...Always be open to different learning techniques, resources and materials. All students learn differently and some lessons may require more than one resource. 14. Take time to go over rules and what is expected. 15. Find out what you want to be expected of your students. 16. Only discuss discipline issues with the ones that need to hear it. 17. Never tolerate bullying, name calling or violence. (Zero tolerance) 18. Always have routines set in place for daily routines such as roll call, bathroom breaks, nap time and snack. (Some of these routines are based on grade level). 19. Always be aware of school policies and expectations as well as areas that need to improve in order to give the students in your class the best possible chance for success. 20. Always post a classroom schedule, classroom expectations and important...
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...P., Huesman, R., & Kellogg, J. (2010). Redefining Student Success: Applying Different Multinomial Regression Techniques for the Study of Student Graduation Across Institutions of Higher Education, Research in Higher Education, 51(2), 154-174. doi: 10.1007/s11162-009-9149-4 This is a quantitative case study measuring the success of university students’ ability to attain a degree within a specified period since enrollment or transfer to another institution of higher learning. In the study mixed methods were implemented in order attain accurate and reliable results. The sample was obtained from the National Student Clearing house (NSC) and the data focused on 3 cohorts of University of Minnesota- Twin Cities students entering college for the first time. Finding a new definition for academic success in university among first year or transferring students was the key question. The prevailing definition of success was distorted because only the students who completed their studies at initial universities regarded as academically successful. This study focused on broadening the definition of success by including any students who transferred and graduated in another university. The new definition of academic success consisted of students who graduated from the initial university and those who transferred and graduated from other institutions. Factors that helped to broaden the definition of success were analyzed implementing the Binary logit, multinomial logit...
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...at the new benchmark levels set by our district through Common Core has become increasingly difficult. In this article, the teacher researchers found that many kindergarten and first-grade students did not have the reading readiness skills to be reading at their benchmark target. The purpose of the project was to improve the students overall reading ability. The project was for about four months. There were 74 students and 74 parents that participated in this research study. The teacher researchers noticed that the students lacked reading readiness skills that were necessary to meet grade level benchmarks. The teacher researchers used a parent survey, baseline assessments, and observational checklist to document evidence. The teacher researchers found from the parent survey that students who lacked interest in books and reading them demonstrated low reading readiness skills. The baseline assessment the students took showed an overall weakness in letter identification, initial sounds, medial sounds, and ending sounds. The observational checklist indicated difficulty with segmenting sounds, letter sound knowledge, inability to rhyme, decoding difficulties and reading miscues, poor comprehension, lack of interest in books, lack of print awareness skills, poor attentions spans, lack of response during whole group instruction, and off-task behaviors. The teacher researchers used a variety of interventions to improve their students overall reading skills. These interventions included...
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...the Adolescent Literacy Crisis,” that a two-year college education is almost necessary for a person to get a decent paying job (2016b). Recently, reading and writing professionally have become part of the job requirements and many young adults graduating from high school fail to have the literacy skills required to fulfill these requirements. As someone who has had difficulty in the past with professional reading and writing, and as...
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...levels to levy punitive actions and sanctions to schools that are not meeting their levels of expectations; branding them with a “Scarlet F” if students are not scoring well on standardized tests. While high test scores, continuous improvement, student achievement and teacher/student accountability are things that all schools and district should strive for, there are certainly beneficial ways, as well as destructive means, to attaining such favorable results without harming the school’s most precious resource – students. Effective school administrators are constantly seeking opportunities to improve within their school and in each classroom. There are numerous tools and strategies that administrators and school leaders can implement that will aid in identifying obstacles and providing solutions to improve student success. One such tool is the Four Circles Model outlined by Charlotte Danielson. The Four Circles Model allows administrators and other school leaders to categorize information into four basic groups; or circles, as they embark on the improvement journey. The first circle, is entitled “What We Want” and is comprised of the school’s basic goals and objectives. Some of the goals included in the first circle high-level learning for all students, safe and positive learning environment and a culture of hard work and...
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...Success in Educational Leadership: An Annotated Reference List Lumpkin, A. (2008). Three Keys to Success for Principals (and Their Teachers). Kappa Delta Pi Record, 45(1), 22-25. This article emphasizes three keys to the success of principals: “values, people, and teamwork” (Lumpkin, 2008, 22). The success of principals trickles down to the success of the school’s teachers and student learning. This article is considered scholarly because it has gone through the peer-review process. It is also therefore a source of academic authority. Roberson, S., & Roberson, R. (2009). The Role and Practice of the Principal in Developing Novice First-Year Teachers. Clearing House: A Journal Of Educational Strategies, Issues And Ideas, 82(3), 113-118. New teachers are added to schools on a regular basis. It is the responsibility of the principal to ensure these new teachers are successful, so the students also may be successful. Roberson and Roberson discuss two proven strategies to help principals successfully develop novice teachers (2009). These strategies involve establishing regular professional developmental meetings with the new teachers and providing them with meaningful feedback. This article has been peer-reviewed and therefore the content is considered to be scholarly. The peer-review process is also the source of academic authority. Supon, V. (2008). High-Stakes Testing: Strategies by Teachers and Principals for Student Success. Journal Of Instructional Psychology, 35(3)...
