Archive for the ‘Uncategorized’ Category

Appaling Footage of a Teacher/Student Fight (Video)

April 5, 2014

 

 

This is a truly horrible look but it is important not to judge the teacher just yet, especially with reports that he was repeatedly stabbed with a pencil by the student in question before the fight escalated.

 

 

Click on the link to read The Type of Teacher We Should be Glad to See Punished

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15 Famous People Who Used to be Teachers

February 18, 2014

 

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In honour of former teacher David Morris’ incredible feat of winning a silver medal at the Sochi Winter Olympics, here is a list of 15 famous former teachers courtesy of mentalfloss.com:

1. Gene Simmons
The tongue-flicking bassist of Kiss taught sixth grade in Harlem before he became the world’s most famous bass-playing demon. Simmons later revealed in interviews that his superiors canned him for replacing the works of Shakespeare with Spiderman comics, which he thought the students were more likely to actually read.

2. Alexander Graham Bell
The telephone pioneer got his start teaching Visible Speech at the Boston School for Deaf Mutes. He developed a bond with a student named Mabel Hubbard, and when she was 19 the two married.

3. Sting
Before he became a star with The Police, Sting taught English, music, and soccer at St. Catherine’s Convent School. Sting later said of working at a convent school, “I was the only man on the faculty. In fact, I was the only teacher not in a habit.”

4. Robert Frost
Robert Frost worked as a teacher to supplement the income from his fledgling literary career. He worked as both a farmer and teacher at the Pinkerton Academy in Derry, New Hampshire. His students called him “the Hen Man” because the poet was afraid of chickens, and Frost allegedly had trouble remembering to milk the school’s cows on time.

5. Lyndon Johnson
The man who would later become the 36th president got his start as a principal at the Mexican-American Welhausen School in Cotulla, Texas. He later finished his teaching degree and landed gigs teaching public speaking at Pearsall High School in Pearsall, Texas and Sam Houston High in Houston. The debate team he coached at Sam Houston lost the Texas state championship by a single point; Johnson supposedly had to vomit backstage before he could bring himself to congratulate the winners.

6. Art Garfunkel
We can’t speak for Paul Simon, but at least half of Simon and Garfunkel was really, really good at math. Garfunkel nearly earned a doctorate in the subject and was teaching math at the Litchfield Preparatory School in Connecticut when “Bridge Over Troubled Water” soared to the top of the charts.

7. John Adams
The second President of the United States spent a few years working as a schoolteacher in Worcester, Massachusetts. Teaching didn’t suit Adams, who thought his students were nothing more than a “large number of little runtlings, just capable of lisping A, B, C, and troubling the master.” He eventually gave up the job to go to law school.

8. J.K. Rowling
The Harry Potter author worked as an English teacher in Portugal as she plotted out the early adventures of her young wizards.

9. Mr. T
It was hard for Chicago students to be fools when it came to gym class in the mid-1970s. You’d pay attention if Mr. T told you to do jumping jacks, wouldn’t you?

10. Sylvester Stallone
Did you know you were seeing a matchup of tough-guy teachers when you watched Rocky III? When Sly was attending the American College in Switzerland during the 1960s, he worked as a gym teacher to earn extra spending money.

11. Andy Griffith
Before he was a sheriff, before he was Matlock, Andy Griffith was a teacher. After graduating from the University of North Carolina, Griffith taught English at Goldsboro High School.

12. Billy Crystal
The comedian worked as a junior high substitute teacher on Long Island while he waited for his career to take off. Among the classes he subbed for: girls’ gym, which must have been a great source of material.

13. Kris Kristofferson
The country star was a Rhodes Scholar who studied literature at Oxford before joining the Army and rising to the rank of captain. Toward the end of his tour of duty, Kristofferson took a job as an English teacher at West Point, but he decided against the professorship at the last minute. Instead of heading to New York, he resigned his commission and moved to Nashville in 1965.

14. Stephen King
Although he initially had to work in an industrial laundry after his college graduation, the horror master eventually found a teaching job that paid a cool $6,400 a year at the Hampden Academy in Hampden, Maine. King wrote Salem’s Lot while living in a trailer and working this job during the day.

15. Sir William Golding
The author’s experiences as a teacher helped inform the novel that made his career. He once allowed a class of boys to debate with complete freedom, and the classroom quickly devolved into such disorder that it inspired Golding to write Lord of the Flies.

