

There are six basic steps to implementing the Assertive Discipline model. The first requires the teacher to establish a positive student-teacher relationship. Teachers have to build genuine relationships with their students in order to gain their trust and respect. Once relationships are knitted, it is important that teachers model trust and respect themselves. The second step is for teachers to define expectations and establish rules and consequences that are verbally and thoroughly communicated to the students, and written out and displayed for at a glance reference.

Misbehavior must be carefully tracked so that students are aware they are being monitored and that they are in danger of receiving negative consequences for their behavior. It is important for teachers to follow though on consequences. One commonly used consequence endorsed by Cantor is "time-out." Time-out is a form of isolation, whereby the student is placed in a screened part of the classroom without view of their class members. Time-out typically works best with elementary school children.

Teachers must be cognizant to implement a system of positive consequences. Some teachers spend so much time dealing with unacceptable behavior that they forget to acknowledge exemplary behavior. It is essential for teachers to recognize good behavior, as this illustrates to the class what type of behavior pleases the teacher. Children that receive positive consequences are more likely to repeat their good behavior.

Another essential component of the Assertive Discipline approach includes creating and maintaining strong parent support. Teachers should make every effort to keep in constant communication with parents. This can be achieved through parent-teacher meetings, conference calls, and notes. Teachers should also make parents aware of classroom disciplinary rules and guidelines, so that they can provide support on the home front when necessary.

Although the Assertive Discipline's primary focus is on the teacher, the approach does benefit the student. When teachers implement Assertive Discipline, students are limited in their exposure to inappropriate behavior. Learning environments free of constant disruptions provide students an area to perform at peak level and excel in their academic endeavors.

For first year teachers, classroom discipline is an area of challenge. Perhaps you chose to earn a teaching degree online through online classes and have had little field experience. If you have not discovered your discipline philosophy, you may want to consider adopting the Assertive Discipline philosophy and see how well it works for you. In the meantime, take time to review all of the classroom discipline philosophies and find one that best fits your teaching style and adopted education philosophy.

Article Source: http://EzineArticles.com/?expert=Natasha_Bright

How People Learn: Part 2

Our society has always had theories on how to bring up children, but children have always been mysterious. They don't study themselves, so the information about children always comes from those of us who have passed through that stage.

Part of moving through a stage is losing contact with it. We have, though, learned to respect children and the fact that they need to be given stimulation, playtime and interactions with each other children in order to mature. We are learning that the maturation process of the brain is longer than previously thought when we designated 16 as the driving age and 18 as the official age of adulthood. We thought we were being conservative because we were mandating education until the same age. We thought marrying in our twenties was conservative - developmentally speaking. New research tells us that the brain relies on "mistakes" made between 14 and 24 years old in order to develop mature common sense and logical thinking.

Education will soon catch up to this brain research. It seems as though we are on the verge of rediscovering education again, and refining our goals. We have been in "exploratory" mode for a number of decades, as we test various theories of development and learning in the public schools. This includes variations in math, different spelling and reading theories, behavior norms and assessments.

It is difficult to say that any one theory on learning and development is absolutely correct. There seems to be truth in all theories, and some work better than others in our culture. For example, the theory that we learn by associations and conditioning sounds fine, and it can be the basis for "fixing" an irrational fear or phobia, but it is not a very flattering picture of human beings. Conditioning theories in and of themselves leave us with a very dull existence.

On the other hand, theories that delve into the cognitive processes and give us credit for being rational beings that can affect our environment, act out of free will, and make decisions unique to our experience and understanding, give us a wealth of possibilities for our lives. Conditioning can work, but it seems to be only a tiny part of the human experience. Our technological advances alone teach us we have untapped potential for creative thinking. But, we can also, in the western world swing too far into the realm of the rational, and forget that we are also emotional beings.

Student Teacher? Learn How to Survive in Education and Be a Great Asset to Your School

Join all Teacher Forums on the internet. You will learn many things from the thousands of teachers who are members. Start with the Times Education Supplement Forum.Listen to senior teachers with many years service. They are survivors. Get yourself a role modelBe assertive, firm and always, always respectful.Important. Stress causes negative emotions, short tempers and loss of control. You MUST follow a daily De-Stressing Fitness Regime. Yoga. Dance. Running. Personal Trainer.Learn how to be a great communicator. Study (NLP) Neuro Linguistic Programming, non-verbal body language as it accounts for 93% of your communication. Learn VAK - visual, auditory and kinesthetic learning and teaching styles. This will allow you to teach more effectively.Inspire and motivate your students with role models, stories of achievement and success.Make your subject come alive. Teach it with conviction, creativity and passion.Manage your emotions by dissociating or stepping outside yourself and observing how you speak and act.Be philosophical. You will have bad days. It is how you will deal with them that makes you a survivor.Use appropriate punishment for challenging behaviour, but also empathise to get to the root cause of the behaviour.Show you are in control of yourself and your class by using relaxed, non-emotional body language and gestures.Be consistent in your discipline. Don't have favourites and treat everyone equal.Focus on the behaviour not the student.Tell them how their behaviour makes you feel.Create a list of Do's and Don'ts.Do not show dislike for any student. See Pygmalion Effect for teachers. en.wikipedia.org/wiki/Pygmalion_effect.htmlBe big enough to apologise if you have made a mistake with a student.Build a positive attitude in yourself and your students.Introduce yourself to all teachers. Even those who might seem a bit distant. They can be a real help in the first weeks.Plan and prepare. Get it right and don't have students laughing at your mistakes.Learn as many different teaching techniques as you can. These and your personality are what makes your subject interesting.Create a comfortable, friendly environment. Use posters quotations, students' work, colours, shapes, music, textures.Be aware of and limit distractions such as windows with no blinds, noises, students walking by, etc.Seat students who either need extra help or have challenging attitudes close to you. If possible seat them and yourself in a circle.Use your students names often and in a positive way.Be different. Be unique.Let students help in setting rules and expectations. If they own them they are more likely to adhere to them.Emphasise individual student effort, behaviour and reward with praise, positive calls to parents, awards/certificates, lollipops!Begin class with a daily "warm-up" activity. Try our Lateral Thinking Problems.Check for understanding and review during every lesson.Always remember the best discipline is preventative discipline.Learn classroom management techniques from the 'veterans'.Watch inspirational films especially those about Teachers. Pay it Forward. Dead Poets Society. To Sir With Love. Dangerous Minds.Create your own student teacher survival guide. Grow it over the years.Floss and smile.This article has been viewed 19 time(s).
Article Submitted On: February 24, 2011

Transformational Leadership in Education

Transformational leadership is no longer used exclusively in corporations and companies all over the world. It is now being used in educational contexts, too. Teachers and school administrators are now looking for ways to use this type of leadership in their settings.

