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izz aty

ESL Lesson Plan: You Expect A Master Teacher To Be Young? - 0 views

www.esl-lesson-plan.com/...ster_teacher_to_be_young_2.php

education school wisdom teaching learning teachers world society people children students perception

shared by izz aty on 19 Feb 12 - No Cached
  • I may be biased, but it seems to me that older teachers have vastly better stories and, usually, teaching strategies, than younger ones. Technologies will come and go, but a good teacher will make an impression forever. In short, don’t let your age be a reason not to pursue a career, or hire someone, as an ESL instructor. Schools are hungry for good dedicated teachers, and in my mind, an older candidate who has a true calling and depth of experience would be an asset to any school!
  • izz aty on 19 Feb 12
     
    many schools, and certainly students automatically think of a younger person when they imagine their "ideal" teacher. It's the job of an older applicant to make them see otherwise. And it should be the job of the hiring staff to hire the best teacher - not just the teacher that might work out.
izz aty

Top 10 Ways to Manage Teacher Burnout - Combating Teacher Burnout - 0 views

712educators.about.com/...teacher_burnout.htm

education teacher teaching new teacher motivation support burnout school work reference

shared by izz aty on 09 Aug 11 - No Cached
  • Every time you think a negative thought reword it in your own mind. Even though this might seem silly, it is the core of internal happiness.
  • create an overall task list that you need to accomplish and store this someplace where you can check it over each week. Then make yourself a daily to-do list that is reasonable and doable. Try to limit yourself to 3-5 tasks that you can accomplish in one day. Then when you mark them off the list you can feel a sense of accomplishment, and you will have something to celebrate.
  • Each time something happens beyond your control, you can just ask for the courage to change the things you can, the strength to accept the things you cannot change, and the wisdom to know the difference.
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  • While teachers cannot change much of what is thrown at them, they can change their own attitudes towards these challenges.
  • When your workday is done, you need to leave the stresses of it and the rest of your life behind, even if only for fifteen minutes. Relaxation and meditation can rejuvenate the body and the spirit.
  • laughter often is the best medicine. The natural endorphins that are released while laughing help bring us relief from the stresses of the world.
  • Burnout can often be caused by getting caught in a rut. While on the Internet, search for new lessons or materials to help you teach an upcoming topic. Outside of school, find something that you've always wanted to try but haven't done yet.
  • try not to bring home work every night. You might want to consider going into school early so that you can complete your paperwork.
  • everyone needs a good night's sleep to function properly the next day. I know that I personally need at least seven hours to be productive the next day. Figure this number out for yourself and make a date with your bed each night. Your body will thank you!
  • stay away from those who are disgruntled. Instead, find someone who has a positive outlook on life and talk about teaching with them.
  • izz aty on 09 Aug 11
     
    Teaching can be a very stressful job which can sometimes lead to teacher burnout. This article focuses on the top 10 things you can do to combat teacher burnout. 1. Foster Positivity 2. Create Realistic To Do Lists 3. Accept That There Are Things You Cannot Change 4. Learn to Relax 5. Watch a Funny Movie 6. Try Something New 7. Leave Your Teaching at School 8. Get Plenty of Sleep 9. Talk to Someone Positive 10. Celebrate What It Means to Be a Teacher
izz aty

How I Became an Unfair Teacher - Atlantic Mobile - 0 views

m.theatlantic.com/...371908

teaching education learning school

shared by izz aty on 03 Jun 14 - No Cached
  • But most of all, people remember injustices. False accusations of cheating. Getting singled out randomly for scolding. Points deducted on a cheap technicality. As a teacher myself, I vowed I’d do better, that I’d run a fair classroom where every student got a voice and a straight deal.
  • The asymmetries of the classroom are intense. With each teacher responsible for a hundred students or more, the typical kid occupies a teacher’s thoughts for—at best—a minute or two per day. But each student only has a handful of teachers. Every instructor looms large in her world, wielding power over her days, via class periods; her nights, via homework; and her future, via grades. She spends much of her time thinking about the teacher’s demands, the teacher’s expectations, the teacher’s preferences and inconsistencies.
  • So when a teacher briefly focuses attention on a particular student, it comes with the heat and intensity of a spotlight. A moment the teacher barely remembers might stick with the student for years.
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  • Classroom lessons may slip quickly through students’ fingers, but the classroom experience lingers in memory. Each teacher offers students a different model of authority and justice. We set our own standards of fairness and sometimes fail to honor them. A teacher swings a heavy club, and we can leave big, purple bruises if we’re not careful.
  • My biggest rule is a familiar cliché: Always ask before drawing conclusions. It seems simple, but it's a defense against instinct.
  • My own memories of petty student frustrations should have taught me what a wrecking ball a teacher can be. But they didn’t. The understanding came only after carelessly knocking a few of my own students to the ground, and then working—slowly, purposefully—to help them back up.
izz aty