 

Click on the link to read Teachers Need to Have High Expectations for all of Their Students

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The Futility of Teaching a Starving Child

January 28, 2014

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You can have every box ticked when it comes to planning and delivering lessons and it will come to nothing if your students are hungry. They say breakfast is the most important meal of the day. For our students it is absolutely crucial. There is little that can be absorbed by a child who is starving as a result of skipping breakfast.

To read that 1 in 7 children are going to school without breakfast in a country like Australia, is so disappointing. Perhaps, what is more disappointing, is the food wastage by students who dispose of good food from their lunchboxes:

ONE in seven Australian schoolchildren – about 600,000 kids – will skip breakfast when they return to school this week but in contrast others will be throwing out the contents of their lunchbox.

The latest Census At School data from the Australian Bureau of Statistics found children skipping breakfast is equal to about two hungry kids in every classroom across the nation.

But while some go hungry, OzHarvest says the contents of many a lunchbox will be wasted.

“It’s certainly one of the ironies of an abundant society. As we become more affluent, we seem to waste more,” said OzHarvest food rescue founder Ronni Kahn.

As Australian schools open their gates this week for another year, Kellogg’s has pledged to donate a minimum of two million serves of cereal through its Breakfasts for Better Days program, the equivalent of feeding 10,000 kids each school day.

The program aims to provide 12 million serves of cereal and snacks to families and children in need in Australia and one billion serves across the world by the end of 2016.

“Our program exists to support children in need and help to ensure they have the best start to their day possible, but to see one in seven children skipping breakfast remains a concern for the community at large,” said Nitin Vig who leads Kellogg’s free school breakfast program.

 

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5 Ways to Identify a Great Teacher

September 4, 2013

 

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Courtesy of Deborah Chang

1. Great teachers are not superheroes; they are everyday heroes.
Teachers should not be expected to work miracles in miserable conditions. They are everyday heroes who want to be working sustainably and joyfully every day. Robert Hawke, a principal-in-residence at Achievement First, puts it eloquently when he says, “Teachers are also mothers, and husbands, and people who need to go grocery shopping and would occasionally like to spend some time volunteering at church or — gasp — reading. Yes, we should expect that they do their jobs the best they can and yes, this job requires much more than eight hours per day, but they won’t be able to continue doing these things beyond a couple of years if we also expect them to put their outside-of-their-job lives completely on hold.”

2. Great teachers are not saviors; they are inspirers.
Children are strong, magnificent human beings who are not waiting to be rescued, they are bursting to grow. Children also come from families and communities with strengths, culture, and knowledge that great teachers affirm, learn from, and celebrate. Great teachers do not swoop into children’s lives thinking that they have all the answers. Instead, great teachers inspire children to draw on their own strengths, interests, and communities to accomplish great things.

3. Great teachers are not magicians; they are practitioners.
The work great teachers accomplish — whether it is teaching a first grader how to read, conducting a middle school orchestra in a masterful rendition of a challenging piece, or helping a high school senior land his first internship — is the very opposite of illusion. What great teachers do to accomplish that work should be on display, deconstructed, and shared to improve everyone’s practice. Books like The Skillful Teacher and online networks like Classroom 2.0 are a more accurate depiction of the skills great teachers work to hone over years than movies like Stand and Deliver, which, while enjoyable, show very little in the way of good instruction.

4. Great teachers are not interchangeable; they are individuals.
Teachers have strengths and weaknesses, preferences and interests. A teacher who thrives in one particular situation might not thrive in another. Teachers are most successful and happy when they work in the subject, school, context, and communities that best fit them. Questions we need to ask when we talk about teachers include:

    • What kinds of schools do teachers work in? What are the schools’ systems for planning, instruction, and discipline?

 

    • What kind of professional relationships are supported by their schools? How are teachers expected to interact with administrators and with one another?

 

    • What are the cultural and economic backgrounds of their students and their students’ families?

 

  • What are the teacher’s responsibilities? Review their actual task lists and calendars to see just how different specific schedules and those specific tasks are across schools, subjects, grades, and districts.