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...Annotated Bibliography Annotated Bibliography Jones-White, D., Radcliffe, P., Huesman, R., & Kellogg, J. (2010). Redefining Student Success: Applying Different Multinomial Regression Techniques for the Study of Student Graduation Across Institutions of Higher Education. Research in Higher Education 51(2),154-174. doi: 10.1007/s11162-009-9149-4. Associates with Research in Higher Education conducted a study in collaboration with the National Student Clearinghouse (NSC) to test a hypothesis that higher education degree attainment was based on many factors beyond the institution where the program originated, the primary category assessed by the Student Right to Know Act (SRK). Conducting their study over a six-year period, with the help of the NSC database and its 93 million student records, the researchers found that demographics, pervious academic ability, social integration, financial contribution, and gender all strongly affected student persistence. The singular focus of assessing degree attainment based solely on the originating institution was thusly challenged. The data supported a similar finding by the Higher Education Research Institute whose 2005 study indicated race, gender and type of learning institution were all contributing factors for degree attainment (Astin & Oseguera, 2005). Evaluating collective data, it appears multiple factors must be assessed to determine graduation attainment for students in higher learning institutes. Evaluating...
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...regardless of years of experience, has made strides to create and maintain positive relationships with his/her students. Not only do these relationships create trust and honesty in the classroom but they increase class participation and foster independence and creativity. It should be the goal of any educator to create an environment centered on the students and their success, in and out of the classroom. Not only does my educational philosophy encompass these views but so do the philosophies of my five interviewees. Interviews and Reflection I feel privileged and honored to have had the chance to contact a few teachers that have impacted me in a very positive way. Throughout my interviews I was able to speak with an Intervention Specialist who has been teaching moderate to severe developmental disabilities for four years. Her enthusiasm and positive energy carries over into her classroom and makes being in her room an enjoyable experience. My second interview was with a family member of mine who has been teaching high school math for six years. After reading his responses, I feel proud to know him. Not only is he uplifting and positive but he is honest and caring. The students are his first priority. My third and fourth interviews were conducted with two history teachers from my high school. One, I did not have the privilege of knowing within the classroom but within my church and the other is a teacher, who has been teaching for close to twenty five years, that has greatly...
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...Annotated Reference List Success in Educational Leadership: An Annotated Reference List Lumpkin, A. (2008). Three Keys to Success for Principals (and Their Teachers). Kappa Delta Pi Record, 45(1), 22-25. This article emphasizes three keys to the success of principals: “values, people, and teamwork” (Lumpkin, 2008, 22). The success of principals trickles down to the success of the school’s teachers and student learning. This article is considered scholarly because it has gone through the peer-review process. It is also therefore a source of academic authority. Roberson, S., & Roberson, R. (2009). The Role and Practice of the Principal in Developing Novice First-Year Teachers. Clearing House: A Journal Of Educational Strategies, Issues And Ideas, 82(3), 113-118. New teachers are added to schools on a regular basis. It is the responsibility of the principal to ensure these new teachers are successful, so the students also may be successful. Roberson and Roberson discuss two proven strategies to help principals successfully develop novice teachers (2009). These strategies involve establishing regular professional developmental meetings with the new teachers and providing them with meaningful feedback. This article has been peer-reviewed and therefore the content is considered to be scholarly. The peer-review process is also the source of academic authority. Supon, V. (2008). High-Stakes Testing: Strategies by Teachers and Principals for Student Success. Journal Of Instructional...
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...Collaboration Case Study |Teacher |Strategies |Reasoning |Opportunities |Challenges | |1 |Build Rapport: As a literacy coach, I would |Lillian is an experienced teacher which is why I |Collaborative Resource Management: Through|The biggest challenge I can identify in working with | | |work on building a rapport with Lillian as |chose the collaborative stance. Through validating|collaboration, the teacher and coach work |Lillian, is resistance to coaching suggestions, because | | |the first step. Because she is an experienced|her as a good resource for other teachers, |together to explore school resources, |she was not hired for the Literacy Coach position for | | |teacher, my approach would be in a way that |providing ideas of effective lessons and |discuss effective ways of how to implement|which she applied. Therefore, I feel it’s more important | | |is respectful to recognizing her expertise. |strategies, she will ideally be more open to |the resources, and discuss strategies. |to establish a rapport with Lillian initially. | | |Examples of this are: Initially I would |coaching and collaboration. In other words, if she|This will allow Lillian to share...
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...I stated m caee in an The Challenges Facing Beginning Teachers New teachers bring varying backgrounds, motivations, experiences, and preparation levels to their initial teaching experience. Their view of the profession and their role in it is shaped by these motivations, as well as by the context in which they begin their work. This chapter explores the commitments that new teachers bring to their roles and the challenges they face. It sets forth the need for the development of a comprehensive induction program to help all new teachers become fully committed and more effective in the classroom. A CASE OF BEGINNING TEACHING Anna was a first-year teacher in an urban school. Although Business was her undergraduate major, she found her initial foray into the business world to be very unsatisfying. She wanted a career that would allow her to make a contribution to society. She heard about the need for teachers— particularly for math teachers—in her area. Not being quite sure what she needed to do to become eligible to work in a teaching capacity, she attended a recruitment fair put on by the local school district. There she heard about the program that would allow her to begin teaching while she completed work on a teaching credential through a district-led or a university-led alternative certification program. 1 Bartell 01.qxd 7/21/04 5:45 PM Page 1 After taking a test that measured her “basic skills” (reading, math, and writing), she was sent on some interviews at several middle...
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...Equals: The Relative Age Effect in the Classroom Abstract Relative age effects are differentiated experiences amongst children in the earliest years of primary school resulting from both a single, yearly cut-off date and an escalation of curriculum replacing socialization with skill acquisition activities as early as kindergarten before maturity differences by age have evened out. Implementation of three cut-off dates per class and the creation of individual student developmental planning reduces the potentially long lasting effects associated with relative age differences. This study aims to determine the existence of, and potential long lasting effects associated with, relative age differences. A background on the evolving framework of early elementary curriculum to that of a factory model emphasizing the development of the whole over the individual is included to underscore the ripe conditions for relative age effects to manifest themselves. If nothing is done, relatively younger students will continue to score noticeably lower in reading, math, and science testing throughout elementary and middle school. Pre-university program participation in high school and college enrollment will remain lower, on average, among the relative youngest. Lastly, implications for educational policy, administrations, parents, and teachers are evaluated. What if the date of someone’s birthday was a gift in it of itself? Suppose this gift was manifested in the form of an inherent...
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...American, Latino, and Native American (Princiotta & Ryan, 2009). The majority of these populations attend schools in urban high schools in majority cities (Balfanz, 2007). Many schools do not have a system that identifies students who are at-risk of dropping out school, so these students are ignored. And even some schools that have indicators in place, they do not offer adequate assistance to help these students (Princiotta & Ryan, 2009). In urban high schools, difficulty transitioning from middle school to high school can increase dropout rates and reduce on-time graduation (Princiotta & Ryan, 2009). Recent studies show that most ninth graders that enter nonselective urban high schools enter with academic skills that are several years below grade level, and that students that dropped out had severe academic problems in the ninth grade (Kemple et al, 2005). Therefore it is very important to establish drop out prevention during the critical time. The Talent Development High School is a reform model was created to address the needs of...
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...is the role of a Teacher? Schools are one of the first places where kid’s behavior and future educational success is shape. Teachers are carriers of either positive or negative behavior toward students. The reason why the first years of school are so critical is because kids learn the base of their educational life. I believe that teachers must love their career in order for them to pass enthusiasm, to assists, and to provide a warm environment to the students. In my opinion teachers are the second mothers for the students because students spend a lot of time with their teachers. At the same time. I believe a real teacher becomes through many years of training and experiences in the field. The same way, mothers are not born being great mothers but as their experiences with their kids expands they become experts on the field. We know that mothers look the best for their kids and one of their goals is to raise their kids so they can become professionals and pioneers for the society. Some of the mother’s role toward kids is to give them care, love, respect, lead, instruct and to try to form a safe and pleasant environment at their homes. Are these attitudes of the mothers toward their kids related to what the role of the teacher should be with the students in the classroom? If not, what should be the role of the teachers then? I believe that a teacher is someone who becomes through many years of training and experiences in the field. I have not found a teacher who is an expert...
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...perennial issue, and one that will garner much attention. For several decades, researchers have documented the gap between high school and college expectations, noting that even students who complete a college preparatory curriculum in high school are often poorly prepared for college. This lack of alignment contributes to high postsecondary remediation rates and hinders college completion. Over the years, state policymakers and education leaders have responded with a variety of wide-ranging and costly efforts, including the development of state-level content standards and assessments. However, these standards vary widely among states and generally lack sufficient rigor to assure readiness for credit bearing courses in college. It is encouraging that states have adopted the English Language Arts and Mathematics standards released in mid-2010. The hard work lies ahead, however, as states move from adoption of standards to their full implementation, including development of curriculum and assessments. I will evaluate 10 sources that will help define the important strategies and foster success for this important initiative...
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