No child left behind: (Relative) equity in Finnish schools -  Inside classroo... - 0 views

www.insideclassrooms.com/...tive-equity-in-finnish-schools

finnish special ed scandinavian education finnish education

shared by izz aty on 21 Nov 14 - No Cached
  • not only is Finland a top performer in all three subjects tested in PISA, they manage to do so while making schooling equitable.
  • The aim of day-care is to support balanced growth, development and learning as well as promoting the personal well-being of all children, which means that by the time they start formal school at age 7, Finnish children that would have been behind developmentally at age 5 have had the time and the support to catch up. 
  • In Finland, although there is no formal education until age 7, most students attend preschool at 6, and day-care is available to all children under this age. This day-care is provided by the local authority in over 90% of cases, and its cost is dependent on the size and income of the family (bigger families pay less per child, and low income families pay nothing). 
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  • There are two types of special classes. The type described above is called the E class, and there is one in each year. These classes are smaller than the others, and they have the same teacher for most subjects (who should be a qualified teacher with an extra qualification in special needs, but in practice these are in short supply). Students can move in and out of this class, but in practice they usually stay there for most subjects, occasionally joining another class if they have a strength in a particular area.
  • high expectations of all students, and these are to meet the objectives set out in the national curriculum.
  • These mixed ability classes would be difficult for teachers to handle if it weren't for three things: thorough teacher education - teacher training includes a significant focus on differentiation and how to support students at all levels;small class sizes - the estimated average size is 14.1 (although some research suggests class size doesn't affect student performance); anda well staffed student support system - special teachers that provide in class support and take out small groups are qualified teachers with further qualifications in special education.
  • all classes are mixed ability.
  • Those with severe or specific special needs still attend mainstream school, but are in a class of their own somewhere in the district. Each school has its own specialism. This may mean travelling a little while to get there, as only one or two schools will have an autistic class for example. 
  • There isn't really special provision for gifted students
  • brighter students help struggling students in class which enhances their own understanding
  • if students are motivated, you can't stop them learning - gifted students will take the books and teach themselves (one of the teachers who told me this had four degrees but had come from a tiny school in the countryside).
  • Finland has only small differences in performance between schools (a measure closely associated with equality), and most students go to their local schools (to age 15).
  • Selection only happens in two situations: where students are applying to language emersion schools (and the student has to speak the language to a certain level), and where students are applying for a certain class in a school that is the school's specialism, such as Music or Sports (these classes have the same basic curriculum with additional Music or Sports lessons). There are no grammar schools, and very few private schools (and even these have to follow the national curriculum).
izz aty

England's Ranking in International League Tables | National Union of Teachers - NUT - 0 views

www.teachers.org.uk/...in-international-league-tables

english education education ESTEkiv state school OECD PISA social problems social phenomenon social justice england united kingdom

shared by izz aty on 17 May 14 - No Cached
  • The Sutton Trust report said that big variations in England’s education rankings in global league tables can be misleading, should be treated with caution and can obscure the true challenges facing schools.
  • apparent differences in performance between different global tables, are the result of three key factors: Different countries are included in the different tables; League tables exaggerate the importance of raw test scores; and Some countries do better on one survey than another, perhaps because the surveys test different aspects of literacy, numeracy and science.
  • Sir Peter Lampl, chair of the Sutton Trust, said:“Whatever the average ranking of English education, we need to focus on reducing social segregation which is greater in England than almost all other OECD countries
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  • We also need to improve teaching standards across the board and not focus so much on structures if we are to match those countries that consistently outperform the rest of the world – not just places like Hong Kong and Japan, but successful European education systems – and use their achievement as our benchmark
  • School systems that offer parents more school choices are less effective in raising the performance of all children
  • UK state schools outperform private schools;
  • Financial constraints limits school ‘choice’ for low income families
  • PISA 2009 had some interesting things to say on schools systems, choice and equity, finding, for example that: Comprehensive school systems produce better and more equitable results;
  • Exclusions and school transfer of pupils reduces performance.
  • Pisa is unequivocal in saying that: “The bottom line is that the quality of a school system cannot exceed the quality of its teachers.”
  • The top ranked countries were Finland and South Korea where, despite huge differences, there was a shared social belief in the importance of education and its “underlying moral purpose”. These countries also had among the lowest levels of school choice and Finland had the lowest levels of school autonomy.
  • The Pearson report concluded that spending on education was important but less so than other factors. For example it said successful countries gave teachers a high status and have a ‘culture’ of education.
  • also emphasised the importance of high-quality teachers and the need to find ways to recruit the best staff – including raising teacher status, professional respect and pay.
  • OECD, PISA 2009 Results: What Makes a School Successful? – Resources, Policies and Practices (Volume IV) (OECD Publishing, 2010)
izz aty