Transformational leaders in education are constantly looking for new ways of doing things toward accomplishing the vision of the school. The primary purpose of the school, of course, is to educate young people and turn them into productive members of the society. Leadership is needed to address the problems and challenges that learners, students and teachers encounter in the schools.

Leaders are also looking for ways to change how their context is viewed. One of the characteristics of good leaders is to turn things upside down and view them from different lenses. This will yield a new way of looking at their context. New insights will then turn into new ways of doing things, which is badly needed if education were to improve and serve the needs of the world in the twenty first century.

Teachers and school administrators also need to hold the schools accountable for the attainment of its vision and the pursuit of its mission. Without a vision and mission, a school merely exists without meaning. It is there but it becomes content with mediocrity. That is to be avoided at all costs.

They also need to make the organization unique, different and excellent. There are a lot of schools out there. But how do they differ from each other? Good administrators need to look for ways to differentiate from countless others. Competition is raging and without a differentiating quality, an organization fades into the background of other equally great organizations.

They also need to work toward making schools responsive to the problems and challenges of the contemporary world. The recent recession in the United States taught the world that changes can happen in a short period of time. Technology and change continue to be the buzzword of this new decade. As such, transformational leadership in education must be responsive to these challenges and look for ways to make schools prepare students and teachers for these trends.

How can teachers, administrators and leaders then address these contemporary trends and changes?

For one, they will need to look at their roles in developing the skills of young minds. Given the highly competitive nature of the world economy, students need to be prepared really well. True enough, the education sector does not pay well. But they perform an important function, which can never be undermined. This is why transformational leadership in education is very much needed.

Teachers Should Watch for Lazy Eye Syndrome With Poor Reading Students

By Lance Winslow Lance Winslow
Level: Diamond

Greetings to Everyone, I am a retired Franchisor, Business Consultant, Philanthropist and I run a Think Tank, as well as do a lot of Traveling, ...

She stuttered as she read aloud in class, she had trouble, and it got worse when she tried to read fast. The rest of the class thought she just wasn't smart, because she had trouble reading out loud. She could tell the other students thought she was stupid, and she was terrified of being called upon to read from the textbook in front of her peers. For years this went on, until she was in Junior High School and her History teacher recommended that she go to a reading clinic during a parent teacher conference.

The lady at the reading clinic interviews the girl, she was articulate, smart, and well beyond her years in wisdom, intuitiveness, and savvy. Then she sat down with the girl to read, the girl apologized profusely even before she started to read out loud that she wasn't very good, obviously a sore point on her self-esteem. After the lady at the reading clinic assured her, this was only a test to see where they would begin her lessons, she had the girl read a passage out loud.

Almost immediately, it was obvious what the problem was, the girl had an eye problem. In fact, she had a lazy eye, and it is was interfering with her reading almost as bad as a student adapting or compensating for dyslexia. The girl said; "I try to read as much as i can as well, but it's harder since I am often falling asleep when I am sitting with a book."

Yes, it was the lazy eye syndrome issue? Many times that will put people to sleep when reading. In some ways a lazy eye will help someone sleep, all they have to do is pick up a book and start reading, immediately they become drowsey after just a couple of pages, but in school it makes it very hard for them to study, so they don't, and thus, don't do as well in school.

As far as intelligence goes, it does not mean they lack it, in fact, they may be even smarter than the rest of the kids, but they are so busy compensating to keep up that it's hard to notice. Anyway, back to the story. The girl got glasses for reading, which she was very embarrassed to use, as she was a pretty girl and the glasses were quite ugly, but she only put them on to read. Immediately her grades shot up, and she was in the top of her class.

A few of her teachers suggested that she advance, or take harder classes, even attend night school at the community college. Remember the girl was still in junior high! So, teachers remember this, and please think on it.

Lance Winslow is the Founder of the Online Think Tank, a diverse group of achievers, experts, innovators, entrepreneurs, thinkers, futurists, academics, dreamers, leaders, and general all around brilliant minds. Lance Winslow hopes you've enjoyed today's discussion and topic. http://www.WorldThinkTank.net - Have an important subject to discuss, contact Lance Winslow.

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Article Submitted On: March 08, 2011

What Are You Doing to Help Your Adult ESL Learners Feel Confident About Writing Skills?

Writing is often viewed as an important skill by teachers that has to be catered for and developed in teaching. Engaging students in written communications in a variety of forms connects learners to the international world of information in every field via electronic communication such as Internet and personal correspondence across the border.

Many ESL adult learners do not like to write nor do they enjoy the writing process. As teachers, the question ultimately becomes, how can we provide more engaging writing opportunities for English language learning students so they can ultimately feel confident in their writing abilities? Teachers are sensitive to the diverse backgrounds that define their students, but because students often do not feel comfortable expressing themselves in writing and especially in a second language, this often complicates the teaching process. To solve this problem, teachers can provide meaningful activities to activate help connect them to the classroom experience.

Why Meaningful Activities?
English language learners especially need to adjust to the cultural, linguistic, social and emotional newness of a classroom environment. Writing can give students that sense of belonging they need to feel connected with their classroom, teachers and school. Additionally, meaningful writing tasks not only help solve the problem of cultural, social and emotional isolation but are connected to real world tasks - a concept known as authenticity. As students complete these tasks they can immediately see how what they are learning applies to their real lives - both inside and outside the classroom.

Writing Tasks Connect the Cultural, Social and Emotional Experience
Many English language learners lack the cultural, linguistic, social and emotional connection of a classroom environment. To solve this problem, teachers can offer a much needed safe uninhabited space for developing their "voices" that may otherwise go ignored. This also helps to develop a personal bond with students and ceases teachers from seeing their students as the other. (Zeichner, Melnick, Gomez, 1996) As students respond to these prompts, they can immediately see how what they are currently experiencing is connected to their own writing experience.

By using visuals, teachers can jump-start ideas as illustrated in the prompt below:
Write a paragraph about a situation where you've felt like an outsider - or about a situation where you feel the most comfortable. Try freewriting about these feelings - of belonging, or of feeling out of place - to brainstorm ideas.

Meaningful writing activities tie both motivation and ability and encourage a variety of expressions that do not limit a student's language ability. The student's ability to write about topics that are close to a student's culture, experiences, and other topics of interest increase when one also feels more connected with learning the target language.

