Effective Instructional Strategies for Middle and High School Education

May 20, 2024

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Explore a comprehensive array of strategies to enhance student engagement and learning outcomes, including differentiation, questioning techniques, cooperative learning, simulations, discussions, debates, and student-directed investigations.

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Effective Instructional Strategies for Middle and High School Education

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PowerPoint Slides to Accompany Instructional Strategies for Middle and High School, 3e by Bruce Larson and Timothy Keiper
Figure 1.1 Intrinsic motivation and “flow.”
Figure 1.2 The learning cycle in differentiated instruction.
LIFE EDUCATION SCHOOL Figure 2.1 Linking life, education, school
Figure 2.2 Curriculum and stake holders
Figure 3.1 Goals, long-term targets, and short-term targets
Figure 3.2 Updating Bloom’s taxanomy
Table 3.1 Recent assessment trends
Table 3.2 Comparing five assessments
Table 3.3 Presentation rubric
Figure 4.1 Schwab’s four commonplaces
Figure 4.2 Planning for improving future lessons
Chapter 5: Lecture/Interactive Presentation
Figure 5.1 Sample “outline web” of main ideas
Chapter 6: Questioning
Figure 6.1 Question construction wheel
Chapter 7 : Cooperative Learning
Table 7.1 T-chart for “working together in a group”
Box 7.1 Group and self evaluation
Box 7.2 Group biography planning sheet
Chapter 8: Simulations, Role-Play, and Dramatization
Table 8.1 Appropriate terms for simulations
Box 8.1 Simulation score sheet
Table 8.2 Persuasive paper rubric
Chapter 9: Discussion and Debate
Figure 9.1 Future’s wheel brainstorm web
Figure 9.2 Diagram of a fishbowl discussion seating arrangement
Table 9.1 Clipboard checklist for classroom discussions
Figure 9.4 Discussion rating scale
Chapter 10: Student-Directed Investigation
Figure 10.1 Stages of the inquiry process
Table 10.1 Analytic rubric for making a brochure

Bradley Associates avslöjar översta skäl varför Mark Zuckerb

Facebook har förändrat världen. Sätt på vilket vi sammanställa och sprida information som en kultur slutgiltigt har ändrats. Mark kan fortsätta att förändra världen till bättre även efter stegning åt sidan och låta en ny VD att hedra hans feduciary ansvar för hans lager innehavare. Ny VD kan räkna ut diskreta sätt att tjäna pengar på de data som vi har alla lämnat honom. LA Times noterar att Mr. Zuckerberg har visat sin ålder och oerfarenhet under sitt företags hantering ta företaget offentliga: “Zuckerbergs likgiltighet till traditionella företagens etikettregler — han bar gymnastikskor och hans varumärke hoodie för Facebooks första stora investerare möte – ses som respektlöst i företagsvärlden han behöver vinna över. “Hans beteende är vad jag skulle förvänta sig av någon sin ålder – luvtröjar och allt annat,” sade Chris Whalen, senior verkställande direktör vid tangens Capital Partners i New York. “Han försöker att vädja till sin publik istället för att vara ansvarig för sina investerare. Hans uppgift är nu att köra företaget.” Medan när det gäller har Sheryl Sandberg CNN Money citerats som säger: Före landning jobbet på Facebook, Sandberg var stabschef för Treasury Department och blev en högsta verkställande på Google (GOOG, Fortune 500). Hon sitter för närvarande i styrelsen för The Walt Disney Company (DIS, Fortune 500) och flera ideella organisationer. Zuckerberg rekryterade henne för att få ordning till hans snabbt växande men ibland kaotisk företag. Hon betraktas allmänt som hans högra kvinna, kör Facebook’s corporate och försäljning verksamhet medan Zuckerberg fokuserar på produktutveckling. Jag anser att för att kunna fortsätta växa Mark Zuckerberg bör avgå och tillåta Sandberg att köra Facebook. Det finns så många sätt att blysänken tjäna pengar alternativ som är nästan oändliga: Till exempel: jag ser inget fel med laddning företag att ha en Facebook-sida. Inte heller kan jag se något fel med avgifter för vissa tjänster för användarna. Han kan förlor

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List of top 10 schools in bangalore

List of top 10 schools in bangalore 1. SCHOOL SEARCH MADE EASY LIST OF TOP 10 SCHOOLS IN BANGALORE Edustoke brings to you an assorted list of top 10 schools in Bangalore ranked by Parents over the years. This includes all the category of schools in Bangalore like CBSE, ICSE and other schools For a Comprehensive list of Bangalore Schools Filtered by Locality, Board type and Reviews by Parents you can visit Edustoke at : Schools in Bangalore 2. SCHOOL SEARCH MADE EASY INDUS INTERNATIONAL SCHOOL, BANGALORE The Indus International School, Bangalore, is an International Baccalaureate school situated on a 40-acre campus at Sarjapur, Bangalore, India, which was established by the Indus Trust in 2003 Visit Schools at https://www.edustoke.com/bengaluru/ indus-international-school- thyvakanahally 3. SCHOOL SEARCH MADE EASY OAKRIDGE INTERNATIONAL SCHOOL, BANGALORE Oakridge International School, with just a decade of presence, has garnered a strong repertoire to become one of the best international schools in the country. The prestigious international school was started with a mission to build a community of leaders, over a foundation of shared beliefs, values and ethos. Visit schools at https://www.edustoke.com/bengalu ru/oakridge-international-school- choudadenahalli 4. SCHOOL SEARCH MADE EASY MALLAYA ADITI INTERNATIONAL SCHOOL, BANGALORE Mallya Aditi International School is a private school located in Yelahanka, Bangalore, India. It is named after Bangalore's former billionaire and Member of Parliament Vijay Mallya as a result of an endowment Visit schools at https://www.edustoke.com/ bengaluru/mallaya-aditi- international-school- yelahanka-new-town 5. SCHOOL SEARCH MADE EASY JAIN INTERNATIONAL RESIDENTIAL SCHOOL, BANGALORE Jain International Residential School, Bangalore is an institution also with weekly boarding facilities under The JGI Group on a 350 acres campus known as the Jain Global Campus which is JGI's main campus Visit Schools at https://www.edustoke.com/ bengaluru/jain-international- residential-school- ramanagara 6. SCHOOL SEARCH MADE EASY THE INTERNATIONAL SCHOOL, BANGALORE The International School Bangalore is a private educational institution located on Sarjapura Varthur road in Bangalore, India. It was founded in 2001 by Dr. K. P. Gopalkrishna, and is a sister school to the National Public Schools, Bangalore Visit schools at https://www.edustoke.com/ bengaluru/the-international- school-bangalore- hegondanahalli 7. SCHOOL SEARCH MADE EASY BISHOP COTTON GIRLS SCHOOL, BANGALORE Bishop Cotton Girls' School, or BCGS, is a private all-girls' school for boarders and day scholars in Bangalore, Karnataka, India Visit Schools at https://www.edustoke.com/ bengaluru/bishop-cotton- girls-school-sampangi-rama- nagar 8. SCHOOL SEARCH MADE EASY INVENTURE ACADEMY, BANGALORE Inventure Academy is an International School in Bangalore. This coeducational independent school is located in the outskirts of Bangalore, India. Founded in 2005, the school is located in the outskirts of Bangalore on a campus of 37 acres Visit Schools at https://www.edustoke.com/ bengaluru/inventure- academy-hegondanahalli 9. SCHOOL SEARCH MADE EASY NATIONAL PUBLIC SCHOOL, BANGALORE The National Public School, Indiranagar (NPS) is a private school located in Indiranagar, Bangalore, India. It is a sister institution of the National Public School Visit School at https://www.edustoke.com/ bengaluru/national-public- school-new-tippasandra 10. SCHOOL SEARCH MADE EASY STONEHILL INTERNATIONAL SCHOOL, BANGALORE Stonehill International School is a private, secular, coeducational day and boarding school for students aged from three to eighteen. English is the medium of instruction throughout Visit School at https://www.edustoke.com/ bengaluru/stone-hill-int- school-bangalore-rural 11. SCHOOL SEARCH MADE EASY EBENEZER INTERNATIONAL SCHOOL, BANGALORE Ebenezer International school (EISB) is a residential and day school located in India. It was founded in 2006 by Dr. Abraham Ebenezer. It offers ICSE, IGCSE Visit School at https://www.edustoke.com/ bengaluru/ebenezer- international-school- chinthalamadivala 12. Edustoke.com Or Call 91 8277988911 https://www.facebo ok.com/edustoke https://twitter.com /InfoEdustoke https://www.linkedin .com/in/edustoke- pvt-ltd-96a388110/

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Understanding Diversity And How It Affects Teaching And Learning – Part 2

