“Teachers at Mount Desert Elementary School in Northeast Harbor, Maine, use proven Responsive Classroom techniques — such as relationship-building morning meetings and engaging student-led activities — to get students focused and ready to learn.”
Are your student’s engaged and armed to learn? Is your classroom a “responsive” one, watch this Video and decide.
As all of our schools wrestle with the technological revolution and application to classroom instruction educators continue to try and transcend the chasm from digital immigrant and try and develop classroom strategies to meet the needs of our digital natives. Today’s classroom teachers are digital immigrants and must develop literacy in technology to meet the needs of these students.
Digital Natives are the generation born during or after the general introduction of digital technology. Digital Natives have an inherent understanding of digital technologies, as they’ve been integrated into their lives since early childhood. They are part of a tech-savvy generation at the forefront of technological progress and want to be connected when they wish, from anywhere.
Almost as soon as they can walk, children these days are using iPads, iPhones and all sorts of mobile devices. Most three and four year olds are now technologically savvy, using digital technology at home, in school, and on the go. Using the web site to play games, learn language, math, and reading skills, take pictures and listen to music. This means that a burgeoning number of children are well versed with the Internet and the hardware they need to access it, well before they even start school.
iPads and iPods are influencing all areas of learning in David Andrews’ classroom. He reveals how he’s using the iPad in the following article from Teacher Network. Click here to read about his amazing technology journey and how he is using iPads in his primary classroom to build and control a ‘vehicle’ using a variety of online apps.
The mission of the Common Core State Standards is to provide a consistent, clear understanding of what students are expected to learn. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our children need for success in college and careers.
The Common Core State Standards (CCSS) encourage the highest achievement of every student by defining the knowledge, concepts, and skills that students should acquire at each grade level through an integrated standards-based system of education in which both academic content standards and “Habits of Mind” standards are an essential part of the whole.
The article below was written by JEFFREY WEISS of the Dallas News, I thought it was an awesome article describing of the communication challenges of today’s digital native students. With all the technological advances we enjoy come new challenges, education has to address to prepare our students for college and career.
Is speaking audibly and in complete sentences an academic skill? Is listening actively — watching who is talking — something to be taught in schools? Should teachers be concerned as a matter of curriculum whether their students can carry on civil conversations?
At Peak Preparatory, a successful charter school in Old East Dallas, the answers to all three questions are unambiguously “Yes.” With the start of this school year, in every class from kindergarten through 12th grade, every teacher and every student know that every question, answer or conversation is supposed to meet specific standards. “It’s built into everything we do,” said Christopher Garcia, director for kindergarten through fifth grade at Peak. “We are holding scholars accountable for 100 percent of these.” Students are always “scholars” at Peak. The 7-year-old school is part of Uplift Education, the largest charter school network in Texas. Math skills, science knowledge, writing ability — those have long been a successful focus. Peak has earned an Exemplary rating from the Texas Education Agency. But this past spring, the school’s teachers responded to a survey saying that there were other proficiencies where their kids weren’t gaining ground: Too many students spoke too softly, looked away from each other or their teachers, offered or gave offense without cause. And then there was the story brought home by one of the school’s top recent graduates, a young man who had earned a substantial scholarship to a prestigious university. When he got there, he was invited to dinner by his new roommate and his roommate’s dad. And the Peak grad found himself tongue-tied, unable to carry on a conversation, and totally intimidated by the college environment. That’s a problem, Garcia said.
Excerpts from a press release from the California Department of Education, March 2012
SACRAMENTO—State Superintendent of Public Instruction Tom Torlakson today announced the Common Core State Standards (CCSS) Systems Implementation Plan for California was presented to executive and legislative branches of state government.
Standards define the knowledge, concepts, and skills students should acquire at each grade level. The CCSS were developed through a state-led initiative to establish consistent, clear education standards for English-language arts and mathematics across the nation. The standards are research-based and internationally benchmarked—i.e., they are informed by the practices of academically high-achieving nations around the world. The CCSS are designed to prepare students for success in college and careers not only in the nation, but in the competitive global economy.