Inclusion of preschool children with autism in Sweden: attitudes and perceived efficacy... - 0 views

onlinelibrary.wiley.com/...abstract

swedish education sweden scandinavian education scandinavian special ed preschool education

shared by izz aty on 17 Nov 14 - No Cached
  • This pilot study examined the relations among preschool teachers' attitudes towards the inclusion of children with autism and perceived self-efficacy, as well as demographic characteristics such as teachers' work experience and educational background. The cohort consisted of 21 participants who had degrees in preschool education and worked with children with autism in general preschool/kindergarten settings in central Sweden.
  • In general, findings revealed that preschool teachers held positive attitudes towards children with autism,
  • teachers showed neutral attitudes towards the inclusion of children with autism into general preschool classrooms
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  • this was significantly related to the number of credits in special education taken during pre-service education
  • No relations were found between teachers' perceived self-efficacy and attitudes towards inclusion, although a relationship was found between participation in in-service training and efficacy to make decisions.
izz aty

Inclusion (education) - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Inclusion_(education)

inclusion inclusion issues dissertationZ

shared by izz aty on 30 Sep 14 - No Cached
  • "Inclusive practice" is not always inclusive but is a form of integration. For example, students with special needs are educated in regular classes for nearly all of the day, or at least for more than half of the day.[5] Whenever possible, the students receive any additional help or special instruction in the general classroom, and the student is treated like a full member of the class. However, most specialized services are provided outside a regular classroom, particularly if these services require special equipment or might be disruptive to the rest of the class (such as speech therapy), and students are pulled out of the regular classroom for these services.
  • In Denmark, 99% of students with learning disabilities like 'dyslexia' are placed in general education classrooms.[16] In the United States, three out of five students with learning disabilities spend the majority of their time in the general education classroom
  • Although once hailed as a way to increase achievement while decreasing costs, full inclusion does not save money, reduce students' needs, or improve academic outcomes; in most cases, it merely moves the special education professionals out of their own classrooms and into a corner of the general classroom. To avoid harm to the academic education of students with disabilities, a full panoply of services and resources is required
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  • Adequate supports and services for the student Well-designed individualized education programs Professional development for all teachers involved, general and special educators alike Time for teachers to plan, meet, create, and evaluate the students together Reduced class size based on the severity of the student needs Professional skill development in the areas of cooperative learning, peer tutoring, adaptive curriculum Collaboration between parents or guardians, teachers or para educators, specialists, administration, and outside agencies. Sufficient funding so that schools will be able to develop programs for students based on student need instead of the availability of funding
  • In principle, several factors can determine the success of inclusive classrooms: Family-school partnerships Collaboration between general and special educators Well-constructed plans that identify specific accommodations, modifications, and goals for each student Coordinated planning and communication between "general" and "special needs" staff Integrated service delivery Ongoing training and staff development
izz aty

The Swedish Model - Education | Frontier Centre for Public Policy - 0 views

www.fcpp.org/...the-swedish-model-education

sweden swedish education free school independent school social reform scandinvian education ESTEkiv

shared by izz aty on 11 May 14 - No Cached
  • Reforms that came into force in 1994 allow pretty much anyone who satisfies basic standards to open a new school and take in children at the state's expense
  • local municipality must pay the school what it would have spent educating each child itself—a sum of SKr48,000-70,000 ($8,000-12,000) a year, depending on the child's age and the school's location
  • Children must be admitted on a first-come, first-served basis
  • ...25 more annotations...
  • Nothing extra can be charged for, but making a profit is fine
    • izz aty
      izz aty on 11 May 14
       
