Are you one of many to assign unnecessary busy work each night to your students? Or maybe you don't assign homework at all. Do parents complain about their child having TOO MUCH homework? Or maybe some parents are saying that their child NEVER has homework. What side of the fence do you fall on? Assigning homework or no homework?
There's a study on this, like most things now days, and 90% of 2,100 students surveyed through Education Week, reported that homework caused them additional stress. 75% of these students spend at least thirty minutes each night on homework and 45% spend more than an hour each night on homework. Granted homework can be stressful, but I really don't believe that a high percentage would say it's fun and carefree.
Education Week also wants to know if homework is unnecessary. Could homework be a waste of time? Or is it an effective, educational tool? According to the same study, math scores did not necessarily improve when homework increased. However, this same study revealed that homework does benefit high and low achieving students, but counterproductive for average learners. The authors of this study believe classes "could be better served by using other methods to improve student achievement with a more effective tool for improvement." So now what? Do we give homework or not give homework? This has been debated for many years.
We also have a nation-wide problem of low test scores. Trying to remedy this problem, statistics have shown that teachers are loading their students with homework. Is this why the amount of time students spend on homework has tripled since 1981?
Spring Branch Independent Schools would like to know this; as others would, does homework enhance or hinder students' academic achievement? Is there a right answer? Not at this time, but many teachers feel that homework is good for time management skills. And what about reinforcing what students learn in the classroom? Many teachers also feel that by assigning hours of busywork deprives a child of the free time he or she needs to develop. How about a happy medium: moderate, meaningful homework? This way students can discover their own intellectual curiosity, without being forced to learn. 40% of parents surveyed in the same study as above, say that one-third of their child's busywork assignments are of "fair" or "poor" performance when completed.
The school board members of Toronto School District are looking to exclude homework during vacation periods, no homework at the kindergarten level, and to NOT punish students if their homework isn't turned in on time. Instead, they're looking into having family fun nights by incorporating homework with games.
All in all, the homework debate still continues nation wide. It still could be a prominent part of students' educational lives. I just wish more parents participate and engage with their child and their homework. I don't ASSIGN homework. However, any independent work we do in the classroom turns into homework if it's not completed by the end of the day. But wouldn't my students just LOVE it if they didn't get punished for not getting it done at home and on time??? Then homework wouldn't be stressful!! Poor kids! If only life was stress free!!
Wednesday, December 2, 2009
Monday, November 23, 2009
Gifted Students Ignored?? Blog 14
Can gifted students become bored? If a student is truly gifted, is there really nothing to do? What qualities constitutes as being gifted?
What are your students to do if they finish their assignment/project/activity before others? Read? Work on other assignments? Computer? Do they have to be constantly told what to do at this point? Sometimes? Or never?
Gifted students have always fascinated me....their independence, eagerness, their knowledge, how easy concepts come to them, etc. I really don't believe that true gifted students are bored in a regular classroom. By a regular classroom, I mean one that is constantly moving right along without lulls, is organized, and always positive. Which brings me to an article I read in the Sunday Fargo Forum about Liz Fitzgerald and her two young teenagers from Atlanta.
We all know the federal No Child Left Behind Law forces states to focus on bringing struggling children up to grade level. So when Liz Fitzgerald realized that her son and daughter were reading instead of doing math so the rest of the class could "catch up," she pulled them out of school and into a gifted school. And we also know that finding a gifted school is very difficult due to budget cuts. Most federal money is focused on efforts in helping low-performing, poor, and minority kids achieve basic proficiency. What about the gifted kids? The federal government spent just $7.5 million last year on research and grants for gifted programs. The bottom line is that the federal government is "ignoring" the idea of helping gifted kids reach their highest potential. Local school districts, instead of the government, are left to deal with this particular task.
Out of 50 states, only six pick up the whole tab for gifted programs. Thirteen states don't even put a dollar toward such curriculum. "In the age of Sputnik, we put money into math and science, and we ended up on the moon," said Del Siegle, a University of Connecticut researcher. "We really need to consider that again. We cannot afford as a country to ignore talent."
So did Liz have a right to move her kids to a gifted program for being ignored? Of course she did. However, Liz also made a comment about if her kids didn't have these gifted classes, they would have been bored and distracted easily with little to no challenges. Think of your gifted students...true gifted students....are they bored? Do they never have anything to do? I think, we as teachers, overly compensate to make sure our students are being productive. However, I still believe that gifted students are not bored in a classroom. Especially a classroom that is moving right along, is organized, and remains to be a positive environment for all.