Diversity Preparation Teachers felt their formal pre-service training did little to prepare them for teaching a diverse student population. Typically, discussion about diversity was the extent of their training. Teachers felt the best pre-service preparation was student teaching in schools with racially and culturally diverse student populations. In the absence of formal training, they drew upon personal life experiences. Some teachers had traveled extensively; some had lived and taught overseas. Older teachers either had previous job experience working with children of similar backgrounds or felt their accumulated life experiences prepared them for understanding and relating to all kinds of students. Similarly, teachers growing up in urban areas among different races and cultures felt this background contributed to their understanding of and preparation for working with diverse student populations. Most teachers said they learned about teaching diverse student populations on the job. Some familiarized themselves with the backgrounds of their students by doing research on specific cultures or reading about teaching in diverse settings. Once they felt they had an understanding of their studentsu2019 backgrounds, interests, needs, and aptitudes, they then tried to figure out how to differentiate the curriculum to meet the needs of individual students. They relied mainly on trial and error, and received little structured assistance to achieve this goal. Diversity Support According to the survey findings, about a third (32 percent) of the new teachers did not think their induction programs had any impact when it came to teaching a diverse student population; more than half (55 percent) felt the program had no impact on teaching English language learners. During the interviews, the teachers said they had few professional development opportunities and limited support for teaching diverse learners. Diversity workshops were the most common form of professional development. In Seattle, diversity workshops are a standard component of the induction process for new teachers. While teachers generally held a positive view of the workshops, most felt they did not offer much in the way of actual classroom practice. Some teachers said their mentors helped them translate what they learned in the workshops into classroom practice. Mentors, peers, and administrators sometimes shared personal knowledge of individual students and their backgrounds, and new teachers found this to be useful. Teachers felt that addressing diversity should be a goal of the entire school, not something left up to individual teachers. The extent to which a focus on diversity was part of the school culture either supported or impaired teacher efforts to address diversity in the classroom. Teachers pointed to aspects of school cultureu2014low expectations of students of color and of those from poor familiesu2014that reinforce the cycle of poverty by asking less of certain students. School policies that labeled, separated, and tracked students with special needs, or those having learning problems, were seen as running counter to the efforts of individual teachers to promote effective teaching in their classrooms. Although teaching special education students was challenging, teachers also found it to be a valuable learning experience. Teachers that had experience in special education felt they were able to draw upon that experience to teach academically diverse learners in general education classes. Academic Diversity Support Teachers struggled to meet the needs of diverse learners. While most felt they made progress as the year progressed, they also voiced frustration at the lack of instructional supports available to them. One teacher commented that half her class was bilingual and required an instructional assistant, but the assistant was frequently pulled out of the classroom to chaperone field trips and do other things. Another teacher felt she was not given adequate time or materials to teach effectively; she wanted fewer students, more classroom support, and less paperwork. For the most part, teachers were left on their own to address academic diversity. Using trial and error, they introduced techniques they hoped would be effective and then evaluated how well the techniques worked with individual students. Observing and/or working with other teachers was another strategy new teachers employed. Several teachers found that the best way to address student differences was to find out as much about the students as possible and use this information as the basis for instruction. For the most part, teachers had to come up with their own strategies for developing, implementing, and assessing what instructional strategies were effective with different types of learners. They felt hands-on instructional approaches worked with an array of learning styles. Teaching Diverse Students u2013 Get to know each student individually. A good relationship is key to student and teacher success, and is based on open communication, trust, and respect. u2013 Learn about the racial and cultural backgrounds of your students, and get to know their parents. u2013 Learn about yourself and your own background. Ask yourself how your own background may affect your teaching style and your relationship with students. u2013 Create an environment where students can have safe dialogues on diversity, including race, culture, class, and sexual orientation. u2013 Help foster a school environment where staff members can have open discussions on race, culture, class, and other aspects of diversity. u2013 Identify and use tools to facilitate discussion around diversity, including facilitation protocols, ground rules for discussion, and contracts. Promote the use of these tools consistently throughout the school community. u2013 Master a variety of instructional strategies to reach students with different interests and strengths. Source: https://ebookschoice.com/understanding-diversity-and-how-it-affects-teaching-and-learning-part-2/

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Targeted Recruitment Efforts And Specific Hiring Strategies For New Teachers

Shortages of teachers are often most acute in certain fields, particularly bilingual/English as a Second Language, special education, mathematics, Spanish, and the physical sciences. Sometimes students are taught by a revolving door of substitutes. Other times students from the affected class are added temporarily or permanently to different classes, thereby increasing class size. When substitutes are not available, which is frequently the case, other teachers may be assigned to u201ccoveru201d the class during their preparation periods, a practice which solves the immediate problem but has long-term consequences for staff morale and attendance when teachers become exhausted and frustrated. It is difficult to ask students to take their education seriously when their school appears incapable of providing them with a regular teacher. The most common vacancy areas were special education and middle school classroom teacher. While some vacancies may seem miniscule, it is not minor from the perspective of the students without teachers. The highest-poverty schools are most likely to have teachers hired after the beginning of the school year. The highest-poverty elementary, K-8th grade, and middle schools each had at least twice as many teachers hired after September 15 as their counterparts with less than 80 percent low-income students. The vacancies are concentrated in the same set of high-poverty schools year after year, a situation that is exacerbated by placing the least experienced teachers in these schools. With about seven percent of the teaching force brand-new in any given year, new teachers can be found in every school. But the school assignment process has the effect of concentrating new teachers disproportionately in positions where it takes the most grit and skill to succeed. New teachers are most likely to be found in the highest-poverty schools. For example, 11 percent of the teachers at schools with at least 90 percent low-income students had less than one full-year of experience in the district, compared to five percent at schools at which less than 80 percent of the students were poor. At schools where 90 percent or more of the students are classified as low-income, the average number of years in the district was 10, and about half of the teachers in these schools had five years or less of previous teaching experience in the district. The u201csenioru201d colleagues may only have a few yearsu2019 more experience than the newcomers. The concentration of new teachers in particular schools presents an enormous challenge for mentoring efforts: there are simply not enough veteran teachers to go around. Further, many of the new teachers at middle schools have no experience in the middle grades and had little interest in teaching those grades when they applied to the district. These disparities in teacher experience occur in part because of school transfer rules that provide the first pick of jobs to teachers with the most seniority. A brand new study concluded that the general pattern is for teachers to transfer from higher-poverty schools to those with lower-poverty. The longer a teacher is employed by the system, the more opportunities arise to transfer to a lower-poverty school. Since new teachers are more likely to be found in high-poverty schools, and new teachers are less likely to be fully certified, it follows that schools with higher percentages of low-income students also have higher percentages of emergency-certified teachers. 82 percent of the teachers at the highest-poverty schools (defined here as 90 percent or more low-income) were certified to teach, compared to 92 percent at schools with the lowest rates of student poverty (less than 80 percent low-income). While this inequity is evident in each of the years we examined, the disparity between highest- and lowest-poverty schools has intensified over the three years since 2017. The inequity has grown in part because, while certification rates declined across school poverty levels, the highest-poverty schools experienced a larger drop. The highest-poverty schools also tend to have high percentages of minority students. Our data show that the percent of certified teachers at a school declines as the percent of minority students increases. In 2017-2018, 96 percent of the teachers at schools at which less than half of the students were minority were certified, compared to 86 percent at schools with 90 percent or more minority students. From 2018, schools with the lowest minority enrollment maintained roughly equivalent levels of teacher certification, while schools with high-minority populations saw their teacher certification levels drop. Once hired, new teachers often experience a rough start to the school year. For new teachers, late hiring and school placement mean that they have little time to learn about their school or the neighborhood it serves, meet their colleagues, set up their classrooms, evaluate the teaching materials available to them, or plan appropriate lessons. Those who arrive after school starts sometimes face students who have been taught by a series of substitutes, a situation that often creates a classroom culture of disorder that is difficult to change. While some school principals do an exemplary job with new teacher induction, high percentages of the respondents to a new survey reported that they finished their first week at the school without basic supports and information from administrators. During this period, two-thirds were not given the districtu2019s Curriculum Scope and Sequence for their courses; nearly three-fourths were not given student forms; a third were not given a staff handbook, and only half were told who their union building representative was. Focus group research indicates that high school teachers receive less assistance than teachers at other school levels. There were, however, some significant differences in their responses on these and other items by school level. For example, elementary school teachers were more likely than others to say they felt safe in their buildings, and substantially higher proportions of new high school teachers reported that their buildings were clean (39 percent) and that students were added or removed from their classes on a daily basis (45 percent). Source: https://ebookschoice.com/targeted-recruitment-efforts-and-specific-hiring-strategies-for-new-teachers/

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Instructional Model and the Application of Biotechnology Knowledge Critical Thinking in Biotechnology by High School Stu

This study was a pretest and posttest experimental research design which set out to investigate the impact of an Instructional model Ekwale Ada's Instructional Model on the application of biotechnology knowledge by high school students in the Anglophone Subsection of Education in Cameroon. That is to investigate whether students taught with the Ekwale Ada's Instructional Model for Biotechnology Knowledge Application exhibit a higher level of critical thinking in biotechnology than students who were taught without the model traditional methods of teaching . The Ekwale Ada's Instructional Model for Biotechnology Knowledge Application was an instructional package which integrated Inquiry based learning Hands on , collaborative learning Cooperative learning , Demonstrations, increase in the length of time learners are engaged in activities, Scaffolding and Remediation. The target population was upper sixth science students in the Anglophone Subsection of Education in the North West Region, South West Region, and some displaced upper sixth science students from North West and South West Regions into the Littoral Region for the 2018 2019 academic year.The researcher constructed a Biotechnology Application Test BAT in the form of a pretest and a post test. These tests contained three sections An MCQ section, a short answer section and a section in which practical activities were carried out.The indicator of biotechnology knowledge application was critical thinking in biotechnology. For critical thinking, the researcher created an inventory for the respondent to go through which covered problem identification knowledge understanding the situation of the problem comprehension gathering of facts to solve the problem application discussions of the causes of the problem analysis a decision on how to solve the problem synthesis and resolution of the problem take action . The researcher then created a five point inventory scale to grade the critical thinking activities which ranged from excellent 5 marks Good 4 marks average 3 marks below average 2 marks and poor 1mark .The students who were taught with the Ekwale Ada's Instructional Model for biotechnology knowledge Application experimental group scored higher in critical thinking than those who were taught with traditional methods control group with a calculated independent t test value of 67.02 for the experimental group and 1.05 for the control group with a critical t value of 1.96 at 0.05 level of significance with 70 degrees of freedom. The sample of the study was 72 upper sixth science students who offer biology 36 students for the experimental group and 36 students for the control group . Out of the 36 students from both the experimental and control groups, 18 were males and 18 were females making a total of 36 males and 36 females for the whole experiment. The sample was obtained from one government school, one mission school and one lay private school in each region. In the North West Region, 24 students were sampled 12 males and 12 females 08 from GBHS Bayelle, 08 from St Paul High School Nkwen and 08 from St Michael's High School . 24 students were sampled in the South West Region 12 males and 12 females 08 from GHS Buea, 08 from Baptist High School Buea and 08 from Frankfils Comprehensive High School Buea . In the Littoral Region, 24 displaced students 12 from the North West Region and 12 from the South West Region were sampled 12 males and 12 females 08 from GBHS Bonaberi, 08 from PHS Douala and 08 from Mother Theresa College Bonaberi Douala . Therefore the sample was 72 individuals 36 for the experimental group and 36 for the control group .The study was an experimental study in which a teacher made pretest was administered to both the experimental and control groups the students of the experimental group were taught with the Ekwale Ada's Instructional Model for biotechnology knowledge application treatment while those of the control group were taught without the model traditional methods of teaching . After the treatment, a teacher made post test was administered both to the experimental and the control groups. The experimental group was located in GHS Mamfe while the control group was located in Progressive Comprehensive High School Bamenda.One non directional hypothesis was stated in both the null and alternate forms. The null hypothesis was 1. There was no significant difference in critical thinking skills in biotechnology between students taught with the Ekwale Ada's model and those who were taught without the model. The data for the pre test and the post test for the experimental group and control group were collected in the form of scores. The independent t test was used to find out the difference in means of the scores of the pretest of the experimental group and the control group and the difference in mean of the scores of the posttest of the experimental group and the control group. The null hypothesis was rejected and the alternate hypothesis was retained. The hypothesis indicated that there was a significant difference in the means of the post test of the experimental group and the control group.The result of the study was 1. There was a significant difference in critical thinking skills in biotechnology between students taught with the Ekwale Ada's model and those who were taught without the model. The experimental group on whom the treatment was administered performed significantly better 67.02 than the control group 1.05 on whom the treatment was not administered. Ekwale Emilia Ada ""Instructional Model and the Application of Biotechnology Knowledge (Critical Thinking in Biotechnology) by High School Students in the Anglophone Subsection of Education in Cameroon"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020, URL: https://www.ijtsrd.com/papers/ijtsrd30071.pdf Paper Url : https://www.ijtsrd.com/humanities-and-the-arts/education/30071/instructional-model-and-the-application-of-biotechnology-knowledge-critical-thinking-in-biotechnology-by-high-school-students-in-the-anglophone-subsection-of-education-in-cameroon/ekwale-emilia-ada