      profit is fine; can't ask for fees
  • no religious requirements or entrance exams
  • In just 14 years the share of Swedish children educated privately has risen from a fraction of a percent to more than 10%
  • What no one predicted was the emergence of chains of schools. Yet that is where much of the growth in independent education has come from
  • Kunskapsskolan gets its customers to do much of the work themselves
  • He then broadens the analogy to hotels and airlines, which make money only if they are popular enough to maintain high occupancy rates.
  • Youngsters spend 15 minutes each week with a tutor, reviewing the past week's progress and agreeing on goals and a timetable for the next one. This will include classes and lectures, but also a great deal of independent or small-group study
  • Kunskapsporten allows each student to work at his own level, and spend less or more time on each subject, depending on his strengths and weakness
  • Each subject is divided into 35 steps. Students who reach step 25 graduate with a pass; those who make it to step 30 or 35 gain, respectively, a merit or distinction
  • no money is wasted on fancy surroundings
  • Teachers update and add new material to the website during school holidays and get just seven weeks off each year, roughly the same as the average Swedish office worker
  • Sweden's Independent Schools Association has ten members that run more than six schools, and five that run ten or more
  • “We do not mind being compared to McDonald's,” he says. “If we're religious about anything, it's standardisation. We tell our teachers it is more important to do things the same way than to do them well.
  • Each child's progress is reported each week in a logbook, and parents can follow what is being studied on the website.
  • expectation that the children take responsibility for their own progress
  • “Our aim is that by the time students finish school, they can set their own learning goals,” says Christian Wetell, head teacher at Kunskapsskolan Enskede. “Three or four students in each year may not manage this, but most will.”
  • tracks the performance of individual teachers to see which ones do best as personal tutors or as subject teachers
  • bonuses to particularly successful teachers and is considering paying extra to good ones from successful schools who are willing to move to underperforming ones
  • preferred bidder to run two “academies”—state-funded schools run largely free from state control—in London
  • The school reforms are popular with parents, he says, and politicians know they meddle with them at their peril. More plausible would be a change to the rules so that independent schools had to match the methods and curriculum of state schools more closely, or perhaps even a ban on profits
  • The firm also hopes to open low-cost independent schools in Britain, where it can offer the full Kunskapsskolan experience, free of state meddling
  • the returns are solid, rather than stellar: Mr Ledin quotes an average return on capital of 5-7% a year
  • If a future government, hostile to school choice, changed the rules, that would be the end of this nascent market.
  • run by a not-for-profit arm, since for-profit ventures are banned from Britain's academies programme
  • The latter sounds bad, says Mr Stawström, but would not really amount to much: companies could split themselves into non-profit schools and a profit-making body that supplies services, such as teaching materials and consultancy
izz aty

BBC News - Gove calls for state schools to be more like private - 0 views

www.bbc.co.uk/...education-26015535

english education england united kingdom education ESTEkiv state school private school independent school

shared by izz aty on 12 May 14 - No Cached
  • Education Secretary Michael Gove
  • he said he wanted to break down the "Berlin Wall" between state and independent sectors. This could see state pupils taking the private school common entrance exam and state schools staying open longer
  • The education secretary, speaking at the London Academy of Excellence, said that for decades "the dominant consensus has been that state education in England was barely satisfactory"
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  • he wanted schools to be able to stay open longer for nine or 10 hour days. This would allow more time for after-school activities or to provide a place for children to do their homework.
  • Mr Gove said that commentators had associated state schools with "poor discipline, low standards, entrenched illiteracy, widespread innumeracy", but he said that this "pessimistic view is no longer tenable"
  • he said the state system was improving, with better results, more pupils taking tougher subjects and fewer weak schools
  • called for more testing, including taking the common entrance exam taken by 13 year olds in some private schools
  • Academies, which are now the majority of secondary schools, can already set their own hours
  • Mr Gove backed plans for individual secondary schools to be able to take the OECD's international Pisa tests
  • Sir David also had tough words about teachers' unions, saying their "political naivety has been astonishing". "Their barrage of industrial action and knee-jerk opposition to any change has allowed the education secretary and his supporters to characterise them as cartoon-like bogeymen," he writes.
  • Responding to Mr Gove's speech on Monday, Labour's shadow education secretary, Tristram Hunt, said: "Improving school standards starts with a qualified teacher in every classroom. Until Michael Gove commits to this, he is ruling himself out of any serious debate about how we raise standards in our schools. "Whether on discipline, delivering extra-curricular activities or on improving learning outcomes: it all hinges on the quality of the teacher in the classroom. Raising the quality of teaching - that is where the focus needs to be and that is what Labour is concerned with. The Tories have lost sight of this and are undermining school standards as a result.
  • Christine Blower, leader of the National Union of Teachers, challenged the idea of state schools using the common entrance exam. "Why would we imagine that that is an appropriate examination? He's not discussed that with anybody, he's not discussed it with any of the exam boards, he's certainly not discussed it with the representatives of teachers," said Ms Blower.
  • Mr.Gove says that at the heart of every successful private school is the independence of the Head. It isn't.At the heart of every successful private school is exclusivity; fees; selection and privileged parental backgrounds.Will he give those to state schools? No, of course not. So let's stop this nonsensical argument now.
  • Most people work a 8 hour day (although there are many who work more) and we expect children to work for longer? How, many of us adults would want to attend a course that lasted 10 hours a day for 40 weeks of the year? I know my brain would explode! Concentrate on quality not quantity Mr Gove!
izz aty

WORLD DECLARATION ON HIGHER EDUCATION FOR THE TWENTY-FIRST CENTURY: VISION AND ACTION - 0 views

www.unesco.org/...declaration_eng.htm

shared by izz aty on 06 Aug 15 - Cached
  • WORLD CONFERENCE ON HIGHER EDUCATION   Higher Education in the Twenty-First Century: Vision and Action 9 October 1998   WORLD DECLARATION ON HIGHER EDUCATION FOR THE TWENTY-FIRST CENTURY: VISION AND ACTION
  • Convinced that education is a fundamental pillar of human rights, democracy, sustainable development and peace, and shall therefore become accessible to all throughout life and that measures are required to ensure co-ordination and co-operation across and between the various sectors, particularly between general, technical and professional secondary and post-secondary education as well as between universities, colleges and technical institutions,
  • Article 9 - Innovative educational approaches: critical thinking and creativity
  • ...5 more annotations...
  • (a) In a world undergoing rapid changes, there is a perceived need for a new vision and paradigm of higher education, which should be student-oriented, calling in most countries for in-depth reforms and an open access policy so as to cater for ever more diversified categories of people, and of its contents, methods, practices and means of delivery, based on new types of links and partnerships with the community and with the broadest sectors of society.
  • new information technology does not reduce the need for teachers but changes their role in relation to the learning process and that the continuous dialogue that converts information into knowledge and understanding becomes fundamental.
  • (d) New methods of education will also imply new types of teaching-learning materials. These have to be coupled with new methods of testing that will promote not only powers of memory but also powers of comprehension, skills for practical work and creativity.
  • (b) Higher education institutions should educate students to become well informed and deeply motivated citizens, who can think critically, analyse problems of society, look for solutions to the problems of society, apply them and accept social responsibilities.
  • Higher education institutions should lead in drawing on the advantages and potential of new information and communication technologies, ensuring quality and maintaining high standards for education practices and outcomes in a spirit of openness, equity and international co-operation by:
izz aty

SIRIUS network | Sweden: How to support inclusive education in a school where 99% of st... - 0 views

www.sirius-migrationeducation.org/-are-descendants-of-immigrants

swedish education inclusive education

shared by izz aty on 16 Nov 14 - No Cached
  • 99 percent of the 800 students at the school Ronnaskolan in Södertälje, a city southwest of Stockholm, are pupils with a migrant background.
  • most of them born in Syria and Iraq, the numbers of new arrivals remain high: at least one fifth of the students has been living in Sweden for less than two years
  • A situation that can easily exceed school capacities, especially when considering that many pupils do not speak Swedish when arriving at school, have experienced war and expulsion in their country of origin or come from a low socio-economic background
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  • Ronnaskolan has been remarkably successful in preparing its students for secondary education and providing quality education
  • When she started working for the school, only about half of the pupils were able to transition to secondary education, which in Sweden starts in grade 10. Two years later, already 76 percent of pupils had the sufficient grades to move up to higher education. Asked how such an “at risk” student population can perform that well, the prinicpal explained how the school was able to steadily improve their educational outcomes.
  • To ensure that slower learners receive the support they need without at the same time under-challenging other pupils, Ronnaskolan has introduced a two-teacher model. This means that in most classes two teachers are present to respond to the different needs of pupils
  • Convinced about the value of learning with and from each other, they stopped putting newly arrived students in a separate preparatory class. Instead, everyone is taught together in the same classroom to avoid segregation from the start.
  • this process begins with defining concrete goals and having a clear idea of what the school should look like in the future
  • it does slow down teaching sometimes, Axelsson Kihlblom assures that the benefits outweigh the drawbacks; it sends a strong message that every student is equally valuable and that the school has high expectations and confidence in their newcomers
  • Newly arrived children then also follow one full day of learning Swedish as a second language
  • In regular meetings with both the student and his or her parents, teachers discuss the pupil’s goals and jointly work on a step-by-step plan on how to achieve them
  • the school offers individual support for underperforming pupils
  • the school is also cooperating with the municipality, health care facilities and social services
  • Furthermore, the school has been working towards diversifying their staff and mostly employs teachers with a migrant background themselves.
  • izz aty on 16 Nov 14
     