What are your students to do if they finish their assignment/project/activity before others? Read? Work on other assignments? Computer? Do they have to be constantly told what to do at this point? Sometimes? Or never?
Gifted students have always fascinated me....their independence, eagerness, their knowledge, how easy concepts come to them, etc. I really don't believe that true gifted students are bored in a regular classroom. By a regular classroom, I mean one that is constantly moving right along without lulls, is organized, and always positive. Which brings me to an article I read in the Sunday Fargo Forum about Liz Fitzgerald and her two young teenagers from Atlanta.
We all know the federal No Child Left Behind Law forces states to focus on bringing struggling children up to grade level. So when Liz Fitzgerald realized that her son and daughter were reading instead of doing math so the rest of the class could "catch up," she pulled them out of school and into a gifted school. And we also know that finding a gifted school is very difficult due to budget cuts. Most federal money is focused on efforts in helping low-performing, poor, and minority kids achieve basic proficiency. What about the gifted kids? The federal government spent just $7.5 million last year on research and grants for gifted programs. The bottom line is that the federal government is "ignoring" the idea of helping gifted kids reach their highest potential. Local school districts, instead of the government, are left to deal with this particular task.
Out of 50 states, only six pick up the whole tab for gifted programs. Thirteen states don't even put a dollar toward such curriculum. "In the age of Sputnik, we put money into math and science, and we ended up on the moon," said Del Siegle, a University of Connecticut researcher. "We really need to consider that again. We cannot afford as a country to ignore talent."
So did Liz have a right to move her kids to a gifted program for being ignored? Of course she did. However, Liz also made a comment about if her kids didn't have these gifted classes, they would have been bored and distracted easily with little to no challenges. Think of your gifted students...true gifted students....are they bored? Do they never have anything to do? I think, we as teachers, overly compensate to make sure our students are being productive. However, I still believe that gifted students are not bored in a classroom. Especially a classroom that is moving right along, is organized, and remains to be a positive environment for all.
Monday, November 16, 2009
International Students Help Out U.S Universities Blog 13
Many universities in the U.S. are saying--Thank you India and China!! For eight years, India is our leading country for international students. This year alone, 103,260 students from India are attending American universities. China happens to be rapidly catching up by sending 98,510 students.
Peggy Blumenthal, executive vice president of the Institute of International Education, says, "I think we're going to be seeing 100,000 students from each for years to come, with an increasing share of them undergraduates." During the 2008-2009 academic year, the United States saw the largest percentage increase in ALL international students by 8% in more than 25 years. During that year alone there were 671,616 international students nation wide.
How can this help our economy? Our recession? Apparently, the influx of international students entering our universities has been extremely important in more ways than one. "International students shop at the local Wal-Mart, rent rooms and buy food. Foreign students bring $17.8 billion to this country. A lot of campuses this year are increasing their international recruitment, trying to keep their programs whole by recruiting international students to fill their spaces," said Allan E. Goodman, president of an institute.
Within the past five years, China's undergraduate numbers and graduate numbers have gone up by 5000 students. Not only are these students science majors, but many are branching out into liberal arts education.
Currently, many large public universities are devoting their time and resources to build up their share of international undergraduates. Mitch Leventhal, vice chancellor for global affairs, expects to increase undergraduate recruiting, particularly from India and China. With the lack of good universities in China, studying in the United States is crucial and beneficial. Therefore, many wealthy Chinese parents opt to send their child(ren) to an American university.
With any luck, many other countries within the Middle East will choose to start their education or continue their education at a university in the United States.
Peggy Blumenthal, executive vice president of the Institute of International Education, says, "I think we're going to be seeing 100,000 students from each for years to come, with an increasing share of them undergraduates." During the 2008-2009 academic year, the United States saw the largest percentage increase in ALL international students by 8% in more than 25 years. During that year alone there were 671,616 international students nation wide.
How can this help our economy? Our recession? Apparently, the influx of international students entering our universities has been extremely important in more ways than one. "International students shop at the local Wal-Mart, rent rooms and buy food. Foreign students bring $17.8 billion to this country. A lot of campuses this year are increasing their international recruitment, trying to keep their programs whole by recruiting international students to fill their spaces," said Allan E. Goodman, president of an institute.
Within the past five years, China's undergraduate numbers and graduate numbers have gone up by 5000 students. Not only are these students science majors, but many are branching out into liberal arts education.
Currently, many large public universities are devoting their time and resources to build up their share of international undergraduates. Mitch Leventhal, vice chancellor for global affairs, expects to increase undergraduate recruiting, particularly from India and China. With the lack of good universities in China, studying in the United States is crucial and beneficial. Therefore, many wealthy Chinese parents opt to send their child(ren) to an American university.