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12 Stats About boutique travel pr london reviews to Make You Look Smart Around the Water Cooler

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This will help you discover the best deal feasible. There are a number of various sorts of insurance policy that you can buy from the Public Relations London. They are as complies with. Traveling Mishap insurance, Travel and also Holiday Insurance Policy, Comprehensive Travel Insurance Policy, Medical Insurance and Traveling Insurance Coverage, Personal Insurance Coverage and also House Insurance Policy. The PR London business additionally supplies a range of traveling insurance policy bundles that can aid you take a holiday to any component of the globe. You can make use of these services when intending a vacation to assist you with your holiday. The business provides a travel insurance policy testimonial solution that can help you discover the best deal feasible. This evaluation solution also aids you find the most effective worth for cash on your traveling insurance. You will locate the PR London web site is really interesting and handy. The company has an internet site that is created in such a way that you can locate all the details that you require to make an informed choice. The Public Relations London internet site has a specialized website that is made to help you intend your holiday. The internet site has a riches of details to assist you plan your trip. The PR London business gives you with the high-end traveling insurance that you need to travel with a great price. With a terrific rate and a wide range of high-end traveling insurance options you can be sure you will have every little thing you require for your holiday. <h1>The Advantages of PR London</h1> Among the best things about deluxe Traveling PR London is that there are really several various places in London that can make it so much less complicated for you to obtain the London PR services that you need. Allow's take a more detailed take a look at what is offered and just how to utilize them to your benefit. One of the greatest benefits of high-end traveling is that it is a great way to obtain all the coverage that you require. The most effective component about this is that you can get the coverage that you need at the best rates, as well as with the most effective insurance coverage for the most pricey of occasions. One of the largest reasons that London is such a desirable place to job is due to the truth that you will certainly be able to deal with a selection of different individuals. One of the very best aspects of PR London is that it is an area where you will certainly discover a lot of different people pertaining to London. Because of this, you will be able to obtain all the coverage that you need. Simply make sure that you look into the different places in London, as well as see what you can find there. An additional wonderful aspect of London is that there are a lot of various events that you can most likely to. Consequently, you can locate that you have the ability to get a selection of various protection for any variety of various occasions. Among the largest factors that high-end travel is so important is that it can make it a lot simpler for you to discover a range of various people. One of the greatest advantages of obtaining a high-end travel London service is that you will be able to obtain the protection that you need. Among the most effective aspects of deluxe travel is that it will certainly permit you to find the best possible bargains. When you are trying to find a London PR service, make certain that you have a look at the various services that you can get. London has several various places that you can most likely to, as well as you will certainly be able to obtain the coverage that you require from the most effective feasible bargains. The best aspect of deluxe Traveling London is that it will certainly allow you to use a selection of various places. In order to get the protection that you require, you will need to use all of the various places that remain in London. As you can see, there are a great deal of advantages to getting the service that you need from deluxe Travel PR London. So as to get the most effective feasible protection, you will certainly intend to explore every one of the different areas, and also solutions that are available. There are a few different places that you can get insurance coverage from in London. If you desire the coverage that you need, you will certainly wish to locate the London PR London that you require, and then you will certainly be able to get the protection that you require. Among the most preferred areas that you will certainly locate is that of Westminster. This is an area that have several benefits, and is a wonderful place for a deluxe traveling London solution. Westminster is the place that you will locate if you are searching for a PR London solution and also is just one of the best locations to utilize. Westminster. Westminster is a place where you will have the ability to obtain every one of the insurance coverage that you need. in order to get the insurance coverage that you require, as well as to ensure that you obtain all of the coverage that you need. <h1>The Role of a Travel Representative in Deluxe Traveling</h1> High-end Traveling PR London is among the leading travel agencies in the UK and is accountable for developing and also developing an online reputation for its customers in the travel market. The firm also works in creating brand-new clients along with keeping its existing customer base. Traveling PR London has a solid history of creating brand name recognition as well as loyalty in the UK market as a leading supplier of deluxe travel solutions. Their goal is to create a thorough checklist of high profile customers as well as keep a solid, faithful following. A holiday company should be able to provide all the essential solutions to customers. In the travel market, there are several different solutions that are very important for any company to provide. These include: Traveling Representatives: Traveling agents are learnt the locations of reserving trips and accommodation. They are able to bargain in support of clients on behalf of the client, aiding them to book as well as schedule one of the most ideal as well as affordable traveling options. Travel Booking: Traveling agents can supply help to customers that intend to book a trip or hotel for their next journey. They can likewise help customers that have recently bought an automobile or are planning a vacation. Traveling Insurance: Traveling insurance can be a fantastic method of guaranteeing your trip. A traveling insurance coverage company can help you to protect versus dangers, consisting of clinical expenditures as well as loss of rental residential property. Traveling insurance policy can also aid you to protect against any type of damages caused to your baggage and also residential or commercial property. Travel Insurance: Traveling insurance coverage is a have to for the majority of tourists. It can offer financial security if you become not able to travel for any type of reason. The cover can be bought by the client separately, or it can be bought by the travel bureau and paid for by the client. Traveling Insurance: The amount of insurance that you can acquire is dependent on the type of travel insurance coverage that you pick. Most traveling insurance service providers give travel cover for one to 3 days. There are travel insurance policies offered that can provide security for one year and even much more. If you are taking place holiday and also have a family or an extensive remain in a foreign country, it is constantly best to be insured throughout of your holiday. Traveling Representative: Traveling representatives are also very vital in this sector. A travel agent will help you arrange for the travel setups and services that you require. They will certainly also assist to publication flights as well as schedule hotel accommodation. Traveling Agents: Traveling agents also aid customers plan their trips. Travel agents will have the ability to give the most effective holiday destinations and places, whether that be an unique island or a prominent beach resort. They will additionally advise clients on the most effective times of year to go to as well as what activities to do throughout their holiday. Travel Agent: The travel agent will certainly likewise have the ability to provide recommendations on just how to take a trip to a specific country, whether that be on a cruise ship or a high-end cruise. They can advise you on the best routes and also where to remove as well as land throughout your vacation and also can arrange for various other services, such as transportation. Traveling Representative: The travel representative will certainly likewise be able to advise their clients on their itinerary, such as where to take place a business journey, a family holiday, and also a honeymoon. They can additionally recommend on which traveling destinations are best for experience and vacationing, and also what type of visa is needed for their customers. Travel Representative: Traveling agents will additionally encourage on all aspects of a holiday. This includes planning tours and what to cause your trip, along with their accommodation options and also which holiday accommodations are suitable for the requirements of their client.