5. Great teachers are not lone rangers, they are team builders.
Behind every great teacher, is a great mentor, and behind every great teacher who loves teaching, is a great team. Great teachers are a product of other great teachers who have built them up. They are hard to find in schools with dysfunctional adult cultures because when the adult culture is bad, teachers leave. And, while good teachers do amazing things in their own classrooms, great teachers extend their influence by partnering with the people most important to their students lives, whether they are siblings, parents, grandparents, coaches, or other teachers. Great teachers do not work alone.

Bottom line, it’s dangerous and destructive to talk about great teachers like they are superheroes, saviors, magicians, interchangeable, or lone rangers. Narratives like these prevent us from dealing adequately with real issues, such as the need to make teaching more sustainable, financially and psychologically, and the challenge of evaluating teachers amidst a great variety of different contexts. Practice recognizing and counteracting these narratives when you come across them, the teacher in your life will thank you for it.

 

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The Top 10 Mistakes Teachers Make

August 20, 2013

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Courtesy of Richard M. Felder:

 

Mistake #10. When you ask a question in class, immediately call for volunteers.

You know what happens when you do that. Most of the students avoid eye contact, and either you get a response from one of the two or three who always volunteer or you answer your own question. Few students even bother to think about the question, since they know that eventually someone else will provide the answer. We have a suggestion for a better way to handle questioning, but it’s the same one we’ll have for Mistake #9 so let’s hold off on it for a moment.

Mistake #9. Call on students cold.

You stop in mid-lecture and point your finger abruptly: “Joe, what’s the next step?” Some students are comfortable under that kind of pressure, but many could have trouble thinking of their own name. If you frequently call on students without giving them time to think (“cold-calling”), the ones who are intimidated by it won’t be following your lecture as much as praying that you don’t land on them. Even worse, as soon as you call on someone, the others breathe a sigh of relief and stop thinking. A better approach to questioning in class is active learning.1 Ask the question and give the students a short time to come up with an answer, working either individually or in small groups. Stop them when the time is up and call on a few to report what they came up with. Then, if you haven’t gotten the complete response you’re looking for, call for volunteers. The students will have time to think about the question, and-unlike what happens when you always jump directly to volunteers (Mistake #10), most will try to come up with a response because they don’t want to look bad if you call on them. With active learning you’ll also avoid the intimidation of cold-calling (Mistake #9) and you’ll get more and better answers to your questions. Most importantly, real learning will take place in class, something that doesn’t happen much in traditional lectures.2

Mistake #8. Turn classes into PowerPoint shows.

It has become common for instructors to put their lecture notes into PowerPoint and to spend their class time mainly droning through the slides. Classes like that are generally a waste of time for everyone.3 If the students don’t have paper copies of the slides, there’s no way they can keep up. If they have the copies, they can read the slides faster than the instructor can lecture through them, the classes are exercises in boredom, the students have little incentive to show up, and many don’t. Turning classes into extended slide shows is a specific example of:

Mistake #7. Fail to provide variety in instruction.

Nonstop lecturing produces very little learning,2 but if good instructors never lectured they could not motivate students by occasionally sharing their experience and wisdom. Pure PowerPoint shows are ineffective, but so are lectures with no visual content-schematics, diagrams, animations, photos, video clips, etc.-for which PowerPoint is ideal. Individual student assignments alone would not teach students the critical skills of teamwork, leadership, and conflict management they will need to succeed as professionals, but team assignments alone would not promote the equally important trait of independent learning. Effective instruction mixes things up: boardwork, multimedia, storytelling, discussion, activities, individual assignments, and group work (being careful to avoid Mistake #6). The more variety you build in, the more effective the class is likely to be.

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The Call to Scrap Spelling Lessons Due to Smartphone Auto Correct Function

August 5, 2013

 

Perhaps we should stop teaching grammar because of computerised grammar corrections, or teaching languages because of Google Translate, or maths because of the calculator, or anything at all because of Wikipedia.

The proposal to cease teaching spelling in schools is absolutely ludicrous:

Spelling lessons should be scrapped because children can correct mistakes on their mobile phone or computer, a university professor has claimed.

Sugata Mitra, professor of educational technology at Newcastle University, said that good grammar was necessary ‘maybe 100 years ago’ but ‘not right now’.

He said that traditional spelling classes are unnecessary when students have constant access to state-of-the-art technology.

Professor Mitra said that pupils should be encouraged not to rely on linguistic rules but to try and express themselves in new ways such as using mobile phone text messaging.

