Group items tagged

Fifty-eight percent disapprove of requiring special education students to take the same tests and perform to the same standards as students without disabilities, and almost half—46 percent—disapprove of holding students with limited English skills to the same standards as native English speakers.

52 percent disapproved of his performance, with 25 percent indicating that he has done a poor job.

the majority of respondents favored a candidate who would fully fund Head Start (87 percent); reduce class size (87 percent); protect public education from budget cuts (83 percent); and increase teacher pay (82 percent).

The survey shows that as NCLB moves beyond the abstract idea of improving education into such real-world reforms as high-stakes testing and punishing schools for low performance on these tests, most parents have major concerns.

Thirty-four percent perceive it as punishing schools for failure instead of rewarding them for success, and 25 percent think that it limits student learning.

should go toward providing smaller classes.

answers my questions

talks to me respectfully

says "Hi."

helps me

gestures and tone

help all students feel part of a collaborative culture.

high school student eating lunch alone

Assign any new student a buddy immediately

involved with at least one extracurricular group at lunch or after school.

paired assignments or cooperative groups.

five registers, or levels of formality: frozen, formal, consultative, casual, and intimate

Both school and work operate at the consultative level (which mixes formal and casual speech) and the formal level (which uses precise word choice and syntax).

Teachers conduct most tests through formal register, which puts poor students at a disadvantage.

we tell them it's "money talk."

Have students practice translating phrases from casual into formal register.

Teachers should use consultative language (a mix of formal and casual) to build relationships and use formal register to teach content, providing additional explanation in consultative register.

eight resources.

Financial

Emotional

without engaging in self-destructive behavior.

stamina, perseverance, and good decision making.

Mental

Spiritual:

Physical:

Support systems:

Relationships and role models

Knowledge of unspoken rules:

But if the school provides a time and place before school, after school, or during lunch for the student to complete homework, that intervention will be more successful.

If laughter is often used to lessen conflict in a student's community, that student may laugh when being disciplined. Such behavior is considered disrespectful in school and may anger teachers and administrators.

For example, to survive in many high-poverty neighborhoods, young people have to be able to fight physically if challenged—or have someone fight for them. But if you fight in school, you're usually told to leave.

You don't use the same set of rules in basketball that you use in football. It's the same with school and other parts of your life. The rules in school are different from the rules out of school. So let's make a list of the rules in school so we're sure we know them.

Plan to use the instructional strategies that have the highest payoff for the amount of time needed to do the activity.

Use rubrics and benchmark tests

Identify learning gaps and choose appropriate interventions.

district's learning standards,

Chart student performance and disaggregate

nstruction time, providing a supportive relationship, and helping students use mental models.

drawing represents the apple.

mental models—stories, analogies, or visual representations.

make a connection between something concrete he or she understands and a representational idea.

student has trouble formulating a specific question.

ound that students who couldn't ask good questions had many academic struggles.

To teach students how to ask questions, I assign pairs of students to read a text and compose multiple-choice questions about it. I give them sentence stems, such as "When ___________ happened, why did __________ do ___________?" Students develop questions using the stems, then come up with four answers to each question, only one of which they consider correct and one of which has to be funny.

What is the ratio of educators to parent in meetings?

greet the parent five minutes before the meeting starts and tell him or her who will be present and what is likely to happen.

language used in parent meetings understandable,

I recommend doing home visits.

A teacher or administrator who establishes mutual respect, cares enough to make sure a student knows how to survive school, and gives that student the necessary skills is providing a gift that will keep affecting lives from one generation to the next. Never has it been more important to give students living in poverty this gift.