    "Ronnaskolan "
izz aty

The Economist Insights - Expert Analysis and Events | Starting Well - 1 views

www.economistinsights.com/...starting-well

ECE education

shared by izz aty on 30 Oct 14 - No Cached
  • Until the 1980s, preschools in most countries were largely focussed on providing simple child minding. But as economies shift towards more knowledge-based activities, awareness about child development—the need to improve their social awareness, confidence and group interaction skills, and to prepare them for starting primary education—continues to grow. Nevertheless, policymakers still give most attention to the tertiary, secondary and primary levels of education, in descending order of importance, with the least focus given to the early years of child development.
  • also broader reasons to invest in preschool. At one level, it helps facilitate greater female participation in the workforce, which bolsters economic growth
  • From neuro-scientific research, we understand the criticality of early brain development; from social science research, we know that high quality programmes improve children’s readiness for school and life; and from econometric research, we know that high quality programs save society significant amounts of money over time.  Early childhood contributes to creating the kinds of workforces that are going to be needed in the twenty-first century.”
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  • preschools can help ensure that all children get a strong start in life, especially those from low-income or disadvantaged households.
  • The Nordic countries perform best at preschool, and European countries dominate the rankings.
  • especially so in very unequal societies where you get generational and cyclical repetition of poverty and low achievement.”
  • the Starting Well Index assesses the extent to which these governments provide a good, inclusive early childhood education (ECE) environment for children between the ages of three and six. In particular, it considers the relative availability, affordability and quality of such preschool environments.
  • As economies increasingly compete on the quality of their human capital, policymakers need to ensure that all children get the best possible preparation for primary school.
  • Finland, Sweden and Norway top the Index, thanks to sustained, long-term investments and prioritisation of early childhood development, which is now deeply embedded in society
  • Europe’s state-led systems perform well, as the provision of universal preschool has steadily become a societal norm. This trend continues to develop. Ireland introduced a universal free year of preschool in 2010, for example, despite chronic budgetary difficulties
  • In general, the leading countries in this Index have the following elements in place for their preschool systems: A comprehensive early childhood development and promotion strategy, backed up with a legal right to such education. Universal enrolment of children in at least a year of preschool at ages five or six, with nearly universal enrolment between the ages of three and five. Subsidies to ensure access for underprivileged families. Where provision is privatised, the cost of such care is affordable relative to average wages. A high bar for preschool educators, with specific qualification requirements. This is often backed up with commensurate wages, as well as low student-teacher ratios. A well-defined preschool curriculum, along with clear health and safety standards. Clear parental involvement and outreach. A broad socioeconomic environment that ensures that children are healthy and well-nourished when they enter preschool.
  • also a major force in helping overcome issues relating to child poverty and educational disadvantage
  • not to suggest that quality preschool programmes are lacking in these countries. But such schemes are not available or affordable to all strands of society, while minimum quality standards vary widely
  • Many high-income countries rank poorly, despite wealth being a major factor in a country’s ability to deliver preschool services
  • For emerging countries seeking to improve their innovative potential, they need to ensure that as many children as possible have a strong start in life. This is a crucial first step as they seek to transform their economies from low to high value-add activities.
  • Public sector spending cuts pose a major threat to preschools, especially among recent adopters
  • especially true within countries where preschool provision is not yet a societal norm,
  • increased government investment in early childhood development, if directed well, can result in annual returns ranging from 8% to 17%, which largely accrue to wider society. Such returns come from the reduced need for later remedial education and spending, as well as lower crime and less welfare reliance in later life, among other things.
  • Among wealthier countries that are making considerable steps towards quality universal provision, many have yet to enforce even a minimum level of preschool as a legal right for children.
  • Affordability of preschool is typically worst in those countries where availability is most limited. As simple economics would suggest, those countries with the lowest availability of preschool are also the ones where it is most expensive. This hits lower-income countries hard. In China, the least affordable country in this Index, preschools in Beijing charge monthly fees up to six times as much as a top university. In general, as preschool provision becomes more widely available in a country, it also tends to become more affordable.
  • Ensuring a high standard of teacher training and education, setting clear curriculum guidelines, and ensuring parental involvement are some of the main drivers of preschool education quality
  • Other factors can help too: reducing student-teacher ratios in classes; ensuring good health and safety measures; and creating clear links between preschool and primary school, to name just a few.
izz aty

Free Schools | National Union of Teachers - NUT - 0 views

www.teachers.org.uk/freeschools

free school english education national union of teachers teacher union

shared by izz aty on 17 May 14 - No Cached
  • The NUT opposes free schools. We believe it is wrong that state funding should be given to small groups of individuals to run schools that are unaccountable to their local communities. We believe that free schools undermine:teachers' professional status and their pay and conditions;local authorities’ ability to plan and manage school places;common admissions’ arrangements and fuel social segregation;fair funding for schools – free schools are getting a disproportionate share of capital and revenue funding for schools at a time when education budgets are being cut; anddemocratic local accountability of schools to their communities
  • National Audit Office report on free schools In December 2013 the National Audit Office published a damning report into the free school programme. You can read the NUT’s summary of the findings here.
  • FAQs on Free Schools This is a collection of frequently asked questions on free schools.
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  • Research Shows Primary School Place Shortages Worsen NUT research shows primary school place shortages worsen while resources being wasted on free schools are adding to surplus secondary places – read the full press release
  • The impact of Free Schools on Neighbouring Schools NUT research shows that many free schools will have a negative impact on existing local schools. Read more here.
izz aty