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11 Ways to Completely Sabotage Your best online learning middle school review

<h1>Middle School Free Online Courses For Intermediate School Trainees</h1> Intermediate school pupils can benefit from on the internet understanding as a result of the variety of subjects that they are revealed to on a daily basis. Online training courses enable pupils to find out at their very own rate, which will make it less complicated for them to maintain all of the info that they find out. For trainees that have problem with the class atmosphere, on-line knowing may be the perfect means to go. Intermediate school pupils are able to learn more than they would be able to in a typical class setting. They can discover music theory, as an example, or even regarding the background of the globe. These topics are commonly instructed in secondary school, however trainees have the chance to study these topics while dealing with an university or university course. Several trainees that take online knowing intermediate school complimentary have no difficulty keeping what they found out in class. This is because their minds work in a different way from trainees in the typical class. Knowing happens in the brain while the trainee remains in a state of alertness, as well as the student doesn't need to think about just how to maintain the details discovered. Learning happens when pupils are participated in the procedure of understanding. When pupils find out online, they are in a loosened up state, and they can keep the information better. Knowing happens when the mind's info handling system is energetic. When pupils are in a kicked back state, they have the ability to refine information a lot more quickly. Knowing that occurs in an online learning atmosphere requires the exact same amount of emphasis and attention as discovering in a class. Students are given a particular quantity of time to work on a certain task. When students are given the opportunity to work in a group, the team learning design will be shown to them. This team finding out style can be useful since pupils will certainly be offered an opportunity to find out at their very own pace. In an on-line knowing atmosphere, students are motivated to connect freely. Pupils are offered the possibility to ask questions or to listen to the teacher's explanation. This is a fundamental part of finding out due to the fact that it offers students the opportunity to learn in their own time and to do what is needed to comprehend the information. The trainer will be there to lead the students through the process of learning, to ensure that they can discover as quickly as they need to. Trainees that take courses on the web at middle school complimentary have the opportunity to enroll that relate to the topics that they are examining in school. Pupils have the alternative to choose to take a training course that relates to the subject that they are researching, and to a subject that they have rate of interest in. This can make the discovering experience much more interesting. Intermediate school pupils have the chance to get more information than they would certainly if they took courses in a standard classroom. Online discovering enables pupils to get the expertise they need to succeed in university and also to preserve that knowledge for future success in the class. The trainee will have more time to service a job that is related to the topic they are examining. Numerous intermediate school pupils take courses that are related to their rate of interests. They might take pleasure in reviewing publications or enjoying motion pictures, or they may choose playing online video games. When the pupil takes a program that is related to the interest of the student, it enables them to make use of that details throughout their whole learning experience. When the trainee utilizes their own interest to discover, they are more likely to retain that details for future usage in their class atmosphere. Middle school students may enroll in a range of topics. Intermediate school trainees who are taking an on-line training course will certainly be provided the chance to choose subjects that intrigue them and to find out those topics at their own speed. This means that they can learn at their very own speed and also keep that information throughout the whole discovering procedure. Middle school students can discover at their own rate. Discovering at your very own rate can aid trainees to discover at their own speed and to have the possibility to discover at their own rate. Trainees who find out at their own speed are more probable to preserve the information that they are finding out. Understanding at your very own speed can increase the price at which you are able to understand what is being instructed in your classes. <h1>Online Learning Middle School Courses for Intermediate School</h1> In the current past, the on the internet learning of middle school has actually come to be a preferred means of finding out in several countries around the world. As you may know, online discovering is a fantastic method of discovering and it is just one of the fastest expanding areas of education and learning today. When it concerns online discovering, Middle school is the most preferred learning age. When you remain in middle school, you are just a couple of years far from getting in high school, which can be really frustrating especially when you want to be ready for the high school years and also your institution calls for that you have an SAT or ACT ratings to get in. Intermediate school is the moment when your researches begin to actually repay because your researches start to aid you out a great deal when it concerns senior high school. In intermediate school, you will certainly find out more regarding mathematics, scientific research, and English. In this area, you will certainly also discover social research studies and history. You will certainly likewise learn about literary works, background, and also other topics that will certainly help you when you go into secondary school. Intermediate school is a fun time to begin obtaining knowledgeable about college life since your research studies in intermediate school will prepare you for secondary school and university life. Back then, you will certainly discover more concerning analysis, writing, and also mathematics. You will likewise find out about the background of scientific research, background, mathematics, as well as literature. When you remain in middle school, you will begin to find out about your social life as well as relationships. You will certainly additionally begin to learn about partnerships in between different societies and individuals. In this age of the net, you will likewise discover how to use the internet, as well as how to make a website. When you remain in middle school, you will additionally learn more about just how to utilize social networking sites such as Facebook, MySpace, as well as Twitter. As you start your studies in intermediate school, you will certainly be able to sign up with the complimentary lessons supplied by numerous on-line discovering middle school websites. These lessons will certainly give you with all the materials that you require to complete your projects, and also they will also aid you with your comprehension skills and also expertise regarding various subjects. When you sign up in these totally free lessons, you will get to learn just how to use the web, how to make use of the web, and utilize social networking web sites. The advantage about these training courses is that you will be able to take these programs and take them online at your ease and also when you seem like it, as well as whenever you seem like it. In the long run, when you are in middle school, you will certainly really feel more confident when you start to get in high school and you will have all the high qualities that you need to do well in that stage of your life. Intermediate school is a good time for you to create your abilities and understanding in different topics such as social research studies, English, science, and also math. When you are in middle school, you will additionally have the ability to prepare yourself for a senior high school, along with college life. In this stage of life, you will be prepared to go to an university, to obtain a task, and to locate your method the world. As you prepare yourself for intermediate school, you will certainly begin to take part in the lots of online learning middle school courses that are readily available for you. This will permit you to get the details that you require to plan for your secondary school and university life. University life is a very interesting time for a lot of individuals. Most of individuals that most likely to college return to finish their studies and also come to be successful in life. By participating in the free lessons offered through the internet, you can discover college life, exactly how to compose essays, and also concerning college life. and also how to prepare on your own for the university life that awaits you. You will certainly likewise learn just how to make use of the web to get the details that you need to succeed in the future. <h1>What Should Online Knowing Intermediate School Students Look Out For?</h1> Lots of people are looking to online learning intermediate school for one factor or one more. On the internet learning allows them the capability to get the advantages of a typical class discovering experience without needing to go to institution. There are also lots of people that intend to get a certificate and even a level but do not have the moment to attend a traditional university or university. Intermediate school students are some of the most crucial ones to consider when it comes to online learning. They will have the ability to take classes that will not just aid them get into the most effective colleges or colleges, but will likewise permit them to obtain their GED. One of the most effective aspects of online knowing intermediate school pupils is that it allows them to get their level when they are older. For instance, if they intend to end up being an instructor in high school, then they can do so. Nevertheless, they will certainly not need to go to a traditional college until they finish from senior high school. Many intermediate school pupils will be able to enter into community colleges also. It is important to see to it that the area college is recognized. This will help them obtain their credit ratings count at their desired schools. Most on the internet knowing middle school students will certainly be able to get involved in a secondary school that supplies online discovering. They can likewise use the high school to learn about college and also what they will certainly need to do in order to get their levels. Once they have learned all of this info, then they can apply to an on the internet learning middle school that uses these courses. It is very important to obtain the most effective info regarding online knowing middle school students. Lot of times, the details that they can obtain online is just not comparable to the details that can be discovered at a traditional school. In many cases, it is possible to obtain the very same amount of info, but online understanding middle school pupils can be at their tasks as well as still be able to discover online. Intermediate school is an extremely important time in the lives of lots of kids. It is additionally a time when they discover academics and also all of the other skills that are needed for their future. Because of this, it is very important to make certain that they obtain the most out of their on-line knowing intermediate school. When it pertains to on the internet understanding, there are a great deal of points to think about. However, if done properly, it can be a fantastic means to obtain the most out of an online knowing middle school. It is very important for pupils to recognize that an intermediate school online program will be an extremely different experience than an in-class program. This is since the program will certainly be hung on the internet. Pupils will certainly not have the ability to connect with other pupils as long as they would if they were going to an actual class. Nonetheless, pupils can still utilize the web to obtain information and also to find out about things that they require to know in secondary school. If they put in the time to do this, they can save a great deal of time and effort. On top of that, it can be an excellent method to get involved in a high school that has a reputation for helping students obtain their education and learning. There are a lot of factors that an intermediate school may supply complimentary online understanding. As an example, it may be because the institution does not have enough cash to spend for standard classes. This is a tight spot for an institution to take care of. However, they can make one of the most out of this approach by using on-line discovering to offer students the very best education and learning feasible. One more reason can be that the pupils are not curious about going to a standard institution. If this is the case, then there is a method for them to get their education. It might be needed to work with a tutor to aid them in the on the internet learning intermediate school. These tutors are able to meet students regularly so that they can find out with them similarly that they would certainly if they remained in an actual class. The tutor can likewise be an efficient method to assist them discover what is essential during their studies. <h1>Intermediate School Free Online Courses - What to Try to find</h1> An enhancing number of individuals are looking in the direction of the web to aid them make a degree from a college, college or university of their picking. This is no question a terrific point, due to the fact that on the internet discovering offers a number of benefits that conventional classes merely can not. These advantages consist of: The adaptability that online knowing provides suggests that you can graduate from any type of university, university or institution no matter whether it lies in a standard classroom or on the internet. Naturally, a typical classroom might also supply an excellent base level of direction, yet it would be hard to progress as promptly as you would from a conventional class. On-line understanding is a wonderful choice for pupils who want a degree, yet do not wish to need to go through the long procedure of getting a traditional degree. Because you are learning from an on-line course, you will certainly have the convenience of participating in classes when you intend to. This is terrific for trainees that are in a hurry or on the move. This means that there is no demand to take your online course after job. Online courses will certainly likewise allow you to function when you wish to, which suggests that you can fit your job timetable around your classes. You can also progress at a much faster price from an on the internet understanding program due to the fact that you will have the ability to take as several classes as you want, along with work at your very own speed. This implies that you will have the ability to graduate in as little as three years. Typical degrees are normally supplied in the scientific researches. This means that if you want to get a degree in math or computer science, you will have to go to a standard college. Nonetheless, with an on the internet level, you will certainly be able to get a degree in the same topic at an institution or college of your option. You will additionally have the choice to select whether you intend to attend classes on campus or online, and also if you are going to online classes, you can likewise finish your researches while on the relocation. Unlike typical universities, on-line universities typically supply scholarships. Students might also be able to receive some cash that will certainly aid cover the price of living while they are participating in school, especially if they are participating in a college beyond of the country. Many on-line universities likewise supply financial assistance to pupils that need money for publications or products. Traditional colleges will certainly offer you a range of different programs. An on the internet university or college normally offers the choice of attending a class at any moment of the day, a traditional college will typically have a collection routine where you will certainly remain in course throughout the day, some offer over night classes. Conventional colleges will also supply you a variety of various based on learn about. An on the internet university or university will supply a huge range of various based on pick from, and you will certainly be able to discover a selection of various fields and subjects in an on the internet university or university. Trainees that are going to a conventional school will commonly be restricted to only one major to work on, as well as you will certainly likewise require to finish a series of basic education and learning classes. Students who are going to an on the internet university or university will have the capability to discover a multitude of different topics and subjects and also select to take them at their very own pace. When checking out Intermediate school Free Online programs, it is necessary to check out all the benefits that you will get. As an example, with an online degree program, you will certainly have the ability to discover every one of the exact same training course material that you would in a traditional college or university program, and you will certainly also be able to learn at your very own speed, whether you are taking the course online or in the house. It is also crucial to take a look at what kind of profession alternatives you can find on the internet. Online knowing programs are coming to be very popular because of the career choices they open for you. You will have the ability to select from a variety of different occupations and also career opportunities since an on-line college or college will provide you the ability to choose from a variety of different profession choices. For instance, some people pick to enter into marketing, some pick to enter into the medical field, some pick to go into the lawful area, and also others pick to come to be an instructor or a writer. With an on the internet education and learning, you can choose from a variety of various occupation paths.

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A New FMI Study Analyses Growth of Mea rough terrain cranes Market in Light of the Global Corona Virus Outbreak

Future Market Insights presents a comprehensive analysis of the Middle East and Africa rough terrain cranes market in its new publication titled u2018Rough Terrain Cranes Market: Middle East and Africa Industry Analysis and Opportunity Assessment, 2016u20132026u2019. In this report, Future Market Insights has focussed on offering detailed insights and in-depth research on the Middle East and Africa rough terrain cranes market over a 10 year forecast period 2016 u2013 2026. In this report, we have covered the important factors driving the growth of the Middle East and Africa rough terrain cranes market, untapped opportunities for market players in this field, trends and developments shaping the dynamics of the Middle East and Africa rough terrain cranes market and other insights across various key segments. In addition, we have identified the key drivers and restraints affecting the growth of the Middle East and Africa rough terrain cranes market. Changing trends are also analysed and incorporated in the report to equip the client with exhaustive information about the market resulting in better decision making. Macroeconomic factors that directly and indirectly affect the growth of the Middle East and Africa rough terrain cranes market are also incorporated in the report. Report description The primary objective of the report is to offer insights on the market dynamics that can influence revenue growth of the Middle East and Africa rough terrain cranes market over the forecast period. Insights on key trends, drivers, restraints, value forecasts and opportunities for companies operating in the Middle East and Africa rough terrain cranes market are presented in the report. To understand and assess opportunities in this market, the report offers market forecast on the basis of lifting capacity, boom length, sales channel and country. Sample of Research Report @ https://www.futuremarketinsights.com/reports/sample/rep-ma-2571 Market segmentation To understand and assess opportunities in the Middle East and Africa rough terrain cranes market, we have divided the report into four sections based on market segmentation as under: By Lifting Capacity Upto 25 Tonnes 25.1 to 50 Tonnes 50.1-75 Tonnes 75.1-100 Tonnes More than 100 Tonnes By Boom Length Upto 25 meters 25.1-35 meters 35.1-50 meters More than 50 meters By Sales Channel New Sales Equipment Rental By Country GCC Israel Turkey South Africa Northern Africa Rest of Middle East and Africa The market value for all segments is taken in US$ Mn and the market volume is also identified in units for all the segments of the Middle East and Africa rough terrain cranes market. A section of the report highlights the country-wise rough terrain cranes demand. It provides a market outlook for 2016u20132026 and sets the forecast within the context of the Middle East and Africa rough terrain cranes market. The other section of the report highlights the Middle East and Africa rental rough terrain cranes market analysis. Furthermore, the next section highlights the Middle East and Africa rough terrain cranes new sales market providing information on the trends related to each respective segment. In the final section of the report, a competitive landscape has been included to provide report audiences with a dashboard view. The report provides detailed market share analysis of the rough terrain cranes market on the basis of rental companies and key manufacturers operating their businesses in the Middle East and Africa region. Detailed profiles of manufacturers are also included within the scope of the report to evaluate business strategies, key offerings and recent developments in the Middle East and Africa rough terrain cranes market. Towards the end of the report, we have provided an exhaustive list of the rough terrain cranes rental companies functional in the Middle East and Africa region. To Buy This Research Report @ https://www.futuremarketinsights.com/checkout/2571 Our research methodology The market volume of the Middle East and Africa rough terrain cranes new sales market is inferred through in-depth secondary research and validated from industry experts through primary interviews. Each interview is thoroughly analysed and average market volume is deduced and reconfirmed prior to incorporating in the report. The price of rough terrain cranes is deduced basis the lifting capacity, where the average price of each lifting capacity is inferred across all the six assessed countries. The market value of the Middle East and Africa rough terrain cranes new sales market is thus calculated from the data provided by the average selling price and market volume. For the 10-year forecast of the Middle East and Africa rough terrain cranes market, changing trends have been observed, giving an idea about the future of the market. Other important factors considered to arrive at market forecast are the size of the current market and other dynamics shaping the scenario of the market. ABOUT US: Future Market Insights is the premier provider of market intelligence and consulting services, serving clients in over 150 countries. FMI is headquartered in London, the global financial capital, and has delivery centers in the U.S. and India. FMIu2019s research and consulting services help businesses around the globe navigate the challenges in a rapidly evolving marketplace with confidence and clarity. Our customized and syndicated market research reports deliver actionable insights that drive sustainable growth. We continuously track emerging trends and events in a broad range of end industries to ensure our clients prepare for the evolving needs of their consumers. CONTACT US: Future Market Insights U.S. Office 616 Corporate Way, Suite 2-9018, Valley Cottage, NY 10989, United States T: 1-347-918-3531 F: 1-845-579-5705 Web: https://www.futuremarketinsights.com

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Overcoming Adversities For Children And Youth At Risk Of Educational Failure

The primary goal of the present study is to examine the impact of the changing macroecological characteristics of cities on school performance, and to draw from the research base and from innovative developments on what can be done to make a significant difference in reducing the achievement gap among urban students from minority backgrounds. Greater numbers of children from increasingly diverse sociocultural and economic backgrounds have been included in our nation's schools, and the kinds of educational programs offered in the classroom have been greatly diversified. These accomplishments, while significant, have fallen short of the educational vision of a universal school system that provides all children with equal access to schooling success. To date, efforts during the past three decades to desegregate schools have produced very little change to enhance social and academic integration. Furthermore, the focus on the "setting" of schooling has become a barrier to the nation's quest to improve schooling for the very students who are the intended beneficiaries of school desegregation. In particular, the difficulties of life in the inner city often overshadow the urban community's rich resources for children and families. By finding ways to magnify the positives in urban life, we can improve the capacity for education in the urban community and enhance the schooling success of those children and youth from economically disadvantaged backgrounds who live in some of the most adverse inner-city environments. There is increasing evidence that the achievement gap in this nation's urban schools may be better understood in terms of the decentralization of cities, the resulting changes in the social ecology of neighborhoods, and the structure of the urban labor market. The contention is that the changing makeup of the cities accounts for much of the failure of urban schools. The United States leads the industrialized world in numbers of children living in poverty. In addition, residential segregation by race and social class has also worsened despite efforts to desegregate the nation's cities following the civil rights legislation of the 1960s. African-American and other minority students tend to be in schools where overall achievement is low. And even in schools that have achieved racial integration, students from language and ethnic minority backgrounds are often resegregated by a variety of pullout remedial or compensatory education programs. These programs tend to underestimate what students can do, neglect fundamental content, provide inferior instruction, delay the introduction of more challenging work, and fail to provide students with a motivating context for learning. These circumstances place children at risk of educational failure and place schools at the center of interconnected social problems. Countering these trends and reducing the achievement gap requires an inclusive approach to responding to student diversity and the provision of powerful instruction that can increase the capacity for achieving the educational success of all students. Much is known from research and the practical application of innovative practices in overcoming adversities and strengthening the resources and protective mechanisms that foster the healthy development and educational resilience of children and youth at risk of educational failure. If we can find the means of viewing and understanding the "positives" in the lives of urban children and youth, we can rekindle the hope for progress by addressing the deep-rooted problem of the achievement gap. It is difficult if not impossible to achieve significant school improvement without forging working connections with the multiple forces that influence the development of children or the social ecology of neighborhoods. Recent discussion among educators has centered on the search for resilience-promoting strategies or protective mechanisms that help reduce the burden of adversity and advance opportunities for learning. Two major guidelines, emerging from the past three decades of research and innovative development efforts, have received increasing recognition for potentially reducing the risk factors associated with the urban life and the achievement gap in urban schools: (a) forging greater school connections with families and the community; and (b) reducing educational segregation within schools and implementing responsive and powerful instructional practices to ensure learning success of every student. There is growing public demand for a coordinated and inclusive approach to service delivery, and increasing recognition that the learning problems of children and families cannot be tackled by schools alone. Broader social policies must be established to initiate interagency, collaborative programs that link schools and other service agencies. To this end, a variety of innovative strategies and programs that are effective in forging coordinated, comprehensive education and related human services delivery are being created across the country. Although they vary in their approaches and in the specifics of their program designs, the problems facing children and families stem from a variety of cultural, economic, political, and health problems and that their solutions are complex and require pooled resource from public and private sector agencies. Clearly, we must find ways to reform current practices to ensure that educational experience in elementary and secondary schools are appropriate, meaningful, and the main source for positive development and education. The central improvement question is not whether to provide an inclusive system of education and related services delivery, but how to implement such a system in ways that are feasible and effective in ensuring the schooling success of all children, including and especially those with special needs. There is a substantial knowledge base that should be utilized in attempting to improve the current disjointed and unresponsive approach to serving children and youth with special needs who are not adequately served under the current system. Public school should be inclusive and integrated, and separation by race, gender, language background, and/or ability should be minimized. Conclusions To ensure adequate accountability for achieving equity in the educational outcomes of children and youth from ethnic and minority backgrounds who are at risk of educational failure, federal and state education agencies and local schools must be linked with other educational, social, and health service-providing institutions. A common standard of educational outcomes must be upheld for each student, including those in urban schools with high concentrations of students from minority backgrounds. A two-part initiative is needed to address the concern of the achievement gap in urban schools - one that forges greater school connections with families and the community to foster resilience development, eliminates educational segregation within schools, and implements responsive and instructionally powerful practices to ensure the learning success of each student. This initiative joins demonstrably effective practices and establishes a coordinated and inclusive educational service delivery system for children and families. It also calls for broad authority at federal, state, and local levels to grant waivers of rules and regulations to schools that wish to provide more integrated forms of education. A major next-step task in achieving a better, more systematic approach to service delivery within and beyond school walls is an aggressive plan to engage the public in dialogue on the kinds of broad-based school reforms that are needed to significantly reduce educational segregation and the achievement gap. Megan Wilson is a teacher, life strategist, successful entrepreneur, inspirational keynote speaker and founder of https://Ebookscheaper.com. Megan champions a radical rethink of our school systems; she calls on educators to teach both intuition and logic to cultivate creativity and create bold thinkers. Source: https://ebookscheaper.com/2020/09/15/overcoming-adversities-for-children-and-youth-at-risk-of-educational-failure/