Works Cited
Zeichner, K., Melnick, S., & Gomez, M. L. (Eds.). (1996). Currents of reform in preservice teacher education. New York: Teachers College Press.

Sitting at Starbucks On Sunday Afternoon Reading and Grading Essays - Sound Familiar?

By Lance Winslow Lance Winslow
Level: Diamond

Greetings to Everyone, I am a retired Franchisor, Business Consultant, Philanthropist and I run a Think Tank, as well as do a lot of Traveling, ...

A couple of days ago I was sitting out front of Starbucks, next to my electric scooter, sipping on a White Mocha Frappachino, and a couple of tables away from me was a community college literature teacher, and he was busy grading essays. We got to talking about what a challenge it was, even in the advanced English classes with the kind of work that the kids were turning in these days. And perhaps I shouldn't call them kids because these are young adults who have finished high school and are getting ready to go to a university, but have pit stopped themselves for a couple years at the community college level.

One of the biggest problems and this community college professor of literature was worried about was the coming layoffs and all the budget cuts. And I might let you know I do live in California. Unfortunately in California especially in the LA area the unemployment rate is quite high, and with that so too are the increased enrollment numbers at the community college, and all this at a time when they are cutting back, letting teachers go, increasing classroom size, and even cutting several classes from the schedule.

Many kids now will end up going to the community college for three years or even four years to get all the classes they need because they have to wait on waiting list to get certain prerequisite classes in order to graduate with their two-year degrees and they can go on. We talked about the number of students who had barely made it out of high school, and they had been ESL students during their high school days. He indicated they still weren't up to snuff, and even many of the kids that did come from English-speaking families, much of their work that they turned and was atrocious. Spelling and grammar errors, along with the occasional text message abbreviation.

I handed him an article that I read in the Wall Street Journal on March 3, 2011 which was titled "Students Struggle for Words - Business Schools Put More Emphasis on Writing Amid Employer Complaints" by Diana Middleton. In the article there was this quote "Students have to unlearn bad behavior, such as using complicated words over simple ones - 'edifice' over 'building' for instance."

Indeed, I explained to him as the coordinator for a think tank which operates online, many of our members would come up with business plans and presentations when they were seeking venture capital from an Angel investor or VC, and it was amazing how horrific their writing was. Sometimes they would use e-mail slang, text message abbreviations, or even create fancy words that didn't exist. It was hard to tell where they were coming from, and it's obvious that no investor could possibly take them seriously.

Now then, some of the concepts, inventions, and innovations were quite good, and worthy of funding, but often those who invest in such companies bet on the jockey not on the horse, and if they don't feel comfortable with the individuals involved because they can't spell, can't write, or even create an adequate abstract, mission statement, or executive summary there is just no way that's going to fly.

The community college professor indicated to me that they needed help from the business community, more funding, and better teaching at the lower levels for us to solve this problem. And it is a problem. If you think you have any solutions I hope you will e-mail me with your comments, concerns, and/or questions. In the meantime I hope you will please consider this and think on it.

Lance Winslow is the Founder of the Online Think Tank, a diverse group of achievers, experts, innovators, entrepreneurs, thinkers, futurists, academics, dreamers, leaders, and general all around brilliant minds. Lance Winslow hopes you've enjoyed today's discussion and topic. http://www.WorldThinkTank.net - Have an important subject to discuss, contact Lance Winslow.

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Article Submitted On: March 16, 2011

Barack Obama Closing School as Education in the US is Self-Destructing

By Lance Winslow Lance Winslow
Level: Diamond

Greetings to Everyone, I am a retired Franchisor, Business Consultant, Philanthropist and I run a Think Tank, as well as do a lot of Traveling, ...

It doesn't take an engineer of the private space industry to figure out that we have a problem with education in the US and whereas, it isn't as bad as folks claim, it's also not as good as it could be either. So, rather than condemning our schools, laying off teachers, and closing some perhaps we need to re-think our schools going forward in the age of instant information. Is the Obama Administration doing that? Well, they are trying, I can agree with that.

For instance they have established a research arm for education modeled after DARPA Defense Advanced Research Project Agency, and why not, it's worked for the Intelligence Agencies with IARPA and for the DOE with ARPA-E ("E" for energy), so there is no doubt it will work too to assist in education. Still, we need to expedite these new technologies if we are to save our schools, otherwise they will fall behind the needs of this future generation of leaders. After all, a nation is only as strong as it's schools were 20-years the prior right? I think we can all agree with that as well.

Not long ago, an acquaintance mentioned to me after reading an article in "Yahoo! News" titled "Barack H. Obama Elementary to close" and she stated who knows; "Maybe this is a good sign of the future of the anointed one. Close the school named after him and closes his chances of impressing anyone in the future with his political nothingness." As we discussed the irony of this situation, she lamented that although this is surely a coincidence it is also a foreshadowing of things to come with President Obama's legacy, chances for re-election, and promises for hope and change.

Indeed, I thought about the closing of this school, and the many others around our nations, perhaps for budget cuts, or due to lack of performance, and I thought, yes, we have problems and challenges in education. And yes, this particular school closing, well, it's part of a major round of budget cuts, but you have to admit it is a nice piece for the news, due to the fact it is rather ironic, as Barak H. Obama has been so adamant about the need for education and his fever in devising a plan to fix it, using the (purported) greatest minds in academia to devise a plan.

In fact, I thanked my acquaintance for sending me this news, and our follow-up dialogues and said; "I think I'll do an article on this. Thanks," which led me to write this piece. Still, it's all part of a much bigger picture isn't it? Sure it is, we have a terrible problem with education in this country and nothing really seems to be working - and I think everyone knows it too. Yes, this is a controversial topic, but it is one we discuss rather often at our think tank. So, sound off with any comments, questions, and or concerns you might have in this venue. Think on it.

Lance Winslow is the Founder of the Online Think Tank, a diverse group of achievers, experts, innovators, entrepreneurs, thinkers, futurists, academics, dreamers, leaders, and general all around brilliant minds. Lance Winslow hopes you've enjoyed today's discussion and topic. http://www.WorldThinkTank.net - Have an important subject to discuss, contact Lance Winslow.

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Article Submitted On: March 18, 2011

How to Know If a Student Needs a Tutor, Before It's Too Late!

Parents of school age students, Pre-K to High School, find it harder and harder to help their own children with their school work, projects and assignments due to the higher expectations placed on them in this generation. A few decades ago it was not as true as it is now since school systems have raised the bar in the standard of learning and education.

College and adult students as well are finding in more and more difficult to keep up and stay ahead because of the higher academic requirements placed on them from their colleges, universities and vocational schools.