With any luck, many other countries within the Middle East will choose to start their education or continue their education at a university in the United States.
Thursday, November 12, 2009
No Money? Then No Textbooks! Blog 12
Cutting teachers.....cutting salaries.....cutting aids/paras......cutting certain departments....what could possibly be next? In this case, it's textbooks! Our Federal government has reduced many schools down to the bare bones in order to cut costs and save money and still schools are struggling to make ends meet.
10 weeks into the school year, many public schools throughout Detroit have gone without textbooks AND supplies needed for everyday classroom necessities. Why? You guessed it!....no money.
As educators, we are taught to be flexible and to be able to work with what we have. If our curriculum is based on using certain textbooks, how do we adapt to meet the needs of our students and to be able to teach to the best of our ability without books for 10 weeks or possibly longer?
Keith Johnson, Detroit's Federation of Teachers President, said, "I have done visitations of 69 schools and with just about every one of them there's been a problem with textbooks." The book suppliers refuse to put the textbooks on credit due to so many schools having financial problems. One tech high school alone in Detroit is short 2,000 textbooks. Not much can be done to solve this dilemma when the sole answer is money.
What would you do in a situation like this? Computers help. But time is an issue when hundreds of students need computers in 45 minute intervals. Supplementary projects/activities can help, but is the material sufficient? 10 weeks and counting is a long time for these students to go without textbooks and proper supplies needed for a good education.
What next?
10 weeks into the school year, many public schools throughout Detroit have gone without textbooks AND supplies needed for everyday classroom necessities. Why? You guessed it!....no money.
As educators, we are taught to be flexible and to be able to work with what we have. If our curriculum is based on using certain textbooks, how do we adapt to meet the needs of our students and to be able to teach to the best of our ability without books for 10 weeks or possibly longer?
Keith Johnson, Detroit's Federation of Teachers President, said, "I have done visitations of 69 schools and with just about every one of them there's been a problem with textbooks." The book suppliers refuse to put the textbooks on credit due to so many schools having financial problems. One tech high school alone in Detroit is short 2,000 textbooks. Not much can be done to solve this dilemma when the sole answer is money.
What would you do in a situation like this? Computers help. But time is an issue when hundreds of students need computers in 45 minute intervals. Supplementary projects/activities can help, but is the material sufficient? 10 weeks and counting is a long time for these students to go without textbooks and proper supplies needed for a good education.
What next?
Wednesday, November 4, 2009
Is it really ADHD? Blog #11
What are the signs and symptoms of ADHD? Forgetting homework? Daydreaming? Act without thinking? Getting fidgety? Yes, these are all signs of NORMAL behavior for children, not children of ADHD. ALL children exhibit these acts. But when do these signs and symptoms go to the extreme? When does it affect a child when it comes to learning?
First of all, ADHD is described as attention deficit hyperactivity disorder which appears in early childhood usually before the age of seven. We all know that most boys in this age range can be very hyperactive. How can we as teachers, distinguish between normal child behavior and behavior that is destructive. Many of you are probably saying something like, "I can spot ADHD a mile away. This disorder is quite common and most classes have a child or two with ADHD."
Which of these 5 statements regarding ADHD are true? Can you guess?
* All kids with ADHD are hyperactive.
* Kids with ADHD can never pay attention.
* Kids with ADHD choose to be difficult. They could behave better if they wanted to.
* Kids will eventually grow out of ADHD.
* Medication is the best treatment option for ADHD.
Actually all five of these statements are myths....none of them are true. The criteria for an ADHD diagnosis consists of inattention, hyperactivity, and impulsivity in the following instances:
* Early onset: before the age of seven
* Duration: symptoms present for at least 6 months
* Settings: need to be present in two or more situations, such as home, school, etc.
* Impact: must have a negative impact on the child's school, family, social life
* Developmental level: are NOT associated with the child's normal developmental level
* Alternative explanation: are not caused by another disorder (physical, mental, or emotional)
So what are some treatments for ADHD? I can already hear some teachers yell....MEDICINE! Although medication is sometimes used, it shouldn't be the only option. Therapy has shown to be extremely effective, as well as, a better diet and exercise plan, and modifying an environment to minimize distractions.
How many of you have a student or two diagnosed with ADHD? Are they boys or girls or both? Are they on meds? Would therapy be affective for them?
First of all, ADHD is described as attention deficit hyperactivity disorder which appears in early childhood usually before the age of seven. We all know that most boys in this age range can be very hyperactive. How can we as teachers, distinguish between normal child behavior and behavior that is destructive. Many of you are probably saying something like, "I can spot ADHD a mile away. This disorder is quite common and most classes have a child or two with ADHD."