55 views • 4 slides

The Most Effective And Inclusive Styles Of Educational Leadership

While traditional heads of school are still key convenors and facilitators of the work of school improvement, they must also invite a new corps of school and community leaders to the forefront in building a collective vision for that work. Leadership isn't pulling people along anymore: it's about orchestrating ideas, people, visions, potential, and organizations into a cohesive program of educational improvement. The most effective and inclusive styles of educational leadership today combine both bottom-up and top-down approaches. School and district leaders must share power and delegate key decision-making authority to representative teams of teachers, parents, business leaders, senior citizens, and others. The multiple interests and expectations that these stakeholder teams bring to the table are crucial to building a common vision for their community's education system. A sustained, inclusive dialogue identifies priorities, targets strengths, and insures that even the softest voice is heard. And when such dialogue moves to action, communities begin to institutionalize a process of engagement that can be tapped for a wide array of future projects. The key to sustaining such efforts often lies in the leadership capacity of these key stakeholder coalitions. In communities across the country today, several prominent groups are working to build alliances between key stakeholder groups, to advocate for a shared, collaborative process of reform, and to develop the capacity of their own members/ constituents to lead. Five Groups That Are Building Leadership for Reform Parents, businesses, and community groups, as well as school system personnel, are leading a variety of efforts around the country to initiate and support school improvement. To illustrate the emerging sources of leadership, we highlight some of the efforts we have found in the course of our work. 1. Administrators. Through the creation of school councils and site-improvement teams, administrators in numerous communities are developing new relationships with teachers, staff, parents, and community members. These relationships are founded on listening, sharing information, building partnerships, and finding common ground. Trust is a major ingredient in the success of these new collaborations, as school doors are being opened and u201coutsidersu201d are invited into principals' offices, classrooms, and assembly halls to take part in meaningful action for school improvement. Indeed, administrators are coming to count on the energy, spirit, and expertise of parents and community members to devise and advocate for local standards, examine and set budgets, and build support for the public schools in their communities. New projects in recent years have enabled some schools to foster a close relationship with parents and community members by collectively examining the future implications of the district's human, financial, and structural resources. 2. Parents. Conclusive evidence exists that when parents become active and involved in their children's education, those students achieve at higher levels. To that end, key coalitions of educators, business and civic leaders, and parents in many states are actively seeking to identify motivated parents in order to equip them with the skills and information they need to become leaders in school reform efforts in their own communities. In addition to receiving information about the state's education reform act and its high-stakes testing system, parents learn how to reach out to other parents and develop skills to increase their voice in decisions about their children's education. These parent leaders design a sustainable project in their home communities to involve other parents and families in an effort that will impact student achievement. Recently, parents have conducted surveys of how schools communicate with families, created manuals to provide students and families with key information about the transition to junior high school, and led workshops where parents and teachers converse with one another. 3. Communitywide Efforts. Gone are the days when volunteers were only asked to bake cookies or raise funds for their schools. Today, volunteers from the community are serving on school councils and making critical budgetary and programmatic decisions, reviewing curricular issues and promoting standards, and building support for bond referendums and other key projects. Indeed, more and more communities are nurturing key advocates for public education by providing citizens with the training, information, and skills necessary to make a difference in the work of their schools. By reaching out to schools, businesses, and the media in the member districts, the coalition has been working hard to build realistic and appropriate expectations and understanding for the new standards and testing among educators, parents, and business and civic leaders. More citizen volunteers were recruited, trained, and assigned to each of the city's middle schools to chronicle the behavior, activities, and interaction of students, teachers, and principals through classroom observation. As this process continues, the coalition will orchestrate an ambitious engagement strategy to disseminate its findings and mobilize the entire community around middle school reform. 4. Business Investment. Traditional models of business investment in schools have included adopt-a-school programs, mentoring programs and internships, speakers bureaus, and computer donations. While valuable, these programs often fail to nurture a sustained, multidimensional relationship between businesses and schools. A key component of this unique model of collaboration is the u201cloaned executives,u201d business leaders lent by their companies to work with participating schools and districts to implement change, streamline processes, and incorporate technology into their daily operations. With the addition of new reading curriculums, students have shown prominent increases in their reading scores. 5. Policy Makers. As new state and federal legislation is enacted, new regulations implemented, and research on a wide variety of educational practices becomes available, it is important that this collective information get into the hands of educational policy makers, office-holders, and the media. Efforts all across the country are beginning to insure that school board members, legislators, policy analysts, and appointed officials receive a quick, comprehensive review of information on key school-reform developments, including laws and regulations, standards and measures of accountability, and an understanding of who the key local, state, and national stakeholders are. Jeff C. Palmer is a teacher, success coach, trainer, Certified Master of Web Copywriting and founder of https://Ebookschoice.com/. Jeff is a prolific writer, Senior Research Associate and Infopreneur having written many eBooks, articles and special reports. Source: https://ebookschoice.com/the-most-effective-and-inclusive-styles-of-educational-leadership/

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Schools Should Collaborate With After-School Programs

Youth thrive and achieve in programs that foster caring child/adult relationships. These programs allow youth to form bonds with adults they grow to trust and staff who encourage them to succeed. When staff have long-term relationships with after-school program participants, they are able to identify changes in the childu2019s behavior that signal a need for intervention. A safe and secure environment that supports a childu2019s social and emotional development could also have a significant impact on improving a childu2019s academic performance. After-school programs need diverse offerings to provide the maximum number of u201chooksu201d to draw youth. More classroom-style instruction of the same type that children get in their day-school program is not always better and needs to be filled with creative and engaging curriculum delivered by experienced, qualified, and caring staff. Several overarching themes emerged: 1) The demand for services: There is an enormous demand for out-of-school-time programs, especially for middle school students who are particularly at risk without structured out-of school time opportunities. 2) Out-of-school-time programs are the new neighborhoods: Given demographic and residential housing patterns, out-of-school-time programs have become the new u201cneighborhoodsu201d and as such, are indispensable aspects of healthy communities. 3) Staffing challenges: Out-of-school-time programs struggle with three powerful staffing issues: the general labor shortage, a longstanding over-reliance on part-time staff, and high turnover. 4) Relationship between social-emotional development and academic success: Programs that offer a safe and welcoming environment, that foster the social-emotional development of children, and that offer children and youth a range of engaging structured activity can also have a positive impact on academic performance. 5) Fundersu2019 narrow priorities: As funders have become increasingly targeted and prescriptive in their funding priorities (usually with an emphasis on activities explicitly aimed at academic support and career development), they can tend to lose sight of other critical aspects of effective programs, i.e., social-emotional development and the establishment of positive relationships between youth and adults. 6) The challenge of collaboration: There is a great need and desire on the part of out-of school-time program providers to develop collaborations, especially with their local school systems, and to build a network of similar programs to share resources and best practices. However, there are a number of barriers to these types of collaboration, especially the lack of staff time for the work required to build these organizational relationships. Middle school students need to be involved in out-of-school-time programs and that if these children remain u201cunaffiliated,u201d they are at real risk. Transportation is crucial to reaching and engaging middle school students. While on-site after-school programs are desirable for middle school youth, for these programs to be effective there must be transportation to take the children home. When schools make it a priority to provide and coordinate transportation, programs are very successful in reaching youth. For example, one school dismissed their middle school students a few minutes early so that a school bus could take them to the nearby youth center and return without disrupting the bus schedule for the other children. Programs can benefit from being part of a local network of providers that can establish a u201ctransportation loopu201d for a number of programs. As referenced above, youth benefit when programs can be part of a local system of services and joint programmatic activities. Effective program collaboration depends upon strong personal relationships among staff and teachers. Out-of-school-time programs are the new u201cneighborhoodsu201d for youth. They have taken the place of the nearby houses and yards where children used to be able to play safely after school. Today, even children with a mother or father at home in the afternoon rarely participate in unstructured play with neighboring children. Moreover, it is an accepted fact that youth left unsupervised or without some sort of structured program option are at-risk of being drawn into negative behaviors. The increased emphasis on academics makes it difficult to find the program time and funding for the types of recreational and other activities that help youth develop socially and emotionally. Schools believe they should collaborate with after-school programs, but they often do not see after-school programming as a priority. There are a number of barriers to collaboration with the schools. These include: 1) Teachers are not supportive of having youth and other staff in their classrooms after hours. 2) The growing emphasis on testing and academic performance is beginning to overwhelm school staff and is becoming the predominant priority for school faculty and administration. This makes schools less willing than ever to collaborate on after-school programs, which they tend to see as unrelated to academics. 3) Severe fiscal constraints in the schools have made it increasingly difficult to collaborate. Public school teachers hired to teach in these programs after hours must realize that students need different instructional strategies if these types of u201cextended dayu201d programs are to succeed. Students do not learn effectively if they must focus solely on rigorous academics for a full extended day. This makes collaboration with after-school programs even more important. There are three core staffing issues that impact the out-of-school-time field: 1) there is a general labor shortage; 2) programs hire most staff as part-time workers; and 3) there is high staff turnover. After-school program staff are primarily part-time paraprofessionals. This is even true for public schools where the school will employ a paraprofessional . The result is that part-time staff stay on the job only until they can find a full-time position with benefits, thereby contributing to high turnover. As stated several times, staff shortages and turnover are the major challenges that programs face. Staff turnover inhibits child/adult bonding. Good programs are all about good people and good relationships. Youth thrive when they feel safe and can develop relationships with caring adults. When staff leave, youth who have become attached to them go through a u201cgrievingu201d process. While part-time employees need the most training and support, they get the least. Since most part-time employees have more than one job, even if organizations offer staff development opportunities, these individuals do not have the time to participate. Staffing constraints also hinder collaboration. Successful collaborations require staff time for planning and coordination, which is difficult for all programs to find. However, it is especially hard for small programs that lack the administrative staff to become involved in collaborations. While programs can sometimes access school buses, for this arrangement to work consistently, school departments will need to make a serious commitment to providing transportation for out-of-school-time programs on a consistent basis. There are a number of children with special needs mainstreamed into the school day program, but these children are difficult to serve in after-school programs. Even ADHD children, the one group that because of medication is most easily mainstreamed into after school programs, present a challenge. Medication policies for these children are increasingly complicated, thereby making them more difficult to serve. Sadly, many of these children wind up at home alone after-school, where they must administer their own medication. Many funders are interested in supporting programs that focus on career preparation and academic support. While those types of activities are important, it is becoming disproportionately hard to find money to support programming that builds youth self-esteem and other issues related to youth social and emotional development. This is true even when it is widely accepted that youth need help in creating positive relationships with adults and their peer groups. It is difficult to find funding for program support such as transportation, direct service staff, youth outreach, or building organizational collaborations. It is also difficult to raise money to integrate special needs students into out-of-school-time programs; schools have little if any after-school activities for these students and there appears to be little funder interest in developing these services. Securing funds for activities that support the social and emotional development of youth is challenging because the service outcomes are difficult to measure. Funding for out-of-school-time programs is becoming increasingly narrow and prescriptive, especially the focus on academic support and/or remediation for youth in light of the new emphasis on testing and standards. This narrowing of funding priorities as counterproductive, especially for middle school programs that need to be very diverse, creative and multi-faceted to appeal to as many youth as possible. These recommendations are very practical and reaffirm the priorities that had been discussed: u2022tHire a full-time staff person to facilitate collaboration and coordination with other providers and the community at large; u2022tDevelop and/or expand programs to serve middle school youth; u2022tIncrease outreach to u201cunaffiliatedu201d older youth; u2022tCreate more homework labs as part of a comprehensive after-school program. Many parents do not have the education background to be able to help their children. In addition, because schools now pack a lot of learning into homework, even more well educated parents are finding that helping with homework can be very stressful; u2022tExpand the use of volunteers to staff programs and homework labs by providing support and training for them; u2022tSeek ways to increase collaboration and integration with the schools that can maximize the effective use of facilities and other resources; u2022tWork to increase parent involvement and family support services; u2022tProvide start-up funds to implement programs in small communities; u2022tDevelop services for youth with special needs; u2022tDevelop and implement more in- and out-of-school-time program collaborations. Source: https://ebookscheaper.com/2020/11/18/schools-should-collaborate-with-after-school-programs/