100 Essential Web 2.0 Tools for Teachers | Online Degree - 0 views

www.onlinedegree.net/sential-2-0-tools-for-teachers

web2.0 tools resources education tech teaching learning interactive community communication social media

shared by izz aty on 08 Dec 10 - Cached
  • izz aty on 08 Dec 10
     
    There are new web 2.0 tools appearing every day. Although some of these tools were not originally meant for use in the classroom, they can be extremely effective learning tools for today's technology geared students and their venturesome teachers. Many of these teachers are searching for the latest products and technologies to help them find easier and efficient ways to create productive learning in their students. More and more teachers are using blogs, podcasts and wikis, as another approach to teaching. We have created a list of 100 tools we think will encourage interactivity and engagement, motivate and empower your students, and create differentiation in their learning process.
izz aty

Lack of trained English teachers the cause - 0 views

www.nst.com.my/...Article

malaysia education language english esl language learning learning teacher teaching school

shared by izz aty on 08 Aug 11 - No Cached
  • izz aty on 08 Aug 11
     
    The shortage of trained English language teachers is one of the reasons for the students' poor grasp of the language, National Union of the Teaching Profession (NUTP) president Hashim Adnan said yesterday. "Most of the teachers have a poor command of the language. How do you expect students to learn English when the teachers themselves do not know the basics of the language?
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Using Pictures for Lessons | Junk Mail Catalogs: A Treasure-Trove for Language Teachers - 0 views

www.njcu.edu/...schwartz.html

pictures images ideas lessons activities writing speaking grammar resources reference using language learning education learning language

shared by izz aty on 15 Aug 11 - No Cached
  • Teachers can easily use junk mail catalogs to create a picture file and then design lessons based on the pictures. This article briefly explains the benefits of using pictures, offers some suggestions for using pictures from junk mail catalogs, and describes three lesson plans
  • Pictures are a great incentive for language production and can be used in many ways in the classroom. "Specifically, pictures contribute to: interest and motivation; a sense of the context of the language; a specific reference point or stimulus" (Wright 19)
  • The lesson plans discussed below are for speaking, grammar, and writing activities
  • izz aty on 15 Aug 11
     
    Focus on Speaking/Writing:          This is for students at beginning and intermediate levels. The objective is to practice asking and answering questions. Each student needs one picture. (Pictures of people from various ethnic, economic, age, and gender groups are particular]y useful. Fashion catalogs are good sources of such pictures.) The procedure is as follows: First, as a class, have the students generate a list of interview questions. Write them on the board. Then distribute the pictures to the students. Tell them they will become the person in their picture. The students must create a biography for that person. Give the students time to think. Next, divide the students into pairs. Tell them to take turns interviewing each other, using the questions generated earlier. Students should give answers based on the identities they created for the person in their picture. As a follow-up, students can write a one-paragraph biography of their person. Focus on Grammar: This works well with intermediate-level students. The objective is to practice using comparatives and superlatives. The materials needed are sets of pictures--one set per student--which show similar objects; e.g.,a set that shows different kinds of shoes, a set that shows different kinds of hats, or watches, or cars, etc. The directions for the activity are: Give one set of pictures to each student. Tell students they should use comparatives and superlatives (which have been taught prior to doing this activity) to describe the objects in their pictures. They should write as many sentences as possible. When students have finished writing, they should form small groups and read their sentences to each other. 'They should check for errors, both spoken and written, and discuss whether they agree or disagree with the statements made about the objects in the pictures. This activity also lends itself to a discussion of culture--for example, if the pictures present items of clothing, teachers can
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Learning Disabilities (LD) | Center for Parent Information and Resources - 0 views

www.parentcenterhub.org/...ld

LD identification LD dissertationZ

shared by izz aty on 30 Sep 14 - No Cached
  • Learning disability is a general term that describes specific kinds of learning problems. A learning disability can cause a person to have trouble learning and using certain skills. The skills most often affected are: reading, writing, listening, speaking, reasoning, and doing math. “Learning disabilities” is not the only term used to describe these difficulties. Others include: dyslexia—which refers to difficulties in reading; dysgraphia—which refers to difficulties in writing; and dyscalcula—which refers to difficulties in math.
  • there are certain clues. We’ve listed a few below. Most relate to elementary school tasks, because learning disabilities tend to be identified in elementary school.
  • school focuses on the very things that may be difficult for the child—reading, writing, math, listening, speaking, reasoning
  • ...6 more annotations...
  • IDEA’s Definition of “Specific Learning Disability”
  • instead of using a severe discrepancy approach to determining LD, school systems may provide the student with a research-based intervention and keep close track of the student’s performance. Analyzing the student’s response to that intervention (RTI) may then be considered by school districts in the process of identifying that a child has a learning disability.
  • There are also other aspects required when evaluating children for LD. These include observing the student in his or her learning environment (including the regular education setting) to document academic performance and behavior in the areas of difficulty.
  • Once a child is evaluated and found eligible for special education and related services, school staff and parents meet and develop what is known as an Individualized Education Program, or IEP. This document is very important in the educational life of a child with learning disabilities. It describes the child’s needs and the services that the public school system will provide free of charge to address those needs.
  • Supports or changes in the classroom (called accommodations) help most students with LD. Common accommodations are listed in the “Tips for Teachers” section below. Accessible instructional materials (AIM) are among the most helpful to students whose LD affects their ability to read and process printed language. Thanks to IDEA 2004, there are numerous places to turn now for AIMs. We’ve listed one central source in the “Resources Especially for Teachers” section.
  • Assistive technology can also help many students work around their learning disabilities. Assistive technology can range from “low-tech” equipment such as tape recorders to “high-tech” tools such as reading machines (which read books aloud) and voice recognition systems (which allow the student to “write” by talking to the computer). To learn more about AT for students who have learning disabilities, visit LD Online’s Technology section, at: http://www.ldonline.org/indepth/technology
  • izz aty on 30 Sep 14
     