That is where tutoring comes into the picture. Tutors can assist in equipping a student with the academic skills they need to excel and succeed in school. And although tutoring is often thought of as something to help the student who is falling behind academically it is also used to help students who are in honors or advanced courses or for those preparing to take college entrance tests or exams.

Here is a great guide to determine if private one-on-one in-home tutoring is right for your school age student or you, the student.

8 Indicators That Signal a Tutor May be Needed

Tests scores and grades have spiraled downward since the beginning of the school year.No matter how hard the student works, their grades do not improve.A certain subject or even several subjects cause continued frustration.The student thinks negatively of themselves and their school performance.Teachers or profs have actually suggested that the student receive assistance from a tutor with their school work, assignments or projects.The student has lost interest in school work and/or learning altogether.The student is gifted and is not being challenged by the normal school system curriculum.Help is needed in preparing for and excelling in college entrance tests.

3 Benefits of Having a Tutor

Tutors in a one-on-one setting with a student can more easily and quickly identify the problem areas of the student and provide the attention and instruction they need.Tutors do not have the emotional ties to a student like a parent would, which often makes it easier for the student to receive the instruction and/or correction they require.Tutors have the specific education, background and experience needed to help students with their academic work and/or a particular subject area.

Creating an Effective Classroom

Classroom management becomes truly effective when the teacher is able to effectively communicate to their classes that they mean business.

Easier said than done, right? It actually is quite easy, although there is a subtle art to it. However, even if you are a teacher who is struggling right now with class management issues, you can go into your classroom tomorrow and send the message immediately that you mean business by doing one simple thing right now.

Make up your mind that you will take ownership of the management issues in your class and that you will be the one to deal effectively with them. Understand that effective classroom management begins and ends with you. Put away the detention slips, and use them only for serious offenses. Remind yourself that this is your classroom, and you have been empowered by the school district to manage it professionally and effectively. Then, sit down and write a list of the class management issues that you are experiencing which are making it almost impossible for you to teach your class.

Put the curriculum on hold for a week. Don't worry, once you get the class working effectively, you can catch up. They are probably not learning much now anyway, so focus like a laser beam on your list.

Examine your list. Ask yourself: what can I do to decrease the problems I am having, and increase my on task teaching time? Try to think like one of your students. What really motivates them? Why do they act the way they act? Why do they do these things in my class but not in other classes?

Then, prepare lessons which deal with every problem on your list. Talk about them openly with your class. Try to get them involved and engaged with the problems in class. Be clear and precise with them, and discuss the importance of the issues in your lessons. Be firm, but understanding. Try not to yell, but do not plead either. Show them you are in control of yourself and your emotions, and that from now on, things are going to be different in this classroom.

Set behavior goals with the class which can be measured and if met, they can receive a reward. Link them to the problems on your list. Show your students you appreciate their cooperation, but do not overdo it, otherwise they will think you are trying to manipulate them. Remember that your goal is to decrease problems and increase on task teaching time. Chart your progress towards that goal, and cross off your list the issues you effectively have been able to conquer.

Lastly, understand that effective classroom management is never going to be perfect. Some days will be good, and others not so good. However, if you decide to take control today, you will have more good days than bad. Guaranteed.

English Teaching Materials - The Right Materials Will Guarantee ESL Classroom Success!

Teaching English as a second language can seem daunting, but it's not really if you follow the simple logic of: what would a kid like most. Chose your English teaching materials keeping this in mind and you cannot fail to keep kids interested and learning.

So, rather than stocking up on text books for the kids to repeat vocabulary for hours, find a fun English language game. Even better, find a fun game in which they get to make the props? It's pretty common sense really. Kids are pretty clever in the fact that they always go for the fun option... why make life unnecessarily difficult?

A great tool for finding great English teaching materials that will made your job a whole lot easier is the one you are using now. That's right... the internet! The internet is full of free, fun information, great courses and audio / video resources.Teaching materials can make the difference between a boring lesson that kids dread and a fun, exciting experience they look forward to, but there are a few different techniques that will support whichever materials you choose.

1. Take time to identify with your class. Whatever you call it in your mind- bonding, identification or simply great communication- this is an absolute must for successful English language teaching. Many times you are working against either the idea that learning English is hard or, working in a country where teachers are an untouchable authority figure. When the kids trust and can identify with you they will be better able to learn. They will be relaxed, happy and look forward to your lessons!

2. Immersion - this is the best way to teach any language and there are many ways to do it. If you live in a country where English is the dominant language... great! Organize play dates with native English speaking children of a similar age. Kids learn best through genuine interaction so this is a great way to learn. Also, the other kids on the play date get a great diversity experience. Win-win all round! If this is not an option, make sure that the kids have materials such as fun audio books and games they can play with parents so that your language lesson is not their only exposure. The internet is also great for this... see what you can find!

3. Try lots of different methods for learning and try to notice which methods the children respond well to. Learning styles may differ from country to country as well as from child to child. A friend of mine runs an ESL beginners class at a local playgroup in the Caribbean. She loves listening to one boy, who avoids any written activity but will drown all the other kids out with his voice during singing activities!

4. Total physical response activities. This is an absolute must for any classroom! Kids love using their bodies - they love jumping, dancing and shaking their body. It keeps the energy levels and the interest in learning high. Lots of the English Language games out there involve lots of moving and shaking... kids love it!

5. Encourage kids to ask questions. Asking questions and being unafraid to just "give it a try" is one of the fundamentals of language learning. If kids (or adults) are nervous of making mistakes this will really slow learning progress. So, do everything you can to show making mistakes or asking questions is nothing to be ashamed of.

So there were my tips for getting the best English teaching materials and the foundations for creating a great learning experience for ESL children. Implement these techniques and watch the kids have fun while learning!

I'm currently volunteering at a local kindergarten in Honduras and teaching ESL children through English language games and other FUN ESL exercises that I've either found online or made up myself! So I'm setting out to share my JOY with the world and I hope these English teaching materials and other ideas I share will help bring more JOY and FUN to your ESL beginners class!

With much LOVE and big SMILES... keep PLAYING and LEARNING!
Karlee

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Teacher Cover Letter Example - Guideline for the Jobseekers

A Teacher Cover Letter Example is very much useful because it reflects the skill and experience of a teacher. This helps the recruiter to assess a teacher. It is necessary for a teacher to express himself. It is very much important for a person who are going to involve in the teaching profession. It is similar to the resume. Like the resume it also bears the qualification, skill, experience, administrative power of a person involved in this profession. This helps the recruiter to assess the candidate well for short listing him for the purpose of the interview.