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Parental Practices Are Better Predictors Of Student Achievement

Forty years of research have shown that family involvement in education is one of the most powerful predictors of student success in school. Yet many high-poverty schools still have low levels of parent involvement and experience little success in their efforts to increase it. Students from high-poverty families are also less likely to spend time at home on learning-related activities that reinforce their schoolwork. Federal Support for Parent Involvement To address the less-than-optimal level of parent involvement, especially in high-poverty schools, federal legislation designed to support systemic and comprehensive reform efforts has included parent involvement strategies as a mechanism to increase the achievement of all students. Many states and districts have taken advantage of this support to build their parent involvement strategies. Title I schoolwide reforms include parent and community involvement as a key component of efforts to increase student achievement. The federal government's program requires the grantee to nurture meaningful parent and community involvement. The new regulations delineate guidelines for states, district, and schools in developing parent involvement initiatives. The legislation supports multiyear funding for school-family-community partnerships that allows flexibility and time for implementation and encourages the coherence of parent involvement programs across groups of children and helps foster parental involvement by authorizing grants nonprofit organizations to develop and implement parent centers that provide information, training, and support to parents. According to a recent survey, 85% of the states use funding to support their family involvement activities. Parent Involvement That Effects High Student Achievement Parent and community involvement has focused more on community inclusion than in developing partnerships with parents to aid in the child's learning. States have used their funds to sponsor meetings, conferences, and discussion groups to increase the community's understanding of education reform and standards-based reform. Since the 1990s, when parent involvement became the focus of efforts to increase the achievement of disadvantaged students, there has been a wide range of parent involvement initiatives advocated by schools, districts, states, and the federal government. These activities include participating in parent advisory roles, volunteering at school and in the classroom, providing learning activities to do with their child at home, attending parent training, and visiting resource centers. Recent research has shown that the parent involvement strategies that have the strongest direct relationship with student success are ones in which the parents participate in learning activities in the home with their child; have a supportive, nurturing, authoritative parenting style; and have high expectations and aspirations for them. Several studies have shown that these parental practices are better predictors of student achievement than parents' socioeconomic status. Using School-Parent Compacts to Foster Parent Involvement Research has also shown that the school can play an important role in supporting parent involvement and in developing shared goals between the teacher and parent for the student by means of family-school compacts. Ideally, the compacts are written agreements specifying the shared responsibilities of families and schools to undertake together with the common aim of attaining high student achievement to high standards. Responsibilities focus on student learning and school quality and often include expectations about attendance, instruction at home and at school, communication between teacher and parent, monitoring of student progress, and parent volunteering. For these compacts to work, there must be mutual trust and respect between parents and schools, an ongoing exchange of information, agreement on goals and strategies, and a sharing of rights and responsibilities. Title I legislation requires the use of school-parent compacts for learning. About 84% of Title I schools use school-parent compacts. A national survey found that schools with a high concentration of poverty and/or minority enrollments were much more likely to prepare compacts for all parents than were schools with lower concentrations of poverty. Of the schools that reported preparing voluntary written agreements for only some of their students, 53% prepared them for parents of Title I students and 79% prepared them for various other special-needs groups of students. Most schools using compacts report that these arrangements positively influence parent involvement and are related indirectly to higher student achievement. Research shows that parents in schools that implemented comprehensive parent involvement initiatives that included engaging parents in learning compacts, asking parents to sign homework completion sheets, encouraging parents to attend school and classroom open houses as well as parent-teacher conferences, and providing learning resources in the home, were more involved with their child's learning at home. Not all reports of the effects of parent compacts are positive. The compact may conflict with parents' support for their children in ways not defined by the compact. Therefore, it is important to ensure that the compact allows flexibility and responsiveness to a diversity of family cultures, values, and beliefs. Compliance with the compacts can be used as a way of attracting only the most involved parents to charter schools, which may in turn be related to socioeconomic status, race, and ethnic background. One study indicated that charter schools with high-poverty, low-achieving students were more likely to have contracts with "fail-to-comply" clauses, indicating that the student could be transferred if the parent does not fulfill the contract. In some schools, the compacts represent a limited view of family-school relationships in that they view the compacts more as a vehicle for obtaining parental compliance rather than encouraging inclusion and shared goals. The Implications of Compacts for Comprehensive School Reform Efforts Nearly every comprehensive school model includes parent involvement as one of its components; however, the implementation research on comprehensive school reform generally does not pay much attention to the role of parents in model adoption and implementation. Research suggests the following lessons regarding the use of parent compacts in comprehensive school reform efforts: - Using the school-parent compact along with a set of comprehensive parent involvement strategies is effective in fostering parenting practices associated with increased student achievement. - Compacts can serve as mechanisms to provide details about at-home learning activities for parents and can inform parents about how they can work with the school to meet the demands of a particular comprehensive reform effort. - School-family compacts should be developed as a collaborative effort between parents and schools to foster a true partnership between school and family. - Since active teacher involvement facilitates the effectiveness of the compacts, teachers need training to develop and implement these compacts effectively. - Compacts can operate as a fundamental mechanism to change power relationships between parents, teachers, and administrators, which is at the heart of school reform efforts. Challenges To Implementing Compacts Efforts focused on using family involvement as a mechanism to improve student learning must acknowledge and address several challenges: - Differences by race and class affect the development, implementation, and effects of compacts and other parent involvement initiatives. - Local politics can affect the success of parent involvement efforts so it is vital to have strong parent and community support when implementing parent compact efforts. - Parents and teachers are busy and it is often challenging to find time to engage in communication and collaborative efforts. It is important to integrate parent involvement mechanisms into the operation of the school and prioritize them. - Teachers, parents and principals sometimes lack the knowledge and support necessary to successfully implement compacts and other parent involvement strategies. The availability of information about how to use the compact correctly is helpful. Future Research Directions Much work needs to be done to increase our understanding of what mechanisms are most effective in fostering the type of parent-teacher collaboration that works to increase student achievement. Rigorous research that investigates the effect of the compacts on parent involvement and student achievement, especially in low-income populations, would contribute greatly to our knowledge about how the compacts work. The federal government, states, and districts might encourage schools to institute more formal mechanisms for both implementation and evaluation of the school-parent compacts. Pre-service teacher education might focus more on how to develop and implement successful compacts and other mechanisms for fostering parent involvement in the student's learning. Finally, more research is needed on the features that make compacts effective, such as sequential activities linked to school lessons and activities that are slightly too complex for the child to accomplish without assistance from an adult, giving parents the opportunity to support and listen to the child. Studies of the effectiveness of the school-parent compacts for learning and their implementation would go a long way in helping us understand how the compacts operate as well as providing guidelines for teachers and parents who would like to work together to improve student achievement. Jeff C. Palmer is a teacher, success coach, trainer, Certified Master of Web Copywriting and founder of https://Ebookschoice.com. Jeff is a prolific writer, Senior Research Associate and Infopreneur having written many eBooks, articles and special reports. Source: https://ebookschoice.com/parental-practices-are-better-predictors-of-student-achievement/