    "Supports or changes in the classroom (called accommodations) help most students with LD. Common accommodations are listed in the "Tips for Teachers" section below. Accessible instructional materials (AIM) are among the most helpful to students whose LD affects their ability to read and process printed language. Thanks to IDEA 2004, there are numerous places to turn now for AIMs. We've listed one central source in the "Resources Especially for Teachers" section. Assistive technology can also help many students work around their learning disabilities. Assistive technology can range from "low-tech" equipment such as tape recorders to "high-tech" tools such as reading machines (which read books aloud) and voice recognition systems (which allow the student to "write" by talking to the computer). To learn more about AT for students who have learning disabilities, visit LD Online's Technology section, at: http://www.ldonline.org/indepth/technology"
izz aty

Increasing the number of academies and free schools to create a better and more diverse... - 0 views

www.gov.uk/...and-more-diverse-school-system

english education england united kingdom ESTEkiv free school academy school

shared by izz aty on 17 May 14 - No Cached
  • izz aty on 17 May 14
     
    "There is an urgent need to reform our school system to prevent the standard of education in the UK from falling further behind that of other countries. Our education system is also frequently unequal, with poor performance concentrated in disadvantaged areas. There is evidence that giving heads and teachers greater freedom over their curriculum, budget and staff can help improve the quality of the education they provide and reduce the attainment gap. We also believe giving parents, teachers and charities the ability to open schools in response to the needs of the local community will help to raise standards."
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A to Z Teacher Stuff For Teachers FREE online lesson plans, lesson plan ideas and activ... - 0 views

www.atozteacherstuff.com

resources education lesson plan worksheets teaching printables

shared by izz aty on 31 May 11 - Cached
  • A to Z Teacher Stuff is a teacher-created site designed to help teachers find online resources more quickly and easily. Find lesson plans, thematic units, teacher tips, discussion forums for teachers, downloadable teaching materials & eBooks, printable worksheets and blacklines, emergent reader books, themes, and more.
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Mohd Yusof et al 2011 Teachers' Perceptions on the Blended Learning Environment for Spe... - 1 views

www.ipedr.com/6-T00006.pdf

malaysian special ed ICT education

shared by izz aty on 18 Oct 14 - No Cached
  • izz aty on 18 Oct 14
     
    Challenges: several factors shown in the model that defined challenges in learning environment according to the teachers' perceptions. They had shared that, they have limited content on ICT based materials to apply and implement in the learning environment. These also included the lack of digital resources suitable for special needs learners, the non-digitalized assessment and tasks. Moreover, the elements of interactivity are limited in the learning environment. In terms of connection, the space and the facilities for special education is still limited. Moreover, it has been assumed that the special needs learners had limited confidence to use the ICT facilities and to operate it. The teachers felt that they could not the ICT facilities in learning because they lacked the skill and experience to operate the ICT facilities. "Although access to ICT is not a problem; teachers felt they lack the necessary skills to integrate ICT"(Ngah & Masood, 2006, p. 238). The government has provided the facilities, however, the teachers are unable to utilise it. Benefits In term of benefits of a blended learning environment, the teachers felt that ICT will give them the opportunity to enhance their computer literacy skills. They might only know what it is, but they can learn and use it in their teaching. Moreover, it wills build-up teacher creativity to build their own learning environment that suits the students. For example, the animation project helped the special needs students to learn a new skill and enhance their attention and motivation (Yusof & Aziz, 2010; Yusof & Song, 2010). According to previous research by Mayer & Moreno (2002), Mayer's principle had shown the benefit of using the multimedia as the tool help enhance student engagement. He also stated the guideline to ensure the suitable elements in the multimedia content (Mayer & Moreno, 2002; Yusof & Aziz, 2010). The use of ICT helps them to minimize the use of paper, and the activities on a computer ca
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