Which of these 5 statements regarding ADHD are true? Can you guess?
* All kids with ADHD are hyperactive.
* Kids with ADHD can never pay attention.
* Kids with ADHD choose to be difficult. They could behave better if they wanted to.
* Kids will eventually grow out of ADHD.
* Medication is the best treatment option for ADHD.
Actually all five of these statements are myths....none of them are true. The criteria for an ADHD diagnosis consists of inattention, hyperactivity, and impulsivity in the following instances:
* Early onset: before the age of seven
* Duration: symptoms present for at least 6 months
* Settings: need to be present in two or more situations, such as home, school, etc.
* Impact: must have a negative impact on the child's school, family, social life
* Developmental level: are NOT associated with the child's normal developmental level
* Alternative explanation: are not caused by another disorder (physical, mental, or emotional)
So what are some treatments for ADHD? I can already hear some teachers yell....MEDICINE! Although medication is sometimes used, it shouldn't be the only option. Therapy has shown to be extremely effective, as well as, a better diet and exercise plan, and modifying an environment to minimize distractions.
How many of you have a student or two diagnosed with ADHD? Are they boys or girls or both? Are they on meds? Would therapy be affective for them?
Wednesday, October 28, 2009
School for the Gifted, and Only the Gifted
My son was sitting in the bathtub one evening a few months shy of his second birthday when he started to sing the ABC's. He also proceeded to count to 10. As his mother, I was totally unaware that he was able to do this. Although part of our bedtime ritual was to read books and whenever we were in a vehicle we would always be listening to children songs, I couldn't take full credit of his knowledge. Fortunately, our son went to a very active childcare/preschool. Ever since he was a year and a half, I knew he wouldn't have any trouble in school and could quite possibly go to any college of his choice.
I came across an article in the New York Times, that spurred my interest because of my son, about schools that are ONLY for the gifted students in the New York area. The first paragraph of the article started talking about a one and a half year old that also knew his alphabet, his numbers, as well as his colors. Although this particular student seemed gifted, none of the gifted and talented schools in the Upper East Side, Upper West Side, and Lower East Side would accept him. So his parents enrolled him into a school for precocious children in the West side called Speyer Legacy School. Annual tuition at this school that only caters to advanced learners is $28,500.
Since more and more families opt to live in the BIG CITY and also have multiple children, New York has limited gifted classes. Last year around 14,822 four year olds were tested to enter the city's gifted kindergarten programs. 3,231 of these children scored within the 90th percentile, qualifying them for the gifted programs in their neighborhood. 1,345 of the 14, 822 four year olds made the 97th percentile, qualifying them to enter a gifted program of their choice within three surrounding cities of Manhattan, Brooklyn, and Queens. But there's a problem...there's only a TOTAL of 325 seats. So that means fewer than half of the four year olds who scored in the 99th percentile (the highest possible score) are eligible for any gifted and talented school within the New York City area.
Now what? According to Rebecca Daniels, former president of the Community Education Council for School District 2, said that some families on the Upper East Side decided they were better off at their neighborhood school and others have quit the system for private schools. Private Schools in NYC use the same written curriculum as general ed classes, but add more complex themes and content.
Speyer Legacy School plans to admit 32 to 36 kindergarten students next fall. As of now, the school only goes up to 2nd grade, but hopes to expand to a total of 324 students in K-8 by 2015. "With gifted children, if you don't let them reach their potential, they will feel pressure to be the same as other kids, and that can cause them to shut down," said Lillian Yang a parent of a child who attends Speyer.
Our son attends a public school and we are very pleased with the results. The staff is very accommodating and our son still loves to learn.
I came across an article in the New York Times, that spurred my interest because of my son, about schools that are ONLY for the gifted students in the New York area. The first paragraph of the article started talking about a one and a half year old that also knew his alphabet, his numbers, as well as his colors. Although this particular student seemed gifted, none of the gifted and talented schools in the Upper East Side, Upper West Side, and Lower East Side would accept him. So his parents enrolled him into a school for precocious children in the West side called Speyer Legacy School. Annual tuition at this school that only caters to advanced learners is $28,500.
Since more and more families opt to live in the BIG CITY and also have multiple children, New York has limited gifted classes. Last year around 14,822 four year olds were tested to enter the city's gifted kindergarten programs. 3,231 of these children scored within the 90th percentile, qualifying them for the gifted programs in their neighborhood. 1,345 of the 14, 822 four year olds made the 97th percentile, qualifying them to enter a gifted program of their choice within three surrounding cities of Manhattan, Brooklyn, and Queens. But there's a problem...there's only a TOTAL of 325 seats. So that means fewer than half of the four year olds who scored in the 99th percentile (the highest possible score) are eligible for any gifted and talented school within the New York City area.