53 views • 4 slides

Give Students The Experience Of Making A Difference

The attraction and promise of social and emotional learning (SEL) is that itu2019s a unifying concept for coordinating school, family, and community partnerships for drug and violence prevention, positive youth development, health promotion, character education, and service-learning. If you think about effective SEL programming, the goal is to make sure that it is integrated explicitly with academic instruction, coordinated with health promotion efforts and also connected to citizenship efforts. The goal of education is to educate knowledgeable, responsible, respectful, healthy, and caring students. Superintendents provide four Cs to make social and emotional learning happen: fostering commitment at all levels, coherent coordination in planning and implementation, capacity to support quality programming, and continuity from year to year to ensure institutionalization. We live in an atmosphere that is often too focused on accountability and testing. In education, we need to enlarge our thinking and actions, not just for the future of our children, but the future of our nation. I want to make three points. First, children learn as much, if not more, from the climate and culture of the school as they do from academics. Second, we have to think about social and emotional learning as one of the core elements of the curriculum. We need to think about scope and sequence for social and emotional learning in the same way that we provide for them in basic academic programs. There is no difference between the kind of program that we should provide in math, science, social studies, or English and what we do in SEL. And third, it takes time. We believe that the most effective means of creating safe, secure, and drug-free schools for students and adults is through the integration of challenging academics with a commitment to a nurturing, caring, and civil community. The most effective schools can give young people a sense of meaning in their own lives, a sense of connection to others, an appreciation for diversity, and the ability to resolve differences. Schools can also give students the experience of making a difference to others in the world around them. There are many pieces to the social-emotional learning puzzle. It encompasses service-learning, citizenship, character education, and performance and prevention programs. These are the values upon which our nationu2019s schools were founded. These are the values that were important several hundred years ago and continue to be very important today. In looking at reform and accountability, we need to remember that, in rethinking what students learn, and at what level, we also need to rethink how they learn. I believe that education works best when students are able to see a larger purpose to their actions, when they realize that what they are learning in school can be utilized to solve real problems and help others. Students gain great confidence when they see that their knowledge can have a direct and positive impact on their community and their nation. Itu2019s so important for children to be in a safe learning environment where social and emotional needs are metu2014not just for children, but for all who participate in that learning environment. That includes everyone who works in or with schools.I realized from my own research and the research that others had done that there are three common themes of why people act in moral ways and take moral action in the larger environment. (1) A connected sense of self. When someone feels a deep connection to another, or just simply a connection to someone elseu2019s suffering, the kind of response we have when we hear about an earthquake in a different country, or our response to 9/11 and the pain that we knew others were experiencing. It could be environmental as well, knowing that species are dying and feeling in some way the devastation that is occurring in our environment. (2) A moral identity. This is a deep moral commitment to a code of ethics and values that are important. (3) A larger sense of meaning. One of the motivators of action is a sense that you are trying to do something larger than yourself. This is a sense, sometimes religious and sometimes secular, that you want to leave the world a little better than the way you found it. In terms of fostering a connected sense of self, we focus on the teaching of empathy and social skills. To develop a moral identity, we focus on ethics. To develop a larger sense of meaning, we focus on service. To create a caring, ethical, and engaged community means to convert what we know about why people take action into the kinds of programs that we can provide in schools. We know that allowing children to become sensitive observers of the feeling states of others is a critical skill in helping them develop empathy. We also have to help them understand the causes of those feelings and learn appropriate ways to respond to othersu2019 feelings and to resolve differences. First, we teach cooperation through structured activities. Second, we teach empathy through new programs. Third, we develop social values through a range of ethics-based literature that weu2019ve including in our curriculum. Fourth, weu2019re trying to create a sense of community in the classroom. And finally, weu2019re teaching children about helping skills through community service-learning activities. Though these are the programs that we have selected to use, there are a whole variety of excellent programs available to schools. Thereu2019s little evidence to show that moralizing to children or giving them direct instruction in moral principles has much impact. What seems to work best is considered dialogue about moral dilemmas, practicing situations of moral conflict, and role modeling by adults. How weu2019ve transformed that into practice is by integrating social literature and dialogue about ethical dilemmas into every grade level. Students walk away with the understanding that you are either part of the problem or part of the solution, but you canu2019t sit on the fence. In terms of role modeling by adults, it means that we need to focus on our behavior, on how we project ourselves. We can provide strong role models while practicing situations of moral conflict or through participating in the social action of service-learning. Again, it is crucial to take service-learning to another level by having structured reflection time that includes raising ethical questions about the implications of the service experiences. And finally, it is important to have student involvement in decision making. When students become involved in decisions, they are able to see the ethical dilemmas that we all face and begin to struggle with those dilemmas. Community service learning is a teaching methodology that seeks to engage students in active civic participation through thoughtfully organized service experiences. What weu2019ve tried to do is integrate community service-learning into all classes and grade levels in a way that enhances the effectiveness of the instructional program so it isnu2019t just community service. It is really service-learning that is tied deeply to the curriculum. We do this in a way that provides students with service-learning experiences marked by continuity, depth, and meaningfulness. We focus on empathy, ethics, and service. Weu2019re taking the bold step of creating a democratic high school in which small groups of students, facilitated by students, will have regular opportunities to discuss school-related issues. And finally, students at every level are engaged in service-learning. Service-learning is a wonderful means for helping students learn to solve real-world problems and gain needed academic skills at the same time. Our service-learning projects are tied to the curriculum as well as to the community and let students apply their skills as they are being learned. Students should not have to wait until they graduate to apply the knowledge gained in school. This kind of engagement creates a much more successful learner, allowing students to simultaneously improve self-concept and academic achievement. Teachers are expected to look for the teachable moment and impart character education through literature, history, and other discussions. We strive to provide an environment where children can have an appreciation for each otheru2019s culture and feel comfortable with their differences. The behavioral health professionals regularly sit in on classes, observing children and helping them to learn. They work with families and help to find appropriate school and community resources to support them. They suggest strategies to teachers for more effectively helping students. Once you have consistent rules, it is important to empower teachers to be effective classroom managers who are confident about and capable of enforcing rules. The result is that weu2019re seeing fewer suspensions and expulsions, and administrators are able to deal with truly serious issues, rather than having their time taken up by meeting with students who forgot their homework or talk back to a teacher. We realized the importance of looking at the whole child and surrounding every child with an effective support system. We knew that we had to address these issues at the youngest possible age so that the problems donu2019t get worse as children get older. We became committed to teaching conflict resolution skills to kids so that they could address problems effectively. Leadership is a very important concept in not only the beginnings of a program, but in sustaining it. Change is a great challenge for leaders, and itu2019s also important to have the orientation and training of the entire learning community. Updates to the board of education are very important because, without a strong and supportive board, you are not likely to get the program underway. Resiliency is the mark of a good leader, and a good leader is not captivated by the negative situation. When conducting interviews with prospective teachers and administrators, we look for people who have knowledge of and experience with social and emotional learning. We ask them questions about this topic and are able to hire them to be part of the team. Itu2019s a team effort that helps to achieve this. Itu2019s also helpful to have collaboration with teacher preparation programs. Itu2019s imperative that teachers come to you with some sort of knowledge about social and emotional learning so that you can then build upon that knowledge in your professional development plans. We as educators are obligated to seek new opportunities to improve education and be innovative. Further, in our quest for accountability, let us not lose sight of the fact we are responsible for teaching the whole child: mind, body, and heart. High academic performance and social and emotional learning are very much connected, and only when we integrate them are we truly preparing students for this 21st century and our global society. Schools with high student achievement and morale create a culture of excellence. Be sure to use data to attract and support interest in social and emotional learning; thereu2019s lots of it, and itu2019s exciting to discover. Thereu2019s wonderful data in service-learning as well as character education. Keep your community informed and supportive. People overwhelmingly endorse social and emotional learning once they know about it. You must own a vision of what is possible and be able to articulate that vision with great intensity. There has to be so much intensity that all those who hear it will own it as well. We distributed a survey to 625 new teachers in California to find out about their priorities for training. Academic teachingu2014teaching content in subjects such as math and Englishu2014was fifteenth on the list. The top concern was classroom managementu2014how to create a safe, productive, and respectful classroom environment. The second most prominent concern was what teachers could do to help kids when there is a problem. Professional development canu2019t be stressed enough. We need to make sure that we can give teachers evidence- based research that addresses the social and emotional learning needs of students. Teachers need to understand that SEL does not conflict with their need to reach standards and improve test scores. In fact, by paying attention to issues such as mental health, bullying, and conflict resolution, teachers will also help their students to raise test scores. Classroom teachers frequently feel that theyu2019re out of the loop. Often we use a train-the-trainer model and the needed messages get diluted by the time they reach the classroom teacher. The teacher is our first line of defense. The first person who sees every single child in crisis or showing some kind of warning sign is the teacher. So we need to take some time as a group to find ways to get to the classroom teachers and make sure that professional development addresses their needs. What I have found out from my experience is a lot of this is about relationship issues; a lot of this is about helping students to assume increasingly responsible, respected roles in the adult society around them. A lot of this is how we help secondary victims of the violence; and a lot of this is about educational leadership and the kinds of skills that educational leaders need to be effective in todayu2019s world. We need to find educational leaders who give top-down support for bottom-up reclamation. Our education leaders are no longer managers of a facility. They have to be good listeners, role models, and team players. They have to be facilitators of learning who can address the needs of their particular site. They have to make certain that the school is safe and inviting at all times, including at night and on weekends when many activities happen. We have to have a safety net developed across our schools and district so that we can continue to find ways to protect our most valuable resource, our children. Megan Wilson is a teacher, life strategist, successful entrepreneur, inspirational keynote speaker and founder of https://Ebookscheaper.com. Megan champions a radical rethink of our school systems; she calls on educators to teach both intuition and logic to cultivate creativity and create bold thinkers. Source: https://ebookscheaper.com/2020/12/17/give-students-the-experience-of-making-a-difference/

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PDF Old School Photography: 100 Things You Must Know to Take Fantastic Film Photos | Online

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