The CCSS Systems Implementation Plan for California describes the major phases and activities in the implementation of the CCSS throughout California’s educational system. The first phase involves increasing awareness of the CCSS, introduces the initial planning system to implement it, and establishes ways to collaborate with interested parties. The second phase outlines a transition period by building resources, assessing needs, establishing new professional learning opportunities, and expanding collaboration between stakeholders. The third phase will include the implementation of new professional learning support; fully aligned curriculum, instruction, and testing; and the integration of these elements for all students.
Politics aside, we have to remember that our country is proud of our heritage of allowing people to have their own beliefs with out being persecuted for them. A person who bashes others publicly, in the media, on TV, or on Facebook because their beliefs differ is acting contrary to the fundamental foundational beliefs of of our country. When will we stop judging and begin really working together as a nation for the good of all?
Yes, I am a Christian, and I have personal beliefs, but I am not narrow minded. I am caring, understanding, and do not judge others. I am so tired of the political manipulation from both parties and pray, that our nation can come together and work for the good of everyone our country not matter what their beliefs are.
As educators and parents is it our responsibility to raise this next generation so that they are not closed-minded but caring, compassionate, and servant minded, no matter our personal beliefs.
Common Core Standards are a set of academic standards that states across the United States follow. The California Board of Education adopted the standards in August 2010, which means that children in Kindergarten through 12th grade in the state are required to follow the same educational curriculum as children in other states that adhere to the CCS.
Purpose
The standards provide a framework to prepare students in schools in California and elsewhere for college and the workforce. California state Superintendent of Public Instruction Jack O’Connell has said that the standards give a “consistent, clear understanding of what students are expected to learn” and that they make the U.S. more competitive with other countries.
Development and Implementation
The Common Core Standards were developed by California in conjunction with the other states that have adopted them. The federal government had no role in the standards’ development or implementation in California or elsewhere, and individual states choose whether to adopt the standards
Every child’s development is unique. In general the developmental milestones below are a general estimate of typical development. If a child is ahead of schedule or behind these estimates, he may still be within average ranges of development.Your child is beginning to become more aware of others’ feelings. They may offer a toy to an upset child, or even to adults when they are upset. They will follow the rules of games such as “Mother, May I?” and early board games such as “Chutes and Ladders.” They will show a preference for specific friends and adults.
Read More…As Greg paces the floor, waiting for his 17-year-old daughter Sandy to return from a school event, he feels two conflicting emotions: fear and anger. Fear that something terrible has happened to her. Anger because he thinks his fear is probably unfounded and Sandy is not hurt, simply irresponsible.
Finally, Sandy calls. She’s all right. She just lost track of time. Greg’s fear disappears, but his anger grows.
The love that motivated his worry is overwhelmed by a growing sense of outrage. He begins to rehearse what he will say and what punishment he will inflict. Unless he intercepts his anger, it can easily turn to rage, an emotion likely to produce foolishly impulsive conduct that’s likely to alienate Sandy and widen the rift between them.
Here’s the character challenge: Can Greg stop his runaway train of anger long enough to think about his objectives? His immediate goal is to vent his fury and frustration and teach Sandy a lesson. His long-term goals are to strengthen — not weaken — his relationship with his daughter and to help her become more responsible and respectful.
If Greg stops and thinks about his broader goals, he will want to turn this event into a positive teaching moment. To do that, he will have to choose his words and tone carefully.
Good managers don’t yell at or demean employees because it would be ineffective and unethical. Parents have no less of a duty to be tactful and respectful when dealing with their children.
From Michael Josephson- Character Counts
Matt, an eighth grade teacher, was in a huge hurry. With guests arriving at his home shortly he had a small list of things to buy. With 14 items in his basket he decided to chance it and use the “10 Items or Less” express line.
Matt’s heart pounded when he saw Phil, one of his students, come toward him. Matt talks a lot about honesty and ethics and, as he feared, Phil was all too happy to catch him doing something wrong. Sure enough, with a big “gotcha” smile Phil loudly proclaimed, “You have too many items. That’s cheating.”
On the scale of moral transgressions misusing the express line is a misdemeanor. But the inconsistency between Matt’s words and actions can, nevertheless, seriously undermine his message about the importance of ethics and his personal credibility. Whether he’s officially “on duty” or not, a teacher is expected to set a good example. It’s the same for all people in authority including parents and bosses. And when they fail to do so there are consequences.