Now what? According to Rebecca Daniels, former president of the Community Education Council for School District 2, said that some families on the Upper East Side decided they were better off at their neighborhood school and others have quit the system for private schools. Private Schools in NYC use the same written curriculum as general ed classes, but add more complex themes and content.
Speyer Legacy School plans to admit 32 to 36 kindergarten students next fall. As of now, the school only goes up to 2nd grade, but hopes to expand to a total of 324 students in K-8 by 2015. "With gifted children, if you don't let them reach their potential, they will feel pressure to be the same as other kids, and that can cause them to shut down," said Lillian Yang a parent of a child who attends Speyer.
Our son attends a public school and we are very pleased with the results. The staff is very accommodating and our son still loves to learn.
Wednesday, October 21, 2009
Worst to Among Best in Three Years #9
Many students don't have electricity and running water, and yet, in a rural school where 83% of students are poor and 80% are ELL, test scores soared from horrible to outstanding in just 3 years!
Tohatchi Elementary School has had some of the worst test scores in all of New Mexico. Due in part to the demographics of poverty and language. This all changed 4 years ago when first-year principal George Bickert took over. In fact, in order to be a principal at Tohatchi Elementary, George Bickert needed a special waiver. George immediately took the initiative to learn the name of each student right away, he also greeted them every morning, gave smiles, hugs, and high fives throughout the day. George also interacted with the students by playing organized basketball games with them in the mornings.
With the help of George Bickert and the staff, academics soon became a high challenge for students to meet...and within three years these students met those challenges and felt success at every level. Soon math scores ski-rocketed from 15% of the students being proficient in 2006 to almost 78% this year. Reading scores reached 71% this year compared to a meager 28% in 2006. Veronica Garcia, New Mexico's Public Education Secretary, commented on how "astonishing" the students of Tohatchi have progressed. So how did they achieve wonderful results in such a short time?
George Bickert had an enormous amount of motivational skills and a high amount of character. He expected nothing but the best from his staff, but most importantly he believed in the students and parents. George also knew EVERYTHING about each student when it came to data. He took the time to know who all the ELL students were, which students were poor, what skill a student may have been missing, and what their math and reading scores were. "Know your students," he said. "Everybody around the country is struggling with English language learners and students with disabilities, but you need to know what categories your students fit into and find out what your students need." Learning soon became fun and competitive with a great amount of appraisal from George and the staff.
Although George Bickert was promoted to another school as principal this past year, Vanesa Holly will now try to fill his shoes and go even farther as the new principal of Tohatchi Elementary School....and what's better than starting off in a brand new school filled with Navajo language posters and student artwork?
Tohatchi Elementary School has had some of the worst test scores in all of New Mexico. Due in part to the demographics of poverty and language. This all changed 4 years ago when first-year principal George Bickert took over. In fact, in order to be a principal at Tohatchi Elementary, George Bickert needed a special waiver. George immediately took the initiative to learn the name of each student right away, he also greeted them every morning, gave smiles, hugs, and high fives throughout the day. George also interacted with the students by playing organized basketball games with them in the mornings.
With the help of George Bickert and the staff, academics soon became a high challenge for students to meet...and within three years these students met those challenges and felt success at every level. Soon math scores ski-rocketed from 15% of the students being proficient in 2006 to almost 78% this year. Reading scores reached 71% this year compared to a meager 28% in 2006. Veronica Garcia, New Mexico's Public Education Secretary, commented on how "astonishing" the students of Tohatchi have progressed. So how did they achieve wonderful results in such a short time?
George Bickert had an enormous amount of motivational skills and a high amount of character. He expected nothing but the best from his staff, but most importantly he believed in the students and parents. George also knew EVERYTHING about each student when it came to data. He took the time to know who all the ELL students were, which students were poor, what skill a student may have been missing, and what their math and reading scores were. "Know your students," he said. "Everybody around the country is struggling with English language learners and students with disabilities, but you need to know what categories your students fit into and find out what your students need." Learning soon became fun and competitive with a great amount of appraisal from George and the staff.
Although George Bickert was promoted to another school as principal this past year, Vanesa Holly will now try to fill his shoes and go even farther as the new principal of Tohatchi Elementary School....and what's better than starting off in a brand new school filled with Navajo language posters and student artwork?
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