Such example is very much needful for the teachers to describe their skill and experience. It is provided with the application. The recruiter can understand the qualities of a teacher very well from such example. Basically, this is known as the identity of a teacher. It reflects their experience very well. The recruiter can understand about their ability to manage the class and their administrative power.

This is very much essential for appearing in the interview because it is the detail description about the qualification, achievements, career goal etc of a person who are going to involve in the teaching profession. An example is very much necessary for such person because when they go for an interview for the post of a teacher the recruiter will have a clear concept about their skill and experience. Thus the recruiters can shortlist a person who are going to make their career in the teaching profession. This is important because it shows the ability of a teacher to manage a class.

In case of teaching job it is very much necessary to manage a class because the children are usually very much knotty. They want to avoid the study and engage in their gossiping. Sometimes they disturb others by talking or shouting. Thus such person should have enough class management power as well as administrative power. A Teacher Cover Letter Example reflects about the achievements and experience of a teacher very well. Recruiters can understand the qualities of a person who are going to involve in the teaching profession.

Do I Need a Degree to Teach in China?

Before coming to China, I, probably like you now, searched online for this very answer. I don't have a degree myself, so was disappointed to see that most sites said a degree was a requirement.

There were some reports that you didn't need a degree, some even suggesting that you forge a degree, I strongly advice against this, not only is it immoral, but if the Chinese catch you, you'll be thrown out, for good.

Well, I'm here now, and I can tell you that, yes, you can find work here as an English teacher, without a degree. You just need to look in the right places. Trying to find work in one of the big cities, such as Shanghai or Beijing without a degree would be extremely difficult, there's so much more competition there and I believe they are more picky.

Your best bet is to head to one of the smaller cities, or towns. There's no shortage of English teaching work in China, especially if you're a native English speaker. It seems they favor Americans, as they teach American English here.

You can even find work if you're not a native English teacher if you're English is good enough. I've worked with Spanish, Dutch, Italian and a Ukrainian.

The average pay, if you don't have a degree, for a 25-hour workweek is around $600 per month. This may seem low, but this is for a small town in China, such as Yangshuo, the cost of living is pretty cheap. A beer will set you back $1 and you can pick up a studio apartment, close to the town centre for $50 per month.

If you have a degree, you will get a better rate of pay and will find it easier to find work, but if you don't, you shouldn't have too much trouble finding work.

If you'd like some more easily digestible advice on backpacking, or to read some of my tales from the road, head on over to my blog, http://www.planitbackpacker.com/

There's lots of things I could have done better when I first set out on the big solo backpacking adventure. You learn by your mistakes I guess. If you're new to backpacking, why not learn from mine.

Happy Backpacking!

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Trigger Moments - What Are They/How Can I Teach More Effectively?

As anyone can imagine, the teaching profession is full of constant change. One day is not always going to have the same pattern of events or sequence as the previous one. A possible way a teacher can be more prepared for change is to anticipate the "trigger moments." These moments happen on a regular basis because a situation presented itself as a reaction moment for a student. If a trigger moment is noted at its beginning stages, it can be drastically reduced.

For example, if a student dislikes being late for something, a teacher should always try and keep to a consistent schedule, inform students of any possible schedule changes before they occur, and remind students how their responsible actions affect the timing of the school day. (Students talking in line = Less recess time for those students)

Also, while some change might be seen as a positive one (a snow day for students) some students have a "trigger moment" when they become rushed and hurried after a school day of snow. Teachers can again remain consistent as well as flexible with assignment/project due dates. This way, the trigger of lateness has a less effect on a student than dislikes being late.

With constant change, it is important that teachers act as dependably as possible. The teachers that succeed are able to totally immerse themselves with teaching yet detach themselves and not take situations personally. Then, the proper teacher will be able to effectively emerge and tackle the teaching profession for all it is worth.

6 Steps For Effective Classroom Management

Are you a teacher who struggles with student misbehavior and disrespect? Do you leave each day stressed out, tired, and dreading the fact that you have to go back the next day and it all over again? Do you feel isolated, alone, and do not know where to turn for help?

You are not alone. Many talented professionals like you feel this way, and unfortunately it causes them to leave teaching, thinking wrongly that they will never get it right. However, it does not have to be this way.

Like anything else in life, if you have a plan, then you can begin to achieve success. Classroom management is no different. You have to have a plan for dealing with student misbehavior.

This article will present 6 steps for effective classroom management. I appropriated these steps from a variety of sources. This program has worked very well for me over the years, although I am continually evaluating and updating what I do as I discover new techniques that work well with my students. However, the basic principles have remained the same.

Effective classroom management is not a mystery. If you follow these 6 steps, you will be on your way to effectively managing student misbehavior and disrespect.

Step One: Make a determination right now to understand, when the student is in your room being taught by you, that dealing with their bad behavior is your responsibility.

Look, no one likes this part of the job, but it is part of the job. You will have to address behavior issues in your classroom. Every teacher has to deal with them, so make up your mind now that you will not avoid them, and will instead meet them head on with an effective strategy.

Step Two: Rearrange the desks, and move about the room, to use proximity to your best advantage.

One of the most common student misbehavior is talking to their neighbor while the teacher is presenting a lesson. The proximity of the teacher to the students cuts down on this problem considerably. You can increase proximity to your students by rearranging the desks so that you can easily, and quickly, move to all sides of the room. The other way to increase proximity is to work the room; that is to actively move around, making eye contact with your students, and directly engaging them while you teach them. Make these two changes and you will find that most of the talking that goes on in class will diminish considerably.

Step Three: Stop telling your students what to do, and instead tell them what you plan on doing in response to their behavior.

For example, if you have a student who is always late for class, you know how useless it is to tell them to show up on time or else. So, instead of telling them to show up on time, let them know what you plan on doing because they do not show up on time. For example, I let my tardy students know that if they continue to be late for class, then they cannot receive full credit for class participation. I let them know exactly how it will affect their grade, and I do not waste time trying to tell them how they should behave. After all, the only person you can control is you.

Step Four: Allow students to actively make choices.

I learned this from the Book Love and Logic: Taking Control of the Classroom by Jim Fay and David Funk. No one likes to be told what to do. Power is a huge issue in the classroom. The philosophy here is to give some power to the students, in order to get something in return, which is their cooperation. Make sure when using this technique, that you offer choices you can live with. If you offer one choice you like, and another you do not, your students will zoom in on the one you do not like every time!

The types of choices you offer can be endless. Be creative, and always offer choices you can live with, and that will keep the kids safe.

Step Five: Unless it is an extremely serious issue, never refer students to the office.

If you constantly refer students to the office, you send a message to your class that you cannot handle them by yourself. And, there are some students who like missing class, even if it means going to the office. This strategy always fails, so do not use it unless it is a serious situation.

Step Six: Delay the consequence.

I also learned this from Love and Logic. This techniques uses the power of the delayed consequence to reinforce good behavior. It can be explained in an example. If a student is misbehaving, you can address in the following manner:

"I noticed during class you were ( ). I do not allow that in class. I am not sure what I am going to do about it, but I will have to do something. Meet me after school and I will let you know. Don't worry about it right now."

Of course, the student will do nothing else but worry about it! Now you have a better chance of the consequence really making an impact. Use the time to think about what is best for the student and you.

There are other techniques I use, however these 6 provide the framework for my class management strategy. I hope you find them helpful, and they lead you to look into a good class management program.

Private Tutor and School Teacher in Singapore

Teaching, whether it is private tuition or public school teaching, is a highly respectable and important profession worldwide. Educators play a vital role in teaching the next generation of people and inadvertently creating an advanced society. This explains the relatively high salaries educators earn globally. In Australia, a beginner teacher's salary is roughly US$41,109, while the average beginner teacher's salary in the United Kingdom is US$34,488. During a recent admission talk by the National Institute of Education in Singapore, the speaker mentioned that the top income earners in Switzerland, South Korea and Singapore are also teachers.

Therefore, educators in Singapore are highly responsible in moulding students' futures. However, there is a stark contrast in the degree of responsibility between a private tutor and a MOE school teacher. While a private tutor focuses only on the subject he teaches, a public school teacher finds himself caught up with other duties such as handling CCA, meeting expectations of the school and handling the well-being of students while projecting a professional image simultaneously.

Yet the irony lies in the fact that despite having a more hectic work schedule than a private tutor, some claim that school teachers are not doing enough. For instance, some suspect that it is precisely because junior college teachers are too busy with other tasks that they fail to deliver a good job in providing H2 Mathematics tuition and H2 Physics tuition. As such, the expectations of a top tutor have often been modelled after private tutors instead, who may be more specialized and knowledgeable in these subjects.

Many families in Singapore spend hundreds monthly to register and engage their children for private H2 Mathematics tuition and H2 Physics tuition, some of which provide more innovative methods for students to excel. In reality though, the meagre 2 hours spent weekly with the tutor can only be more effective than the many hours in school if the students themselves fully utilize the time for enrichment rather than merely repeating the concepts which have been taught in schools.

Nevertheless, the status of school teachers must never be relegated to the backseat as they provide the benchmark for private tutors and students alike. While it is essential that educators maintain their role as top tutors as far as possible, students should not rely and expect to be spoon fed by them, but instead take the initiative to learn and improve their grades.

Best Practices for Teaching Academic Writing to ESL Students in the Mainstream

When it comes to building academic writing skills for ESL college students in the mainstream, teachers will be doing their college students a huge service when teachers are able to build literary connections to the writing skills and concepts they wish their students to learn.

Teachers cannot assume that their ESL students understand abstract concepts as well as their native English speaking peers due to the gap in their background knowledge.

Provide Engaging Beginnings

Engaging beginnings activate students' prior knowledge. They make use of what students already know before any new knowledge is presented to them.

Many academic writing assignments are based on academic texts. The extent to which ESL students will succeed with mainstream academic writing assignments will depend on how well they are able to apply their understanding after reading an academic texts. Many academic texts assume students have the cultural, social and textual knowledge to understand the "gist" of the text. Teachers can facilitate this process for ESL students by first eliciting what students already know about a topic. This helps builds confidence A good way to engage students with the academic text is to provide brainstorming and prediction exercises, which is also a good thing for diverse classes.

Choose Texts And Writing Tasks With A Multi-Cultural Theme/Topic

In every mainstream class, there is plenty of room to explore topics of diversity and multiculturalism.

Not every writing assignment needs to fall under the "academic" style of writing. In fact, there are many academic multicultural and life-story theme topics, that are important for addressing issues of diversity, language and identity where teachers can explore different modes of writing such as a literary essay that is also based on personal experience.

Teach Strategic Writing

ESL students sometimes struggle with applying their knowledge of a thesis to academic writing. Using the "power of three," teachers have a better chance of helping students understand how to write a thesis. In my classes, I teach my students "the rule of three" for strategic essay writing. A good thesis statement includes three "P's." It is a three-Pronged, Parallel, Preview of your essay. (Thinking in Threes, Brian Backman, 2005)

Example of strategic writing in action: "Television has a positive effect because it helps you learn; it gives you information from all over the world and it allows you to relax."

The reason why many students hate academic writing is because they don't feel they have something worth saying and writing and ESL students are no different. It's not that they don't have background knowledge to cope with academic ideas and concepts, they just have it in another language! As teachers and instructors, we need to bring the assignment closer to home!

Careers in Education and Teaching

Education is one of the major sources of mass employment. The fact is evident from concern of the government toweards providing Universal Elementary Education. To fullfil this goal a comprehensive programme called Sarva Shiksha Abhiyan was launched in November 2000 in partnership with the states, to improve the performance of the schools through community owned approach and to impart quality elementary education to all children in the age group of 6-14 by 2010.

These days mushrooming public and private schools have opened up career avenues for teachers in large scale. Numbers of Institutes providing courses in teaching are also increasing at the same rate.

Teachers at various levels such as Elementary School Teachers, Secondary School Teachers are often required by the Schools and Inter Colleges. As far as Eligibility is concerned, it varies depending upon he levels at which you want to enter the field. For example, for Pre-Primary level besides possessing personality traits like love and affection for kids, patience and dedication, a montessory degree or diploma and / or a diploma in Early Childhood Care and Education is a must, if you want to become a Pre-primary Teacher. Primary and Junior Colleges need a graduate with B.Ed Degree or online teaching degree. In colleges and Universities, teachers are designated as Lecturers, Readers, Assistant Professors, Associate Professors and Professors. Only those with Ph.D are appointed / Promoted. You require a good academic record, with at least 55% marks or an equivalent grade a Master's degree level. National Eligibility Test (NET) is conducted by UGC, which a condition for appointment for all those, who do not have a Ph.D., for entry level i.e. appointment at Lectureship. In addition, in many states, State Level Entrance Test for Lectureship (SLET) for appointments within the respective States. Opportunities are also available for special educators in India and abroad. There are about 3200 such schools in india. Those with B.Ed or M.Ed in special education could also seek employment as counsellors.

Salary and Perks in Teaching & Education

As a montessori teacher, one can start with Rs. 3500 and with few years of experience one can go up to Rs. 5000-6000. As per 6th pay commission revised scale, at the primar and secondary levels including benefits like Provident Funds, can range between Rs. 10,000/- to Rs. 15,000/- per month.

Candidates desrious of acquiring teacher training qualifications can seek information regarding status of recognition / approval of the courses from the National Council for Teacher Education (NCTE), Hans Bhawan, Wing II, Bahadur Shah Zafar Marg, New Delhi. It has 4 Regional Committees located at Jaipur, Bhubneshwar, Bangalore and Bhopal.

Teaching Ancient History of the Roman Empire - Teacher's Aides

Today, it's very hard to teach in the modern classroom because the kids have less than stellar behavior. It is agreed by most educators that some (well most) of this adverse behavior starts at home, some of which is diet, and much of the rest seems to be a lack of discipline at home. Thus, the kids take those attitudes to school with them. Then there is a few percentage of children who tend to ruin it for others because they are either ADHD, bipolar, or have some other type of real psychological issue.

Yes, today is probably the hardest period in US history to teach children in school, and they need to be entertained, otherwise no meaningful learning occurs. And there isn't much time for learning when the teachers are required to teach to the test to ensure that no child is allowed to advance. Perhaps it is for this reason that I recommend using documentaries on DVD's in the classroom. If your classroom has overhead projection and can use DVDs, there is one I'd like to recommend on the ancient history of Rome. The name of the DVD is;

"DVD - Ancient Rome 5000 of Magnificent Wonders" Edited by Gregers Sall, produced by Questar Inc., Chicago, IL, (2006), 1:04 hours, ASIN: B000FS2W8U.

The main body of this DVD can be watched in one classroom session at the junior high or high school level. And then the subsequent bonus programs can be watched at a later time. The Extra Bonus Programs include; Coliseum - House of Horror, Flamma a Famous Gladiator, Fearful Facts, and Inside Ancient Rome.

Although I am an adult, I can tell you that I was quite intrigued myself watching this DVD, and I gave it to a younger relative who enjoyed it thoroughly. For instance take you know that 700,000 people died in the Coliseum during the years of events that took place there, that's just one thing you can learn on this DVD, and it is amazing how much information and interesting side topics are covered in this program.

You see, learning must be fun, and entertaining, and it is great to see that the producers of this DVD production went to great lengths to entertain the audience and put forth interesting facts with great graphics. If you want to teach the ancient history of Rome to high school or junior high students, I highly recommend this DVD. Indeed, I hope you will please consider all this and think on it. If you have any comments, questions, or concerns you may shoot me an e-mail.

The Internet As an Educational Tool? Not Until We Can Control Plagiarism

Teachers have recognized the educational potential of the internet from the very beginning, both for the educators and for students. Unfortunately, there are three areas in which the "Sleaze Factor" is ruining the internet as the powerful educational tool it should be: (1) massive amounts of plagiarism, (2) the growing number of safety and ethical issues, and (3) pornography. Until we find a way to remove these very important areas of concern, allowing children under 18 open access to the internet could actually be considered negligence. This article will deal the issue of plagiarism.

Because the majority of articles I write deal in some way specifically with mathematics, I generally start will reviewing necessary prerequisite information and the definition of terms. I decided I should check to see if "sleaze factor" needed to be defined. What do you think I found? You are correct! No definition is necessary. Whether it was husbands who go out on their wives, marketing tactics, or characteristics of certain female dates, I found many references about "sleaze factor."

What is especially sad and frustrating about this topic is that in the 3 areas I just mentioned, the people involved and possibly hurt are adults. However, when discussing educational issues, the people involved are children. We as a society should simply not be allowing these issues to even exist.

Plagiarism: A "Sleaze Factor" Ruining The Educational Value Of The Internet"

Plagiarism is becoming rampant on the internet. This has been a recent topic of conversation within an active group of ezine article writers. It is happening to me as we speak. Someone using a fake name, although I don't believe she actually exists, has stolen at least one of my articles, changed the title, put her name on it and now it is appearing on many sites and is being downloaded and emailed by people who don't know what she has done. The fact that she stole an article that is the first in a series I was announcing as well as the fact I mentioned another series I write makes me wonder if she intends to steal them all.

Because I am new to the writing field, I am finding this to be beyond belief. I brought up the issue to fellow authors, and discovered that this is happening to many, if not all, of them. It is just as troubling to them as it is to me. This problem is incredibly widespread. It is also very important! It is almost as if people don't know it is illegal. I don't know what happened to decency and honesty; and this is certainly increasing my cynicism about materials I find on the internet.

While I may be very frustrated about this for myself, I want to be very clear about why this is such an important issue for our school children. As our junior high students and high school students and even college students are doing research for a paper, just what is going to tell them that the information they are reading is plagiarized? When they turn in their research paper, it will have the name of a thief cited as the original author, which is a lie and can be verified. Students can fail for using plagiarized material.

The internet is becoming a breeding ground for "bottom feeders" because there are no controls nor punishments for the illegal things they do. If sites cannot be trusted to furnish factual non-plagiarized material, our children may just need to return to encyclopedias. They are safer in many ways.

Shirley Slick, "The Slick Tips Lady," is a retired high school math teacher and tutor with degrees in Mathematics and Psychology and additional training in brain-based learning/teaching. Her goals: (1) to help parents help their children with math, (2) to help eliminate the horrendous Algebra failure rate, and (3) to inform the general public about problematic issues related to the field of education. For your free copy of "10 Slick Tips for Improving Your Child's Study Habits," visit her website at http://myslicktips.com/

Article Source: http://EzineArticles.com/?expert=Shirley_Slick

Using Reinforcement To Promote Good Behavior In The Classroom

Discipline remains one of the single most common problems educators face in their day-to-day teaching. Future teaches must adopt a classroom discipline philosophy that will aid them in creating a positive learning environment. The key is to find a discipline philosophy that compliments your education philosophy. One of the most widely recognized and commonly used classroom discipline models is B.F. Skinner's Behavior Modification.

The Behavior Modification approach is derived from the work of psychologist Ivan Pavlov. Dr. Pavlov's most famous experiment resulted in getting dogs to salivate by ringing a bell. In this experiment, a bell was rung prior to the dogs receiving meat powder. After a few days, Pavlov rang the bell without giving the dogs the meat substance, yet the dogs still salivated. The experiment revealed that the bell had become associated with the food; thus, the findings concluded any action could be linked to controlled stimuli.

Skinner believed Pavlov's experiment showed that all human behavior could be explained as responses to environmental stimuli. In relation to children and their behavior, Skinner believed children are not goal directed but rather controlled by their environment. Therefore, in order for children to behave properly, they must be controlled by their environment. The Behavior Modification philosophy contends this can be achieved through stimuli known as reinforcements.

There are two kinds of reinforcements, negative and positive. A negative reinforcement is generally confused with the act of punishment. In actuality, it involves a student's need to avoid an unpleasant consequence. The result of a negative reinforcement is to increase the frequency of a particular behavior, not reduce it, which is the primary objective of punishment.

For example, students are given 100 points to apply to their citizenship grade. Points are deducted for each previously defined inappropriate behavior. If students increase good citizenship to avoid losing points, they are said to have been negatively reinforced. In contrast, a positive reinforcement occurs when stimuli are present. Using the same citizenship scenario, if children are awarded more points for exemplary behavior, they have been positively reinforced.

Both negative and positive reinforcement act as a means to increase the response with which they are associated. The significant objective of the Behavior Modification approach is not to inflict punishment, but rather induce stimuli that change behavior for the purpose of being rewarded and feeling a pleasant experience.

Reinforcement can be distributed in a variety of ways. Conditioned types include verbal, like acknowledging a students performance or rewarding them with special privileges such as being an assistant during an instruction lesson. Edible types include candy and other goodies, which are fairly effective with preschool and early elementary students, while material types such as toys, games, and personal items are also helpful motivators for behavior change.

You must compare and contrast your education philosophy in order to determine if the Behavior Modification classroom discipline approach compliments your teaching style. Your decision will also be contingent upon your school environment and student body makeup. Perhaps exploring online colleges psychology courses can help one understand the logistics behind different types of behavior. Do your research, weighing strengths and weaknesses of all discipline philosophies before making a final decision. Some research may even lead you to earning an online degree in psychology.

Article Source: http://EzineArticles.com/?expert=Natasha_Bright

Establishing Classroom Rules

Establishing clear, concise classroom rules that are aligned with school policy let the students know exactly what is expected of them and the consequences for not following those rules. Aligning the rules with school policy gives the student's consistency in all their classes making it easy for the students to learn and acquire more legitimacy. In the eyes of some students, rules are more legitimate because they are everyone's rules. Teaching the students the rules and making sure they have a firm understanding of them will give them the power to decide their "fate." They will not feel unfairly treated when punished and will know what rewards they can earn for good behavior if properly taught the rules. It is also important to be consistent in implementing classroom rules, having positive and negative consequences, and communicating the list of rules to the parents.

It is important to be consistent in implementing classroom rules because if a teacher is not consistent the students will not know what to expect. If a teacher sets rules and adheres to them each and every time, the students will know they will not be able to slip things past the teacher. It will also help create a positive atmosphere. If the rules are implemented on some students and not others, some students may feel picked on and as if they were not being treated fairly.

In addition to implementing the rules with punishment, it is also important to have positive reinforcement as well. Punishment is needed in some situations but if negative reinforcement is the only attention students are receiving for their actions some will continue to act poorly to get that attention. Positive reinforcement teaches the students that they can receive attention for having good behavior. If the student was merely acting out for attention, positive reinforcement may be the key to breaking through with that student.

The rules are not only important for the students to know, they are also important for the parents to know. If the parents know the rules that their children are expected to follow in the classroom they will feel more assured that their child is being treated fairly in the classroom, they can help teach their child these rules and they can give their input on what they think may or may not work well with their child. At the beginning of the year, after the rules are established, it is a good idea to send home a copy of the rules to the parents and welcome comments regarding them.

Clear, concise and consistent rules are the key to classroom management. Aligning classroom rules with school policies will help students learn these rules fast since they will be using them with all of their teachers, at recess and lunch, and in the library as well. A good balance of positive and negative reinforcement is vital to the success of the rules to keep from creating a trouble maker needy for attention. The parents should also be notified of the rules and their comments on them should be considered.

Steps to Teacher Certification

Teaching is one of the most rewarding careers available. Along with parents, educators support and guide an entire generation of children as they make their way into adulthood. Few careers come with such tremendous responsibility, yet few careers are as enjoyable as mentoring school-aged children.

Those considering a career in education should follow the appropriate steps to certification. Certification is the professional recognition given to college or university graduates after they complete necessary coursework in a certain subject or division. It helps to have a bachelor's degree in the subject you wish to teach, but teachers must also be certified in order to teach in most states' public school systems.

Many colleges and universities offer online certification programs that are approved by their state's Department of Education and meet state reciprocity requirements across the nation. It's important to select a program that will equip you with the latest instructional methods and terminology, as well as offer you convenience and flexibility. The latest educational practices are technologically innovative and data-driven, and it's imperative to choose a program that will provide you with insight into these methods and resources.

If you already hold a bachelor's degree in your chosen subject, many certification programs will supplement your content knowledge with educational courses designed to focus on teaching, assessments, and learning styles. Career-changers and people who wish to teach a subject for which they don't hold a bachelor's degree are also eligible to benefit from these programs. They might have to take additional undergraduate courses in their chosen field, and most universities that offer certification programs also offer these undergraduate courses. If the course is not available at the school, you may complete the course at another accredited institution.

Once your college or university grants your certification, you will need to obtain a teaching credential or license from the state in which you wish to teach. Many states require a passing score on certain teaching exams, such as the Praxis series of assessments. The Praxis I measures a teacher's pre-professional skills and covers mathematics, reading, and writing. The Praxis II is a content-based test for the subject area you wish to teach. Some states also require teachers to take the Praxis III exam during their first year of teaching. As part of this assessment, a trained official observes a class and conducts pre-observation and post-observation interviews.

While most states require a passing score on the Praxis I exam, different requirements for the Praxis II and III assessments vary by state. Prospective teachers should research the state requirements for licensure before applying for a position. Several states, such as California, New York, Florida, and Georgia, require educators to pass a state-specific exam instead of the Praxis. It can be difficult to become a teacher in another state if that state has a different set of requirements for licensure. Some states offer reciprocity agreements that will allow schools to recognize licenses from different states. However, these agreements are only temporary in some areas and teachers are asked to pass the state requirements after the first year of teaching.

Prospective educators can find the reciprocity agreements on each state's department of education web site: http://www.alleducationschools.com/education-careers/article/department-of-education.

Teaching is one of the most important and gratifying careers available. Educators make a powerful impact in the lives of children by mentoring generations of future leaders.