The professor spoke out as the Government introduces a drive aimed at improving educational standards that will see pupils tested on spelling 200 complex words by the end of primary school.

Alternative: Professor Mitra has said that youngsters should be encouraged to communicate in other ways such as via text messaging

A separate test in spelling, punctuation and grammar was introduced in England for 11-year-olds this year.

GCSE students have also been told that they will be docked marks in exams if they do not use accurate English.

Professor Mitra said in an interview with the Times that emphasising spelling and grammar in the classroom is: ‘a bit unnecessary because they are skills that were very essential maybe 100 years ago but they are not right now.

‘Firstly, my phone corrects my spelling so I don’t really need to think about it and, secondly, because I often skip grammar and write in a cryptic way.’

The professor won the $1million TED Prize to create ‘cloud schools’ where children learn from each other and retired experts.

Despite his claims, the National Association for the Teaching of English, defended teaching correct grammar in schools.

Joe Walsh said that electronic devices ‘cannot think for you’.

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Tips for Keeping Kids Engaged Over the Holidays

July 22, 2013

 

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Courtesy of thenewstribune.com:

1. Visit the library. Most libraries have summer programs in which kids can earn prizes for reading.

“Summer is a time when kids and teens can dig into things they’re interested in,” said Ellen Duffy, youth services coordinator for the Timberland Regional Library system. “Even more than helping kids gain and maintain reading skills, the library is about keeping the excitement about reading and learning and life alive and active. It’s about giving kids and teens opportunities to explore, to play, to make friends — to discover new characters and places in books.”

2. Encourage your kids to turn off the television, get outside and play with friends. If supervision is a concern, check with your local parks and recreation department for a playground program.

3. Keep healthful snacks around the house. Kids — especially those who are at risk of obesity — gain more weight during the summer, mostly due to snacking and lack of exercise. Registered dietitian and nutrition expert Keri Glassman has a wonderful list of healthful snacks for kids (including mini-pizzas and banana ice cream) at nutritiouslife.com/kids-zone/.

4. Give math meaning. There are plenty of ways kids can practice math around the house, from using fractions while cooking to tracking daily temperatures. For more everyday activities that reinforce math and other economic skills, go to familyeducation.com and click on “Stop Summer Brain Drain.”

5. Play board and card games. Many games encourage counting, strategy and problem-solving.

7. Create art. Keep those fine motor skills and creative juices in tune through art. Pick up a craft kit, consider signing your child up for an art class, or simply break out the sidewalk chalk on a sunny day.

8. Don’t forget communication skills. Suggest your child to keep a journal or write letters to loved ones. (Yes, the Postal Service is still operating, and using it might be a good way to sneak in a social studies lesson, too.)

 

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The Masterful Paintings of a 3-Year-Old Autistic Girl

July 1, 2013

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All I can say is WOW! I can’t believe that a 3-year-old could be responsible for this!

 

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Was it Love or Just a Conquest for Jeremy Forrest?

June 22, 2013

Chloe Queen: Forrest asked her to stay for extra lessons

Many are astounded at the severity of the sentence handed down to Mr. Forrest, the maths teacher convicted of child abduction. They claimed that the girl willfully traveled with him to France and voluntarily allowed herself to become sexually involved with him.

Putting aside the fact that teachers should never be allowed to enter into such relationships with school children and ignoring the fact that she was underage at the time, I ask, was this relationship really about love for Mr. Forrest, or was it about the recruit that succumbed to his advances?

Recent evidence suggests that had she not entered into a relationship with him, his focus may well have shifted to other schoolgirls:

A teenager told last night how shamed maths teacher Jeremy Forrest targeted her when she was just 13.

Chloe Queen said he sent her Christmas and birthday cards, asked her to watch him perform with his band and made her stay after class for extra lessons.

‘I thought he wanted to teach me more, not realising he possibly had other ideas,’ she said. ‘He would invade my personal space and make me feel uncomfortable. He would routinely cuddle me.’

Chloe, now 17, is one of a string of girls Forrest, 30, tried to groom before he ran away to France with a 15-year-old last September.

He was jailed for five and a half years yesterday at Lewes Crown Court and admitted five further counts of sex  with a child after already having been convicted of child abduction on Thursday.

With time spent on remand he could be free in two years, at around the time the schoolgirl, who has vowed to wait for him, turns 18.

Please click on the links to read two related posts on the same story: