Dr Robert Muller - Tutoring to Excellence in Education

Everyone Can Benefit From an Online Tutor

2012-03-09T10:16:00.000+10:30

Free online tutoring at www.tutor.com/army (Photo credit: familymwr)By Maria Robards

It's common for parents to think of getting a tutor for students that are struggling in one or more subjects. What's not common is for students who are getting by, possibly getting C's or B's that could be getting A's to think of joining a tutoring program.

Whether your child is admittedly struggling or you have a student that is getting by and could probably do better, an online tutor would benefit any student. The main goal of a tutoring program, both online and in person, is for each student to succeed.

High school students that are just getting by might not get into the university that they have their heart set on or elementary school students that just don't quite get it but are not given extra help might end up really struggling in high school. An online tutor can help students in both situations.

When a student goes for tutoring, it doesn't mean that they are inadequate; it just means that they are strong enough to understand that they need a little extra help to get them where they want to be. A tutor is a certified teacher that can help with specific subject matter or can help students learn proper study and test-taking habits to set them up for long-term success.

When an online tutor is paired up with a student, they remain the teacher for that student for as long as the student is participating in the program. This allows the student and teacher to not only create a bond, but allows the teacher the ability to really get to know the child and his or her specific learning style or study habits to know how to best help each child.

Every student has different needs and learning abilities, which is why online tutoring is a great way to help children. Children are more likely to be relaxed while in their own home. If there isn't a tutor staring them in the face, they might be more likely to let their true colors shine through, allowing the teacher to really get to know the student and how best to help him or her.

Having a tutor, either online or in person, is a great way to set your child up for long-term success. Whether you have a child that is visibly struggling or a child that isn't working up to his or her full potential, having a tutor to help him or her do his or her best is one of the best ways you can help your child.

The professional and experienced tutor at Growing Stars provide students with effective and convenient help in all subject areas to raise their grades.

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Online Tutoring - A Blessing for Working Parents

2012-03-08T13:12:00.000+10:30

Free online tutoring at www.tutor.com/army (Photo credit: familymwr)By Nikki John

There is no denying that every parent hopes to give their child a promising future. No matter whether you are a manager with a multinational corporation or a self-employed businessperson, the need to ensure quality education for your child is always one of your top priorities.

However, blame it on the fast paced lifestyle or sheer ignorance, many of us fail to give the time and attention children need for doing well at studies. Although the schools try their best to teach your child everything they need to know; however, children usually fail to perform up to their potential without proper home tutoring. This not only leads to disappointment, but may also have an adverse effect on the overall psychological development of the children.

If you are one of the many parents finding it an ordeal to give due attention to the education of their child, you will definitely find online tutoring a great solution. With internet available in most homes; you can simply enroll your child with a proficient educational firm offering web-based tutoring and relieve yourself form the worry of having to spare time from your busy schedule to guide them.

By availing the services of such educational firms, you will be able to ensure that your child gets the much needed help with their study and achieve the grades they are truly worthy of without making them go for private tuition or sacrifice their playtime.

Firms offering online tutoring specialize in all subjects taught at schools; hence, no matter whether your child needs psychology homework help or is facing difficulty in cracking a math problem, availing the services of an online educational firm is sure to be a great solution.

To ensure that your child is guided in a perfect manner, such firms give you the option to send the course material being taught at your child's school along with the problems. Upon analyzing the material, these firms create highly effective tutoring content, ensuring that your child is well-versed with everything being taught at the school.

Although online tutoring is a remarkable solution for working parents to secure a bright future for their children, before signing up with one such firm or making any kind of payment, it is extremely important to check the proficiency of the chosen educational firm. In order to do so, you can simply refer to the testimonials' section maintained by leading firms in this league and evaluate what the students have to say about the quality and aptness of the education they impart.

Nikki John is an eminent writer and good analysts, who is having a deep knowledge on online education and can suggest for Online tutoring and Psychology homework help

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Assignment Writing Help

2012-03-07T17:06:00.000+10:30

Image via WikipediaBy Lee Millisaw

English Learning Assignments for Adults

Having a vast repertoire of exercises and games is an integral component to an effective English-teaching strategy, especially when teaching adults.

Exercises which utilize adults' familiarity with everyday situations like making appointments, discussing current events or giving directions help build confidence while improving listening, speaking, and reading skills. Many assignments can either be taken home or accomplished in the classroom.

Dictation Exercise

A dictation exercise is a method used to hone listening and reading skills for adults who are learning English. Such an exercise involves students listening to a taped recording or the teacher's voice reading a passage.

As the students listen, they either transcribe the text word for word, or they fill in the blanks of a text which is displayed on an overhead transparency. After the passage is done the teacher can check for spelling mistakes or to see if the missing words were correctly filled in.

Asking and Giving Directions

This assignment is a helpful method to gauge students' command over grammar and vocabulary. The teacher can either ask a student for directions to reach a specific place within a city the student is familiar, or supply each student with a map and ask them how to orient it. Another possibility is supplying the student with a list of directions and then asking him or her to trace them on a map.

Current Event Reading Assignment

This assignment helps to improve both reading and speaking skills. The teacher passes out copies of a current event article to each student and has the students take turns reading it. After the article is read, the teacher then asks the students questions, which focus on particular issues addressed in the text.

After commenting specifically on the article's content, the teacher then gleans the students' opinions about what they've read. Before reading, the teacher may want to write some key words from the text on the board and address them during the discussion.

Making Appointments

In this exercise, students fill out blank weekly planners with appointments and attempt to plan around them with other students in the class. A companion exercise involves arranging more formal appointments by having students create companies and schedule meetings.

Combined, the exercises help students develop vocabulary and expressions for both formal and informal contexts. This exercise also encourages students to be more comfortable with ordinal numbers and expressions relating to time.

Know more about Assignment Writing Help Help And Assignment Help

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Common Mistakes Made in English Grammar

2012-03-05T14:06:00.000+10:30

Past as Present Perfect - Image via WikipediaBy Sarah Short

Some of the most common errors in English are made by people using the wrong tense. For example, most people are reasonably happy when using the present simple tense or the past simple tense but don't often use the present perfect or the future tenses correctly.

Using the Present Perfect tense correctly is very important because it is one of the most commonly used tenses.

We use it:

· When we are talking about something that has happened, but are not using a particular time. For example, 'A plane has crashed in Essex.' It is only when we put a time to the event that it moves into the past tense. e.g. 'At eight o'clock this morning, a plane travelling from London to Stockholm crashed in a field on the outskirts of Chelmsford.'

· When we talk about finished actions, but the time is unfinished. For example, 'l have had three cups of tea today.' The action of having a cup of tea has finished but today has not finished and l may have another cup of tea.

· When we talk about experiences in our lives, again we are talking about finished actions, but clearly our lives haven't finished, so we are thinking of unfinished time. 'I have lived in Venezuela.' I don't live there now, but at sometime in my life I have lived there. If I use a past time, then l have to use past tense: 'I lived in Venezuela from 1978 to 1982.'

· When talking about past actions that have a present result. For example, 'l have broken my arm.' The action has clearly finished but the evidence is there for everyone to see - result, broken arm.

· When we are talking about an action which started at some time in the past, but is still continuing: 'I have lived here since 2003.' I started living here in 2003 and l am still living here. In the same way, 'I have lived here for eight-and-a-half years.' I started living here eight-and-a-half years ago and I'm still living here.

The future forms are difficult to use accurately because they are flexible and reflect the intentions of the speaker. Most English language learners use will whenever they talk about their future plans, which is incorrect.

Will should not be used for talking about plans made before the moment of speaking. It can, however, be used if a decision is made at the time of speaking, often in response to a question, e.g. 'Would you like a drink?' 'Yes, I'll have a cup of tea please.' You didn't plan to have the cup of tea before you were invited to, but decided to have one after being asked.

For plans already made, to be going to + infinitive verb, or the present continuous form + a future time reference (if the plan is difficult to change because it involves another person) should be used. e.g. 'I'm going to fly to Italy', this shows a future plan, but is easy to change as you haven't bought your ticket yet. Whereas, 'I'm flying to Italy on 10th May', also shows a future plan, but is difficult to change because you have already bought your ticket and would have to cancel it.

So, don't forget, if you are talking about your own plans, or asking about someone else's, you should use these two forms, going to + infinitive verb or the present continuous + future time.

If you want to learn English in England Tudor Hall could be the place for you. Tudor Hall School of English is a small, professional school that specialises in just three things; exam preparation, English for the real world and summer programmes for younger students (13 - 17). Our passion is our students' success.

To find out about our courses, visit Tudor Hall

Sarah Short
PRINCIPAL
Tudor Hall School of English

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Recognizing and Relieving Test Anxiety

2012-03-04T16:13:00.000+10:30

Image via WikipediaBy James F McGrath

Tests are a way of life. Over the course of one's life, tests determine many future options. We take math tests, driving tests, college aptitude tests, and physical fitness tests. There is no getting around the standardized testing system. Even the opportunity to graduate high school is lined with a number of end-of-course tests to pass.

Acknowledgement

The first key to overcoming test performance anxiety is to acknowledge its existence. Most students experience some level of anxiety before and during an exam, which is elevated based on the importance of the test. However, to dismiss the presence of anxiety is to deny oneself the opportunity to take preventative measures. Denial is not a viable option. Overcoming anxiety requires honesty in noting that it exists.

Prepare for Success

Many of the fears associated with taking tests deal with the unforeseen. One example of this would be the dream where we show up late to our SAT exam - sometimes in our underwear! The fear is not always rational, but exemplifies our need to prepare in advance. Many test taking anxieties can be relieved by doing what is necessary to prepare in advance.

The first step is easiest to figure out. Preparation begins by studying the material at hand. Practicing time management techniques, such as making a schedule and creating a to-do list help a student to plan studying time in advance. Adherence to one's schedule allows more test preparation opportunities. Creating the time is not enough. Organizing one's study materials and studying properly will also help. Consider using questions at the end of each chapter section for practice.

Having one's materials in a separate, well lit area with few distractions will also help with test preparation. If you don't have such a space, consider making one. Then gather all of your books and materials and keep them in this area. This will save time spent looking for lost materials.

Preparation Includes Staying Healthy

One overlooked aspect of relieving test anxiety is the idea of staying healthy. The brain, like any of our muscles, needs food, liquids and rest. Being well-rested (at least 7 hours for adults), fed and hydrated (6-8 glasses of water per day) is a good preparation strategy.

Maintaining an exercise program has been known to keep the mind sharp. Try to avoid fried foods, processed snacks and carbonated drinks to keep the mind ready for peak performance. Also, be sure to eat on the day of the test. The stomach may be nervous, but the body and brain need nourishment.

Be Confident and Visualize Success

A positive attitude goes a long way for test preparation. If one has followed the guidelines mentioned, there should be fewer reasons to worry. Another key is to arrive for the test early with materials in hand. This eliminates the worry manifested in the SAT dream.

If you have studied, found the test site, arranged your spot and have time to spare, then you are prepared to succeed. At this point, a positive visualization can also assist in relieving anxiety.

Athletes have been well known for visualizing success (hitting a home run, jumping over the bar) before a competition. It does not have to be as advanced as meditation, but can be a simple as closing your eyes and picturing yourself doing well on the exam. You visualize knowing all the answers, writing a well developed essay and combining thoughts to present a strong thesis.

Take Your Time

Finally, the last step to overcoming test performance anxiety is to take one's time during the exam. This includes reading all of the directions, answering the easier questions first (it's good to start out on a roll, and the easy answers might help you to remember harder questions later), and mapping out your short answer/essay questions before writing.

Remember, you cannot control all of the variables surrounding an important test. However, by addressing and maintaining the variables which you can control, test anxiety might not be eliminated, but can be fairly well managed.

Jim McGrath is a teacher, writer and president of McGrath Educational Services in Newport News, VA. This company is devoted to teaching, writing/editing and other educational, sports and business related projects.

The author is a 1986 graduate of Wagner College in Staten Island, NY and received an M.Ed. in Administration and Supervision from the University of Virginia. Currently, he is working toward a doctorate in Educational Policy, Planning and Leadership at the College of William and Mary.

McGrath has been a teacher since 2002 and also has 15 years of coaching experience with high school cross-country and track.

Jim and his wife Elizabeth reside in Newport News, where he teaches business and computer courses at Centura College while she teaches high school world history, geography, and other related subjects for juvenile justice services within the Newport News school system while pursuing a masters degree in special education at Regent University.

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Addressing an Aversion to Reading in the Homeschool Environment

2012-03-03T11:10:00.000+10:30

King Alfred the Great was Fond of Reading and Learning - Image via Wikipediaby Ms.Tirtza Koren Gal, Home Educators Resource Directory: http://www.homeeddirectory.com

Ms.Tirtza Koren Gal is the founder of SkillaDo and the EasyPhonics™ reading program. Her mission as a teacher is to empower children by teaching them to read and control texts, allowing them to build strong self-images as readers and achievers. You can read more about teaching children, children & learning, and children & reading at the SkillaDo blog.

Reading together can be one of the greatest bonding experiences a parent and child have. Of course, teaching your child to read in a homeschool environment can be stressful and overwhelming for you and for your child - after all, reading is an artificial process and the exact opposite of natural speech.

What if during this already difficult process your child begins presenting with an aversion to reading? How can you effectively intervene to encourage your child to engage in reading and enjoy the experience?

Assess your child’s emotional needs

Is he or she intimidated by reading? Is the anxiety presenting due to self-consciousness or concern that he or she can’t perform well? Try providing constructive encouragement, not adulation, to give your child a realistic and true confidence in his or her abilities.

For example, instead of saying "You're the best reader in the world!", give him or her specific encouragement on specific tasks: "You did this exercise very well." This kind of grounded sense of achievement can build lasting self-confidence that can make a big difference in the long run.

Determine whether a learning difficulty is at play

Is there a learning difficulty present that may be compounding the problem? Do you believe that there may be signs of dyslexia or some other reading disorder present? Try to determine where in the reading process the difficulty is occurring. Is it a matter of decoding? In other words, is your child having a problem "translating" the sounds on the page into the spoken word they represent?

Does he or she even understand that this is, in fact, what is supposed to take place in reading? Or is the difficulty a matter of comprehension? Your child may be able to decode the sounds, but then is unable to really grasp the line of the narrative or string the words together into a larger concept.

There might even be a retention difficulty at stake, which could relate to an attention disorder. Investigate all three areas and try to zero in on the source of the problem.

To read further, go to: http://www.homeeddirectory.com/blog/addressing-aversion-reading-homeschool-environment

The Role of Emotions in Learning and Why It Matters So Much That We Understand Well

2012-03-02T10:28:00.001+10:30

Happy Children Playing Kids (Photo credit: epSos.de)by Sarah Major, M.Ed., on Home Educators Resource Directory: http://www.homeeddirectory.com

Too often adults behave as though we (subconsciously, not intentionally) believe that all learning happens in the thinking, rational brain, and that if a child is not performing well with reading or math, their rational, thinking brain is somehow at fault, i.e. disabled.

For years, my passion has been to learn the reasons why some children who are bright fail in school and what I can do about that as a parent, educator, and product designer, so I focus on learning from these children.

Lately my focus has gone beyond “the child is obviously bright, so why is he failing?” to “the brain is wired to learn naturally, so no matter how bright or not bright the child appears, what is preventing learning?”

1. The clash between learning and teaching styles

What I have come to believe is that one of the biggest obstacles to learning has to do with a mismatch between teaching style and learning style. It is as though we speak Swahili to children whose native tongue is Tagalog.

We can talk slowly, more loudly, repeat ourselves, have them try and write what we say, have them drill with flashcards, cut the required work in half, lower expectations for them … but as long as we’re speaking Swahili and their ears are trained to hear Tagalog, nothing good will come from the exercise.

The results of the clash

Children are naturally wired to scan the faces of adults who care for them - parents, teachers, or anyone who is important to them - and to read body language. They want to please, they want to belong, and they need our approval. They need to see our faces light up with love and approval when we look at them.

Unfortunately, when we are busily chattering away in Swahili, what registers on our faces and in our body language is frustration, perplexity, maybe a sense of helplessness, or exhaustion. The child will absorb all that, and in the habit of children, will sense that he is failing us … and that the fault is his.

The child will not understand that he should be spoken to in Tagalog; he will berate himself for not understanding our steady stream of Swahili.

Negative emotional connections

The next thing that will happen is that the child will begin to make negative emotional connections with anything that reminds him of the unpleasant experience he had with trying to learn in a Swahili classroom. The chair, desk, pencils, papers and books will all remind him of his failure to learn. At this point, there is the child’s failure, yes, but other things are happening as well.

Shut down

The more a child associates negative emotions with learning, the more his brain will shut down. He will be immersed completely in his emotions which are urging him to avoid the danger he is in. I have seen children who get to this stage in their life check out, act out, display bravado, drop out, become behavior problems so they will not have to be faced with their failure yet again. And of course learning does not happen.

To read further, go to: http://www.homeeddirectory.com/blog/role-emotions-learning%E2%80%A6

Sarah Major, CEO of Child1st Publications, grew up on the mission field with her four siblings, all of whom her mother homeschooled. As an adult, Sarah homeschooled a small group of children in collaboration with their parents, and has taught from preschool age to adult. Sarah has been the Title 1 director and program developer for grades K-7, an ESOL teacher, and a classroom teacher. As an undergraduate student, Sarah attended Wheaton College in Wheaton, Ill. and then received her M.Ed. from Aquinas College in Grand Rapids, MI. In 2006 Sarah resigned from fulltime teaching in order to devote more time to Child1st, publisher of the best-selling SnapWords™ stylized sight word cards. In her spare time Sarah enjoys gardening, cooking, pottery, quilting, and spending time with her family.

Child1st Publications, LLC
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How to Look for English Schools Online

2012-03-01T14:14:00.000+10:30

education online (Photo credit: Sean MacEntee)By Melanie Ochoa

Looking for English schools online? Are you collecting data about it so you can choose what is best suited for you? Searching for some tips that will help you in your hunt for a good institution where you can learn English?

There are many ways in which you can learn a language and an online search is always very helpful. With the countless results in your Google or Yahoo search, how will you really know which one is good for you?

There are so many available lists on the web and it can be a herculean task just to choose and narrow down the search. Here are some key points to remember when doing your research.

First you must identify what kind of English school you are looking for. Are you on the hunt for a school that offer their education in English or are you searching for an actual Language school that will teach you English? Once you have identified this need, you can then narrow down your search to simplify your chase for a school.

It is very important to type in the search box the location where you would like to go to school. If you want to just do an online thing, then this would not be necessary. Online schools must still be accredited by the department of education especially if you are looking to attain a certificate at the end of the semester or the program. If it's just an informal education you are looking for, then online schools or online video tutorials would be fine for you.

You can also always look at websites such as English Schools Worldwide, Finduniversity.ph or online clubs of this type of educational institution such as englishclub.com. There is usually a list of locations or countries in the first page and you may skim through this and click on the desired location.

Always look at important information like location, student-teacher ratio, tuition fee and testimonials of students. Looking at the syllabus of a language course is also very helpful as this will tell you about the focus of the course they are offering.

When you are in a specific website, always look around the site and get information on what you need. If you are not satisfied with the website's content, you can always look at the forum or contact the school through email or telephone. This way your questions will be answered directly and to the point. Remember, information is essential to inquiring and finding the best suited class for you.

Last but not least, it is very important to also look at the English schools' program on extracurricular activities. This should support and promote more learning for the student. It's actually putting theoretical knowledge to practical use.

Having fun while learning is possible and is actually very effective that is why you should also consider this when looking for a school online. Immersing yourself with the English-speaking country's culture is another effective and practical way to master the language.

Looking for good English schools in Manila, Philippines? Make sure you check the school's references and look for student testimonials. Double checking the accreditation of these English schools will also ensure the quality of the education you will be paying for.

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Dealing With Challenging Classroom Behaviour

2012-02-29T13:25:00.001+10:30

Misbehaving - gesture, attitude, behaviour (Photo credit: Marc Wathieu)By Ritchie Morgan

Reprimanding

When you have to tell a pupil off do it in private if possible. If they are in front of their mates, they don't want to lose face so they may argue back. When you have said what you need to say, end the interaction.

Criticise their behaviour, not them

It is better to say, "what you did was immature", rather than "you're immature".

When I was at school, we were shown how to thread a sewing machine during a Textiles lesson. The following week we had to do it ourselves and I remember struggling to remember how to do it. When the teacher saw my dismal attempt she tutted and said in front of the class, "you're not very clever are you!" I'm still angry at that woman twenty years later!

It might be true, but commenting negatively on a pupils' personality in this way will do nothing but harm. By telling them "you're immature", you're telling them that's what you think of them. That's how they are so there's no point trying to change. By separating their behaviour from their personality you are telling them they can choose to improve how they behave. It encourages them to take responsibility.

Strategies To Minimise Bad Behaviour

Here are some practical strategies to use in the classroom to help prevent unwanted behaviour from happening and for dealing with it when it does.

• Politeness - Set the example and be polite to pupils.

• Work the crowd - Use the whole classroom. Move around as you talk when addressing the class and when work is taking place move around to check pupil's progress. This shows you are considering everyone and lets them know you are likely to pick up on undesirable behaviour as you are 'on the move'. It also confirms your authority and shows them you are comfortable in your environment and in control.

• Behaviour chart - This is a very useful way to chart pupils' behavioural progress throughout the lesson. It is a visual reminder of how they are doing in the lesson and is usually very effective. It can be adapted for the needs of the class/pupil. Behaviour charts work well with rewards and sanctions. The behaviour chart serves as an indication of how close they are to these.

• Rewards and sanctions - Rewards work well as they provide the incentive. Even for pupils who might like to come across as above all that. Clear sanctions allow the teacher to emphasise where the boundaries are.

When things start to escalate ...

• Ignore - If it's low-level stuff you can ignore it. At this stage, it is probably best to avoid confrontation which can escalate if a pupil feels aggrieved.

• Body block - A simple technique for when two pupils are signalling to each other across the room and it's proving a distraction. Simply stand in the middle. You don't even have to acknowledge the misbehaviour that was occurring.

• One-to-one - When dealing with misbehaviour it is best to do it with as little fuss as possible. Try and do it with as little confrontation as possible. When you need to 'have words' endeavour to do exchange is reduced to an argument and your status is compromised.

• Follow through - This goes back to the point about consistency. If you say that you'll give them a detention the next time they commit another misdemeanour then you must do so the next time they do it. If you don't, pupils will rightly believe your authority is suspect and will have no confidence in you.
You will find it very difficult to control the class then.

Visit my website http://www.whereisthestaffroom.yolasite.com and click on the link for information on the causes of bad behaviour and practical ways of dealing with it. I've written a series of articles providing a basic grounding in lesson planning, behaviour management with some lesson activity ideas thrown in. It's designed as a one-stop shop for those new to teaching and I'll be adding to it over time so keep checking the site. Thanks for reading.

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Homeschooling: Dealing with Doubting Relatives

2012-02-28T16:40:00.001+10:30

Homeschooling - Gustoff family in Des Moines 020 (Photo credit: IowaPolitics.com)by Linda Dobson, Parent At The Helm: http://www.parentatthehelm.com

It’s one thing to paint your house, only to have your mother-in-law stick up her nose and mutter something about nausea. It’s quite another to soul-search, decide that the very best thing you can do for your children is to create a new family lifestyle, then listen to her wail that you will ruin her grandbabies forever.

Yes, many families and circles of friends contain one or more well-meaning persons who will question your reasoning skills. This isn’t really surprising.

Isn’t just about everyone you know, and are related to, the product of more than a decade of schooling? Doesn’t it make sense that your decision to take a different approach for your children will be seen by some as criticism of their own upbringing? Some might even say, “Hey, I went through all that malarkey, and I turned out okay.”

As tempting as it may be, this is not the time to inform Uncle Albert that you think you’ve pegged his personality disorder.

Homeschooling and Doubting Relatives

Instead smile, secure in the knowledge that no matter how miserable they are making your life today, your relatives and friends may sing a different tune with the passage of time and the actual reality of homeschooling, as opposed to reacting to their preconceived notions.

“Well-meaning relatives wondered if we weren’t depriving our children of opportunities to make friends, if homeschooling was legal, what kinds of textbooks we planned to use, if we would keep up with the public schools,” says Kristi Schrampfer. “I even had a family member tell me that we couldn’t possible teach the kids enough, since we weren’t experts in everything (what teacher is?)”.

To read further, go to: http://www.parentatthehelm.com/8092/homeschooling-dealing-with-doubting-relatives

Improve Student Performance With Online Flashcards

2012-02-27T12:56:00.001+10:30

Image via WikipediaBy Chris Deiter

How do online flashcards differ from the traditional type?

The purpose remains the same - engage students in the material by having them create their own cards and then use this as a tool to drill with. The differences come with the technology.

Unlike some "educational kludges," that merely turn a good idea into a flashier, electronic version, online flashcards actually leverage the medium quite well. For example, virtual cards (also called "notecards") can be randomized, and a test generated from the information they contain. These multiple choice tests use information on the cards in a stress-free testing situation with just a click of a mouse button.

Other benefits:

Familiar environment for students; graphical interface they learn interactively - no "training curve."
The programs are hosted online and viewed through a browser. No compatibility issues with different computer brands or models and "always available" with an Internet connection, including school computer labs.
Free of charge - no economic discrimination.
An existing library of flashcards students can access and contribute to.
Same look and "feel" of physical flashcards.
Virtually unlimited storage for flashcard sets, organized by subject.

Motivation

Educators are well aware that electronic-style games can be helpful tools, but do not give the personal interaction needed to keep students on track and motivated. In short, students do better when they aren't out on their own.

Motivation is augmented with two main features. The first is the ability to share (or cross pollinate) card sets with fellow students. They may wish to challenge their peers with a test drawn from their flashcards as well.

The second feature flows from the cloud computing aspect. Since the material is hosted and stored online, teachers can review a student's flashcards, either because they have been assigned or just to check progress. In fact, students are encouraged to share their flashcards with their instructors to make sure the information is correct and meaningful.

Assigning flashcards can come in two forms. Students can generate their own and then be graded on those, or teachers can generate a set. Flashcards written by instructors can then either act as an adjunct or the basis for a formal in-class test. It's a ready answer to the proverbial question, "What's going to be on the test?" if the core knowledge will fit on flashcards.

Rote Learning

Flashcards have gotten somewhat of a bad reputation because they seem to be structured for rote learning. While it is true that straightforward facts work well with flashcards and repetition, there is much more to the story.

For example, when a student has to create their own set of notecards (perhaps for a grade) they can only do so by engaging the material. This is a critical first step in the learning process. The act of entering information (especially if spelling and sentence structure are emphasized) adds a useful dimension.

Furthermore, memorization of critical facts shouldn't be dismissed. Having command of the basic facts of a subject then allows students to further their grasp of more complex constructs and concepts. To manipulate facts into higher level understanding, after all, first requires a command of the facts.

A final benefit of flashcards, even as a rote learning tool, is they provide a great reference and review of critical information. This alone will inspire confidence in students who otherwise may be very anxious and made learning adverse by worry.

Flashcards for assessment and the struggling student

While not designed primarily as a testing tool, a student's progress is available and an instructor-generated set of flashcards could certainly be used to measure knowledge or identify weaknesses. The nice thing about using the system this way is that students don't see it the same way as a formal test or quiz. Rather, it's closer to an online game or poll they might take for entertainment.

Another use is to allow struggling students a quick review before a physical test. Unsophisticated students may not realize the value of a quick recap of relevant information near the actual test. Because virtual notecards can be accessed wherever there is an Internet connection, they are as close as the nearest computer. Allowing a five or ten minute review time before a test can help borderline students improve their scores dramatically.

Summary

The primary purpose of online flashcards is educational, not entertainment. Those elements that make the experience friendly are designed to remove barriers to learning, not remove learning. But, like any educational tool, flashcards must be used to see any benefit.

Teachers who participate in students' use of virtual flashcards will see better results, more quickly. Parents can also help, and home computer use is a natural way for parents to oversee (or get hands on) with their children. In fact, parents often enjoy adding flashcards to a set or testing their own subject knowledge.

Make flashcards for your textbooks with Easy Notecards, a 100% FREE online flashcard tool. Includes quizzes, games, printing, sharing options and more. Easy Notecards makes learning new material fun and easy.

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A Second Chance in Life - Back to School

2012-02-26T15:36:00.000+10:30

Image via WikipediaBy Irena Pergjika

Nothing is certain when it comes to our sharply competitive world. Amidst bank bailouts, and economical crashes it is difficult to keep a job, let alone find one, especially when the people lining up for the job you want have five different degrees. The harsh reality is that we are all replaceable no matter how effective we might be at performing our job.

Right now you probably have a job that keeps you comfortable, a job that in all likelihood you dislike, but have no choice but to deal with it since you have nowhere else to go and a family to feed.

I would like you to imagine leading life as the poorest citizen of this country. Without a high school diploma, you have settled for a dead end job that pays just enough for you to afford the rent. Strapped for cash, you try to figure out ways in which you can satisfy your personal needs, yet come up short every single month.

The only thing certain in your life are the bills which come in, like clockwork, every single month. Living such a life would lead one have constant anxiety for fear of running out of cash. Fortunately for you and for many others who fell short on completing a degree or a high school diploma, there is hope!

Ask yourself, is it a good idea to go back to school?

In short: YOU BET IT IS! Getting your GED is the first step onwards to your personal success. The more rungs you reach on the educational ladder the more doors you will notice opening up. However, going back to school is not an easy task to do after years of being away from the education arena.

Initially it might be tough to get back into the rigor and routine required of a student. Change is and will always be something difficult to achieve, and going back to school will require you to change your lifestyle. Once you me the decision to go back to school there will be no more watching TV for endless hours, catching up with friends every weekend or going partying as soon as you get the chance.

All the free time you have now will be replaced with endless hours in front of your computer completing an assignment, reading material on your way to work and the 8 hours of sleep you get every night will be replaced with "I'll sleep when I can." Just like everything else in life school requires serious commitment.

Although it is going to be hard and you'll be restless for half of the year, nothing beats the satisfaction of achieving your goal. Once you submit that final paper and finish answering the last question on your test booklet, it is all worth it once you see the straight A's across the board.

I like to think of it this way: Day by day, semester after semester, I'm a step closer to fulfilling my dream. You can do it, everybody can, you just have to set a goal and do everything possible to complete it! Don't give up as soon as things get harder because at the end it's all worth it, trust me.

Getting started

People drop out from high school for many reasons. There is the inability of balancing both work and school, being left without a choice by having to work in order to provide for your family, or simply peer pressure. You can always consider GED - life's second chance to pursue your dream and making it in this world.

You might think it's too late for you to attend school since you've been away from school for so long but you're wrong! No matter what your age group, it is never too late to continue with what you left unfinished. Open a new tab and start searching for the nearest GED center that will provide you with the class schedule and the examination booklet.

Attending class and keeping up with your daily schedule can be hard, and in some instances may act as a set up for failure. Thankfully, there are programs that you can easily find online which provide you with the assistance and preparation needed to ace tests and the final exam without you having to go any further than your computer. It only gets better!

If you feel that you don't need the extra practice tests and the courses, you can proceed to the final examination right away. However, I personally recommend for those who have been out of school for some time, and didn't keep up with the material to take some courses just to become more familiar with the material in order to refresh your memory.

What's next?

After you successfully complete your GED, it's important that you continue your education. Two year schools offer Associate Degrees in many fields such as Nursing, Arts, Early childhood education and many more. To complete an Associate's Degree you usually require 60 credits but that number might vary on what major you decide to pursue.

Many colleges offer morning and evening classes to best fit everyone's schedule, but online courses are available as well. You can also seek programs that don't require two years for completion. You can get training and start working right away after just a few months. Such trainings are available for EMT's, Mechanics, Motorcycle mechanics, home attendants and more.

It all sounds nice and dandy and I'm pretty sure your heart is pumping fast from all the exciting possibilities, but when it comes to paying for all these programs many people fall behind and end up dismissing the idea of going back to school all together. This is where many people are wrong!

There are many ways you can pay for school, such as applying for financial aid or creating a payment plan with your school. For many students financial aid helps pay for most of their tuition, and whatever is left gets paid for out of pocket. Alternatively one can set up a payment plan with the school. Other options are available depending on which school you decide to attend.

So in the end, this is only the beginning for you. No, there are no more excuses to make. The doors are open to those who are willing to walk through them. As I stated here, it does take time and commitment, but the pay off is tremendous. Not only is the prize an upstaged lifestyle, but the feeling of accomplishment. It is time to grab the steering wheel of your life, and turn towards success! Do not deny this to yourself any longer, and go back to school!

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Maintaining a Responsive Classroom Environment

2012-02-25T12:43:00.000+10:30

Image via WikipediaBy Doug Apicella

The month of February often heralds a time of increased stress and busyness within our schools. State standardized assessments loom in our near future, district benchmarking of student growth is underway, or nearly at an end, resulting in lost instructional time devoted to data analysis and planning.

Three and four-day weekends become the norm, and all at a time when the pressure to fit in a full year's curriculum instruction reaches a climax.

It should come as no surprise that administrators and teachers alike complain of student behavior at this time, as though attention span, acting out, and other assorted negative behaviors somehow manage to reach an all time low in correlation to the mounting stress on teachers.

In truth, that describes exactly what transpires between February and March when we fail to acknowledge the oft-expressed axiom, children are sponges; our students perceive, soak up, and play our heightened state of stress and anxiety back for us.

The unfortunate fall out of an increased number of sub days, professional development days, and the odd but frequent holiday is that students in turn experience their own mounting level of anxiety in response to the disrupted schedule.

Similar to the beginning of the year, the month of February presents us with an important step in maintaining the responsive, supportive, and caring environment we worked so diligently to create those first six weeks of school. On the heels of January, and time spent reviewing expectations and classroom rules, this time presents an opportunity to check in, both with our selves, as well as with our students.

How safe and comfortable does each of our students feel in taking risks with their learning and thinking in the classroom? Do students support one another, and hold each other accountable for tolerance, respect, and positive behavior?

A colleague of mine stopped me after visiting our classroom during a typical February classroom meeting. By mid-year, my expectation is that most of our community can answer these questions with thumbs up, or at the very least, thumbs to the side which means, "yes sometimes I feel safe taking a risk by sharing my thinking, and trust that no one will make fun of me."

She expressed surprise that every student had actually answered indicating they felt safe taking risks, or that they usually felt comfortable doing so. "How," she asked with surprise, "did you manage that?!"

The answer to successfully creating and maintaining a safe, responsive, inclusive learning community lies in defining what that means, and very explicitly, what that looks like in each of our classrooms. Our answers will surely grow and evolve over time, but only by committing them to paper and sharing them with our colleagues can we ensure that our dreams become our realities.

The following serves as the benchmark against which I measure my own classroom, and I revisit it often throughout the school year. My hope is that this crazy February academic season, you enjoy the following reflection, and feel inspired to create your own. February does bring a great deal of upheaval and interruption, but it need not derail our classroom community, or increase our students' level of perceived or internal anxiety.

With luck, we can each succeed in creating a safe haven in which learning, reflection, and relaxation take place, and both our students and our selves, enjoy a safe haven in which we connect and grow together.

Selecting the right educational supplies help aid and foster a responsive classroom environment where students feel ready and confident to learn.

Like this article? If so you can visit the Learning Hive, an educational resource center for educators everywhere.

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Learning to Read

2012-02-24T10:12:00.000+10:30

Image via WikipediaBy Chris O'Donoghue

I am an experienced teacher of mathematics in schools, to children aged between 8 and 18 years. I now go into my local middle school and help with a few mathematics lessons, and it is a most enlightening experience.

So what has this got to do with learning to read? Those of you who work in this important area of a child's life will know more about it than I do, but I have recently been giving the matter a lot of thought as I have been working with a 10 year old with a reading age of below 5 years. Why did Tommy fail to read as a young child? What went wrong with his development? Could I turn the clock back 5 or 6 years for this child? Could I use the method which works for a child of 4 or 5?

To my mind, the most important activity which prepares children to become readers, is to read to them while they can see the book. They see these strange shapes on the page and quickly realise that they are words which string together to make a story. This provides the best preparation for learning: motivation. I must add here, of course, that a child will still enjoy the attention she or he enjoys when an adult reads to them, so don't be surprised if they learn slowly!

Sadly, Tommy must have missed out on this process for reasons I do not know. The effect on him has been devastating. I can imagine that as a young child, seeing that others in his class could read while he could not, led him to believe that he was not very bright. If he was not very clever, then he must have thought that he was not worth much as a person.

I came across him in mathematics lessons when he was 9 years old. It was obvious as I watched him work, that his powers of reasoning were considerable. And this child could hardly read!

By this time, Tommy was 10 years old. I undertook to help him with his reading, and I am pleased to say that we - Tommy and I - have been successful. Now aged 12, he does not read for pleasure, but he can manage most of his own needs where words are concerned.

So why did we manage it? Although his teachers had tried to help him in the past, he was one child in a class of many. I succeeded because I could work one-to-one with him.

There was another important ingredient: trust. I offered to help him as an unpaid volunteer because I could not stand aside and see such intelligence going to waste in one so young. I believed in his ability and told him so. As his self-esteem improved, so did he as a person.

The reading material he used was aimed at children of his age. He didn't have to read the adventures of Pinky the Poodle - or whatever!

So what works?

Tommy is obviously intelligent, although it is always best to start with the assumption that a child is bright.

Encouragement works, but only if it is honest. If you tell a child he is doing fantastically well when he is not, he will see through you and you will lose his trust. Remember, he is intelligent.

Patience and determination on the part of the adult are essential. You have to provide both when your pupil begins to waver.

Don't rush things. Bewilder your pupil with a Latin motto festina lente: "make haste slowly."

Forget about whether you should be using phonics, or rote of whatever. Who cares? What counts is the personal touch and your care for your pupil.

Improve a child's reading and you change that child's life.

When are you going to start?

Chris O'Donoghue is the author of an ebook "Mathematics To Do," samples of which can be seen at http://www.mathematics2do.com. He has also written "Charlie's Reading Rescue - Improve an Older Child's Reading," a book to support poor readers. Details are at http://www.charliesreadingrescue.com.

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Beyond Debate Club

2012-02-23T11:33:00.000+10:30

Image via Wikipediaby Will Wlizlo, on UTNE: The Best of the Alternative Press: http://www.utne.com

While no parent wants a petulant, argumentative teenager, cultivating a skill set for feisty debate in secondary school may be the most effective way to ensure a reasoned adulthood.

Columbia University’s Deanna Kuhn, a psychology professor whose work in cognitive science and education was recently profiled by Miller-McCune, worries argument “based on substantive claims, sound reasoning, and relevant evidence” is dying out - yet, in our ever more complex world, is ever more crucial. How, she set out to uncover, could we foster a generation of rational, well-informed citizens to meet the challenges of tomorrow?

Though a geeky staple of secondary education, debate club was not the solution Kuhn investigated. Instead, she went meta. As in, metaphysical.

Kuhn’s subjects were mostly black and Latino students from a public middle school in Harlem, and all 48 were enrolled in a twice-weekly philosophy course for three years. Alongside the class’s curriculum, they researched and debated on controversial issues like animal rights and black market organ sales. “They often debated in pairs,” explains Burns, “not face to face, but online, in a sort of Socratic inquiry via Google Chat.”

To read further, go to: http://www.utne.com/Mind-Body/Beyond-Debate-Club-Fostering-The-Art-Of-Argumentation.aspx?newsletter=1&utm_content=02.22.12+Arts+and+Culture&utm_campaign=2012+ENEWS&utm_source=iPost&utm_medium=email

Tips For Writing a University-Level Essay

2012-02-22T10:15:00.000+10:30

University of Glasgow - Image via WikipediaBy Jo M Draper

When you take the bold step to commence a university undergraduate course you are moving into a new realm of education, which in turn requires you to deliver a new level of academic work. This will involve giving presentations, completing research and writing university level essays.

In order to meet the requirements of these essays there are a number of tips that you should follow which should set you on the track to academic success.

Firstly, remember that university essays should be well researched and contain lots of supporting evidence in terms of other people's previous findings. This supporting evidence could be in the form of a literature review or just quoting others' work throughout your essay.

Any references to other resources must be credited appropriately. Be sure to follow your university's specific guidelines in this respect as valuable marks can potentially be lost just by not applying the correct referencing method, or by applying the right method incorrectly. It may pay to familiarise yourself with whichever style your university uses, before you even begin writing.

A common referencing style is the Harvard system of referencing which has very strict rules about crediting authors, research papers and journals, etc, but your University should be able to provide you with tailored guidance.

Secondly, a university level essay should try to delve deeper than a college level essay necessarily would. It should stretch and question theories and allow you to add your own knowledge and opinions in order to draw conclusions, some of which may never have been drawn before. This means you can't just recite your lecture notes, there must be some individual application of knowledge, and this is a challenge that many new undergraduates struggle with.

As with all essays a university level essay should have a sound introduction, a thorough research and analysis section and sound conclusions. This should then be followed by a full reference list and a bibliography.

Within all of these elements you should make sure that you format your work according to your university guidelines, this is good practice for when you come to writing your dissertation, as correct formatting and adherence to style guidelines could mean the difference between a first and a 2:1, in the same way, any essay, whether written at university or college should be proofread, preferably by a third party, to ensure that it is free from any spelling or grammar mistakes.

Following all of these tips will allow your university level essays to achieve the grades you deserve and give you a good foundation for when it comes to writing your dissertation.

Do you need the help of a professional proof reader? Then contact JMD Editorial and Writing Services today!

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The Young Teacher's Guide to the Internet and Assessment

2012-02-21T10:33:00.000+10:30

Image via WikipediaBy Richard D Boyce

This article is designed as a starting point for young teachers new to using the internet as a tool in their assessment.

Being proficient at using the internet itself is not a guarantee that you will immediately succeed in using it for assessment. Nor is being inexperienced with using the internet going to prevent you from using it to create an effective assessment task.

The advice that follows is the culmination of my experience introducing the internet as an assessment tool during the late 1990s and the early 2000s. It is important to understand that my staff and I began with varying degrees of experience with the internet.

Below is the advice I would offer to a young teacher joining my staff in the first year of his/her career.

• Make sure the assessment technique is not a test of how to use the internet.

• Always do the test yourself first, looking for 'glitches'.

• Allow more time than you feel is necessary. Computers and networks abide by 'Murphy's Law'. Websites can often be unavailable due to an upgrading process.

• Have more than one internet site available for use if possible.

• Always review the task after you have used it and rewrite it if necessary. Don't disregard it because it didn't work well the first time. It may just need fine tuning to make it a great assessment task. You may need to add extra websites or update your list.

• Try to write instruments that are procedural in nature and don't depend on the website to be visited. Thus, you can use the procedure over and over again changing only the topic/data and the websites to be used.

• Remember to check your answers to the assessment task before marking, as the website/s may have been upgraded since you wrote the assessment task.

• Learn to use a variety of search tools, e.g. Google and Yahoo.

• There are sites that offer assessment items that you might use or adapt, e.g. http://www.funbrain.com had lots of quizzes on a variety of topics in Maths and other subjects that students could do on the internet. The site would email the teacher the results of his/her class. This site may no longer be available but there may well be others of a similar nature.

• It is important to check the websites you use for any bias. If you still wish to use a site, discuss the concept of bias with your class before you give the assessment task based on that website.

• Where students are allowed to find their own websites, they must acknowledge them. This will allow you to test the integrity of the site, if necessary.

• For lower year levels and the less able, make sure the websites you use or recommend are easy to use to facilitate the students getting started quickly on the assessment task itself.

• It is important that the websites you use or recommend have reliable data. Check it yourself beforehand.

• For the most reliable results, all students should have access to their own computer. Sharing computers can be more time consuming and can lead to claims by students that they did not get equal time to do the assessment task. Inexperienced students do take longer to do the tasks.

Remember that you don't need to be an expert web surfer to get started. Start simply. If it doesn't work the first time, change it and try again.

You can always use the results as a guide rather than a final grade or not use them at all. It can simply become a learning experience, both for you and your class.

In conclusion, the internet offers you this great advantage. You get real life data and the relevance to life that your students so often crave in their learning situations.

Rick Boyce taught for over forty-five years. The last fifteen years before retirement he was the Head of Mathematics. He gained a reputation as an innovator in the teaching of Mathematics and introduced the use of internet into the Mathematics assessment program in his school and became a presenter of professional development on the use of internet in assessment to teachers. The article above is but a small taste of what the young teacher can expect to find in an eBook titled "Internet and Assessment" on our website called http://www.realteachingsolutions.com

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Does My Child Have a Reading Disability?

2012-02-20T10:50:00.000+10:30

Image via WikipediaBy Karina Richland

Reading is an important first step on a child's path to success in life. A child that is an excellent reader is a confident child, has a high level of self -esteem and is able to easily make the transition from "learning to read" to "reading to learn".

For many of us reading is a natural process and we can read with ease and pleasure. Unfortunately, for a child with a reading disability, the reading process can become a frustrating and negative experience and is often very difficult to master.

What is a Reading Disability?

A reading disability is an inherited condition that makes it extremely difficult to read, write, and spell despite at least an average intelligence.

Learning to read is a sequential process. Each new skill a child learns builds on the mastery of previously learned skills. First, a child learns to break down words into their most basic sounds, which we call decoding.

Later on, the child begins to comprehend the meaning of words and sentences, which we call reading comprehension. Decoding is an essential step in the reading process since it forms the foundation of reading. For a child with a reading disability, decoding does NOT come naturally and is NOT an automatic process. Most reading experts will agree that decoding problems is the basis of most reading disabilities.

Does my child have a reading disability?

Some signs of a Reading Disability:

• Child has difficulties sounding out words
• Slow laborious reading
• Reads without expression
• Ignores punctuation while reading out loud
• Guesses based on first letter of word
• Puts extra sounds into a word
• Drops syllables
• Reverses sounds
• Struggles with spelling
• Substitutes small common words

If your child is struggling in reading and showing the above symptoms, there may be good reason for you to request an immediate assessment. As a parent you want to be certain that you are providing what is needed for your child to succeed in school. To know what is necessary, an assessment is the first thing to do in order to identify the issues to remedy.

What is an assessment?

An assessment is simply a standardized test performed by someone trained and licensed to understand how to give the test and how to interpret the results. Specialists trained to do psychological testing and result interpretation are:

• Clinical psychologist
• School psychologist
• Educational psychologist
• Developmental psychologist
• Neuropsychologist
• Speech and language therapist

How do I get help?

A child with a reading disability will take in and process information differently and needs to be taught by specialists. Students with a reading disability will need to work with a specially trained teacher, tutor, or reading specialist to learn how to read and spell.

Students who have been assessed and diagnosed through the school district might qualify for Special Education Services. Children with a reading disability progress best with a sequential, repetitive, systematic and cumulative structured reading program.

Fortunately, with the proper assistance and help, most students with a reading disability are able to learn to read and develop strategies to become successful readers.

When is the best time to get help?

Effective early intervention is the key to helping a struggling reader learn to read. This training needs to begin sooner rather than later for the best results. According to the National Institute of Health (NIH), 95% of children who have trouble learning to read can reach grade level if they receive specialized help early on. Kindergarten to the middle of first grade are the "window of opportunity" to prevent long term reading problems. Without early intervention, the "reading gap" might never close.

There is no reason why a child with a reading disability cannot learn to read and comprehend well. It is important that we never lower the expectations of a child with a reading disability. Children need to feel that even though they are struggling, they are loved and not being judged. So be encouraging and patient and praise often.

Karina Richland is the Founder and Director of Pride Learning Centers, located in Los Angeles and Orange County. Ms. Richland is a certified reading and learning disability specialist. Ms. Richland speaks frequently to parents, teachers, and professionals on learning differences, and writes for several journals and publications. You can reach her by email at karina@pridelearningcenter.com or visit the Pride Learning Center website at: http://www.pridelearningcenter.com

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English Language - Still The Way to Communicate With the World

2012-02-19T19:17:00.000+10:30

Official Status of English as First or Other Language - Image via WikipediaBy Sarah Short

The British Empire ensured the spread of the English language all over the world and whilst the Empire might have declined, the prevalence of the language has not.

For a tiny island with a relatively small population, the UK did an amazing job in circulating its language all over the globe and curiously, the need to learn English in the twenty-first century is even more pressing than ever.

For centuries, business and trade all over the world have been conducted in English. English in its current form didn't even exist until the Early Modern English period - around 1500/1800bc.

The British travelled around the world, trading in various commodities exporting both their governing systems and their language as they went in order that this trading could take place with increasing ease and familiarity.

The adoption of English as the constitutional language of the USA helped keep the importance of the language high, especially with the relatively recent emergence of the USA as a global power and English (in some form) is now spoken all over the world. Intriguingly, British English is still taught as the prestige form of the language in classrooms all over the world.

Today, English is taught as a second language almost everywhere, which is very interesting considering that there are fewer native English speakers than there are native Spanish or Chinese speakers. A fascinating recent statistic says that there are five times more people learning English in China than there are native English speakers in the world!

In these days of global recession and economic uncertainty, the need to learn English has never been more important as more and more companies are trading and competing across borders, languages and cultures. Those who are joining the job market now need to be able to communicate with people from anywhere in the world and English is the chosen medium for this communication.

To be blunt, those who can speak English are more appealing (and of significantly higher value) to employers than those who can't. Even those of us who have spent many years in the job market can find value in learning English, as the smaller the world becomes, the more important it is that we can communicate with its many citizens.

English is the international language of diplomacy, business, science, technology, banking, computing, politics, education and medicine - and this list grows with every advance society makes.

There is no doubt that the ability to speak English well greatly enhances the opportunities and prospects of all. The pertinent word here is WELL. Poor English just leads to the speaker being ridiculed and making them look uneducated at best, and unintelligent at worst!

If you want to learn English in England Tudor Hall could be the place for you. Tudor Hall School of English is a small, professional school of academic excellence that specialises in just three things; exam preparation, general English and summer programmes for younger students (13 - 17). Our passion is our students' success.

For more information, visit http://www.TudorHallSchoolofEnglish.co.uk
Sarah Short - Principal, Tudor Hall School of English

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Online English As A Second Language Takes Off

2012-02-18T11:04:00.000+10:30

Image via WikipediaBy Peter Dom Zappieri

Why do so many people want to learn English online? Firstly, it offers great flexibility which provides an option for people with busy and hectic lifestyles. They can pace the learning as per their ability and available time.

It is also convenient as they can sit at home and learn whenever they have the time and it is more economical compared to regular classes. Learning online also opens up a wide range of opportunities for communicating with people in similar situations and getting tips or advice from them.

Online study is the perfect environment for learning English; not only the most economical way to learn, but also the most efficient and fun way to improve your English skills.

You can decide whether group lessons, or tailor-made one-to-one lessons are best for you. You can join group lessons every day of the week and improve your conversational skills. In private lessons, you can prepare for exams, improve grammar, improve your conversational skills or find any tailor-made solution you require.

So the question you should ask yourself is, 'why do I need to learn or improve my English?' Well, whether you need a certain level of English for academic needs, or just to improve your conversational skills for better communication with others, or for exam preparation for the Cambridge English, IELTS, TOEIC or for any other recognized exam, then online English is definitely for you.

English online is just one way to learn or improve your English, but there are other ways as well, like attending a summer school or studying for an English exam in an English speaking country.

Personally, I believe in online learning for many reasons, two being the flexibility and the relatively low cost in learning a foreign language.

Going to an English speaking country will cost quite a lot of money when you consider the airplane cost, host family accommodation, travel to and from the school, and the biggest cost - the school fees themselves. So, yes the online school is definitely the cheapest way to learn.

Some may ask if it is better to learn in a classroom environment, but I would say that for serious learners, the online option is definitely the best way to go. So whichever online school you go for, remember that it may be the easiest, most convenient and definitely the most affordable way to learn, but you still need to be committed just the same.
http://www.english-study-online.com

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Exams - Avoiding the Decision Fatigue Trap

2012-02-17T16:38:00.000+10:30

Image via WikipediaBy Phillip Gabbard

Have you ever slogged your way through a seemingly endless test, answering question after question, only to find your brain so exhausted that the final (and perhaps most important questions) were answered with nothing more than random guesses? Of course the final score reflected your random answers.

There is a reason for this fall off in your concentration during a test. It is due to a phenomenon called "Decision Fatigue".

It has been shown that the process of making decision after decision gradually erodes the brain's ability to concentrate. We all have a limit on how long we can concentrate on a subject before decision fatigue sets in and we start jumping on the easiest answer. This applies to many areas of life, not only test taking. Anyone who has had a long, drawn out argument with a spouse (which ended with a decision they regretted) can attest to this.

This article will provide information to avoid decision fatigue during a test and improve your score.

The good news is that we can improve the number and quality of decisions over time, making decision fatigue less likely to occur. By pushing a bit more each day, it is possible to increase the number of decisions that you can complete before exhaustion.

The other bit of good news is that there are a number of techniques you can use to avoid or delay decision fatigue.

To cut down on decision fatigue during an exam, follow the below rules:

1. Take your test refreshed

Don't schedule an exam late in the day after you are already fatigued. If your brain is only good for 500 decisions a day, taking a test late in the day is like taking a car into the Sahara desert with only half a tank of gas.

2. Never schedule more than one exam a day

The second exam is sure to suffer.

3. No dieting on test day

Research has shown that low blood sugar has an effect on the number of decisions you can make. During my test taking phase, I would swing by the donut shop prior to the test, get the two donut and coffee special, and top off my sugar tank before taking the test. That was the only time I allowed myself a donut rush.

It paid off in two ways, I got my sugar and caffeine fix and I got a reward for taking another exam. Think of this as topping off your tank before heading into the Sahara. If allowed, you can also bring in a drink or piece of candy to keep your blood sugar up during test.

4. Not all questions are created equal

In other words, some questions will not be worth your time or effort. If a question requires a calculation of 25 steps to complete, you are better off skipping that question and continuing. If the type of test you are taking allows you to backtrack, you can always return to it later. Backtracking this way, if allowed, will also let you use the knowledge presented by latter questions to answer a question from earlier in the exam.

5. Know the material

Unfortunately, all of the tricks in the world (even mine) won't eliminate the importance of being prepared. You should be ready to answer the majority of your exam's questions without thinking. If you can arrive at the answer quickly and easily, that means that you have more decision juice to spend on the other problems.

There you have 5 ways to avoid the trap of decision fatigue when taking a college exam.

Phil Gabbard is a world traveling engineer who has worked in Europe, Asia, the Mid-East and the US for more years than he would care to admit. While working in remote locations, he has developed various ways to effectively study, complete college degrees, and continue his education. He also emphasizes goal setting for self improvement and time management techniques.

He has collected his writings at his website: http://www.education-acceleration.com. Please visit his site and download one of his free reports or subscribe to his newsletter.
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Admission Requirements to Universities in Australia

2012-02-16T17:35:00.000+10:30

The Cloisters, University of Adelaide - Image via WikipediaBy Aline Heller

There are three common pathways to getting yourself admitted into universities in Australia.

The most straightforward mode is to obtain grades in Year 12 that meet a university's minimum requirements or to have high enough grades to meet the criteria set forth for your chosen course in university.

Second, you can also qualify for a university education through the universities' distance learning programs. A third method would be to get good scores in aptitude tests that some universities use for selecting students.

With regards to the first mode, universities set minimum requirements based on students Year 12 entrance scores. In this regard, students who obtain the highest entrance scores from their Year 12 usually have no trouble getting into their chosen university courses.

Entrance scores are known differently in different states in Australia. In Victoria, they call their entrance scores ENTER, short for Equivalent National Tertiary Rank; in Queensland, they are known as Overall Position Rank or OP; in New South Wales and the Australian Capital Territory, they use the acronym UAI for University Admission Index; and in Tasmania and other states, they are called TER, which means Tasmanian Certificate of Education.

The different agencies that oversee these scores are the states' Tertiary Admissions Centres. Interested students can find out the minimum entrance scores for their preferred university courses through the Australian Student Website. Just navigate through the listings of different universities under each state.

A more convenient option is to avail of the course offerings at Open Universities Australia (OUA). Seven of Australia's top universities have joined hands in operating the OUA. These are Curtin University, Griffith University, Macquarie University, Monash University, RMIT University, Swinburne University and the University of South Australia.

The majority of the undergraduate courses offered by OUA do not have entry requirements. Students do not need to be physically present in the campuses, as all of their studies can be done at their homes. It allows students to fulfill other commitments while continuing with their studies. They obtain credentials from a recognized Australian university upon graduation.

The OUA has different course offerings to choose from. You have the option of enrolling in a short bridging program that would equip you with the skills you would need to cope with the demands of obtaining a university degree. You can also choose to earn vocational qualifications through training programs aligned with the skill specifications of companies and industries.

You may also enroll in the OUA undergraduate course offerings to obtain a university degree. The OUA also offers postgraduate courses for students and professionals interested in further education.

The last pathway for availing university education in Australia is through aptitude tests. Applicants, who for varied reasons do not have the required Year 12 scores, may take a university-specified aptitude test. One aptitude test that an aspiring university student can take is the Special Tertiary Admissions Test (STAT). This test is administered by the VTAC. You can consult different university websites to find out what courses accept STAT results as entrance credentials.

Other aptitude tests used by universities for selecting students are the General Achievement Test (GAT) and the uniTest. Universities use scores from these tests in combination with Year 12 results to determine applicants' chances of success in completing a course.

Aline Heller writes about higher education. To learn more about admission requirements to universities in Australia, go to Uniready STAT Program. Another resource is ExamReview.

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The 5 Secrets Of Learning That No-One Ever Told You

2012-02-15T09:42:00.000+10:30

hemispatial neglect (Photo credit: Will Lion)By Diana Vogel

Secret Number 1 - Brain Hemisphere Dominance

Everyone knows that we have two brain hemispheres - the left and the right; Logic and Gestalt.

The left hand hemisphere or the logic hemisphere handles our ability to see the bits and pieces that make up information - our ability to see the trees in the forest. It controls our ability to sequence information and put it in an orderly pattern. It helps us to see logical progressions and to recognise patterns such as number facts (multiplication tables) and rhymes.

The right hand hemisphere or Gestalt hemisphere handles our emotions, our ability to see the big picture - the reason why. It helps us to make sense of the bits and pieces in a meaningful and emotionally relevant way. The Gestalt hemisphere handles intuition and it is what allows us to make intuitive leaps - those flashes of brilliance when seemingly unconnected information comes together into something amazing. It governs our ability to relate to others with compassion and empathy. It is our creative side, our artistic and musically inclined self. Without it, the bits and pieces supplied by the logical hemisphere are meaningless pieces of information.

To learn effectively we need access to both hemispheres of the brain. In children with high stress levels (aka a learning difficulty,) one of the hemispheres is not functioning as it should. It is suppressed by the dominant hemisphere and its gifts are locked away. These children (and adults) are at a disadvantage - they are operating with only half of what they need to learn effectively.

Hence some are dreamers - they can see the big picture but have no way of knowing how to accomplish their dream. Sometimes they are called lazy. Others are so bogged down in the details they get lost in what is called analysis paralysis - they can see the bits and pieces but can't quite grasp how to put them all together into a cohesive whole.

Regaining the use of the whole brain - what I call brain integration - is the first step we take when working with a new student.

Secret Number 2 - The Ability To Move Forward

For so many students (and their parents!) feeling stuck, clumsy, confused and lost is a daily experience. It isn't necessarily a physical feeling - although it can be. Mostly it is a mental feeling, one of being stuck in mud, it is a struggle and hard work.

Of thinking you have the answer and then beginning to doubt yourself. Of being unsure that you heard the instructions properly, so you need to check, double check, triple check before you feel confident to move forward with the activity.

Our ability to move forward determines how we approach different situations. If we feel stuck, our self-esteem and self-confidence are eroded over time and our insecurity increases. As it increases we become fearful of making mistakes, of "getting it wrong", of being laughed at.

On the other hand, if we can move forward without fear - we can sometimes have what I term bull at a gate syndrome. We can rush in where angels fear to tread. Sometimes we can lack the caution which allows us to assess the situation fully. We can have what situations like the one that faced Po in Kung-fu Panda 2. We can see our objective - Gongman City Palace, but not see the wolves prowling the streets, we leap into action without seeing the dangers that lie before us. As Mantis said: "What are you doing? The streets are crawling with wolves!"

A balance between the two extremes - feeling stuck and fearlessly moving forward - are needed for our children to learn. They need to be able to make a decision and see it through. In order to do this, our children need the foundation of Secret Number 1!

Secret Number 3 - Ability To Communicate

What is communication? For many people it is our ability to read and write, to speak clearly and succinctly. However, it is so much more than that. Communication is more non-verbal than verbal. It is the way we hold our self, the tone, the pitch, the delivery speed. It is our body stance, our facial expressions, the way we use or hold our hands. These visual cues are what bring meaning and depth to our communications.

Beyond this, communication encompasses our style of presenting information. Are we logical communicators? If so, we start at the beginning and plod through every detail of what has happened, useful for writing reports, but boring in a conversation!

If we are an emotional communicator, we bring in the full range of expressive language options. We rant, we rave, we may be incoherent at times (especially when excited or angry). We tell the story from an emotional point of view - telling what stood out at the time, not necessarily in a logical progression. So we have difficulty sequencing events as we jump around following the emotional trail. This event reminds me of that one (which may have happened a long time ago) which reminds me of something that I thought I heard yesterday and so on.

When it comes to learning, if we are limited in our communication - meaning our communication is controlled by the hemisphere which is suppressed under stress - we may know the answer but have difficulty expressing it. We have difficulty getting our ideas from our head onto the paper. Sometimes we can talk our way through it, but often we feel tongue-tied. We grow frustrated with our inability to express what is inside of us.

This can go on until we literally explode. The child who is limited in their ability to communicate can feel as though they are living inside a pressure cooker. Once they hit critical levels, steam has to be let out - often in the form of tears, tantrums, escapism, or total shut down where they withdraw inside of themselves completely.

For those around them, this situation is just as frustrating. After all, when they are relaxed and integrated these children show us glimpses of what they are capable of. And these tantalising glimpses leave us frustrated that they aren't performing at their best, especially when we don't understand why.

Secret Number 4 - Visual Input

Visual Input isn't just what we see. It is how we see it, how we then relate it to previous memories and how we then decide to act upon that information.

For the child that is visually limited, the visual world is a confusing place. They can see, but the ability to interpret is not functioning. They can stare at a page of writing or maths and not comprehend what it is they are meant to do. It is as if we had placed a foreign language in front of them and then demanded that they tell us what it means.

To us, the language is what we are familiar with, we converse in it, we know that the child knows how to speak this language; they have shown that they recognise some words, some of the time.

So why can't they read and recognise those words?

The answer lies again, in integration. When the hemisphere that is responsible for visual input is suppressed, it is as though that information doesn't exist. We record it but we can't do anything with it (doctors call the Visual Processing Disorder).

When we work on the integration between hemispheres, we allow the information to be "seen", to be recognised and used. Hence we can teach someone to read, to decode, to follow sentences in a short span of time when they are integrated and accessing all information that is available to them.

No discussion of visual input would be complete without mentioning Irlen Syndrome. This syndrome which affects the visual cortex is highly prevalent in our society - especially among students with the so-called learning difficulty.

Irlen isn't a dysfunction of the eyes. It is a misfiring of the two nerves that lead from the eyes to the visual cortex. Normally these two nerves fire in sync and present a clear picture to the visual cortex for processing. When Irlen is present, one of the nerves is firing slower than the other creating a distorted message - kind of like looking at a 3-D TV screen without 3-D glasses on ...

The brain needs to work hard to straighten this image out, to even out the distortions. But often it can't and the images move, swirl, vibrate and pulse causing fatigue, nausea, eye strain, avoidance problems as well as focusing issues. For people with Irlen, the world is a visually tiring place.

Often, they have no idea that this is not the experience everyone has when they look at a book, or computer screen or anywhere else that requires them to focus. For them it is just how the world is, so they don't mention it unless asked direct questions. It is often a surprise to parents to hear that the words on a page move, blur, disappear, swirl, dance, jump or rearrange themselves for their offspring.

Secret Number 5 - Auditory Input

The final secret to learning is Auditory Input. Like Visual Input, there is more to Auditory Input than hearing. When we think of Auditory, we think of the sounds that we hear - usually words.

For the student with a limited ear, they hear but don't differentiate sounds. It is just one large jumble of noise that has no particular meaning. We could be talking to them, perhaps in our frustration raising our voice to almost shouting, and they would still be blissfully unaware that we are even talking. Like the eye that is limited, noise goes in (the ears work fine) but no associations are attached to them.

For people with a functioning ear, but who are not in an integrated state, the ear continually scans the environment looking for danger. This means that for people like my son, the noise of the wind outside the classroom window is just as important as the teacher's voice. He can't focus exclusively on the teacher's voice - his ear is continually straining to catch the sound of the predator he KNOWS is hiding ready to leap.

When we are in fight or flight mode (stress by any other name), we descend to the level of instinct. Survival is our main concern. Not learning. Not seeing things from different points of views. Nothing but survival is able to capture our interest.

Learning of any description is impossible when we are concerned for our safety. It seems laughable I know - after all our kids are in school, what harm can come to them there? But the body doesn't know that school is a safe environment. It feels the adrenalin and cortisone pulsing through our veins. It knows that we are primed to run for our life or fight our way out - so this MUST be a dangerous environment with predators lurking, otherwise we wouldn't have adrenaline or cortisone pumping through our system ...

So our children are edgy, easily distracted, jumping or turning towards every sound ... (sounds like ADHD, doesn't it?). They are tense, ready to fight, ready to run. Small things can set them off - and later they don't know why.

Depending on the combination of senses available to our child (which of the 32 Learning Profiles they have) many responses are possible. Running from the room when the tension becomes too much (looking for a safe place), verbal aggression when approached incorrectly by the teacher or another student (fight my way out of here), a feeling of constriction and being trapped, anxiety attacks, fidgeting, easily distracted by noise when they are meant to be focusing on the task at hand etc.

These children are labelled ADHD, ADD, Auditory Processing Disorder or Sensory Processing Disorder. Very few doctors or specialists recognise that these kids are highly stressed individuals who need to be shown safe, effective stress release methods that they can employ every day, in every situation.

Once again, brain integration and moving from a stressed state to the integrated state can and does have a marked impact on the behaviour of these students. When they feel safe, integration occurs, the unsettling behaviours diminish and viola we have a student who can focus, who can learn.

So what does this all mean for your child?

If we truly want our children to learn to the best of their ability then we need to understand how learning occurs for them. It is unfair to label children who are stressed with "disorders". Stress is not a disorder; it is a sign that something in a person's environment is amiss.

We, as parents, educators and carers need to teach our children how to manage themselves and their response to stress. We cannot expect to teach children with a one-size-fits-all approach, especially when the world that they live in is rapidly changing and filled with uncertainty.

Learning about your child's unique learning profile isn't difficult. Applying that knowledge also isn't hard. It simply means that we need to change the way we view our child and their education - to learn to recognise the signs of stress and to remind our children of what they can do to relieve that stress. This, as parents, we can do. It is easy, and it benefits us all.

Diana Vogel

Diana Vogel is a sought after speaker, tutor, parent educator and author who is passionate about teaching parents and their dyslexic children the life skills that they need to maximise their chances of success. The mother of 2 wonderful boys, one of which is dyslexic, Diana has seen both the positive and negative sides of the dyslexia coin.

To learn more about Diana and the work that she does go to http://www.TheKidWhisperer.com.au

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Global Teaching Job Opportunities

2012-02-14T10:17:00.000+10:30

Image via WikipediaBy David H Johnson

Most teachers presume that well-paying overseas education jobs are tricky to find and that their particular skills will not qualify them for a position.

In actual fact, schools are publishing an increasing number of teaching positions everyday to satisfy the growing demand for quality education - and nowhere is more attractive professionally and personally than Australia. Are you a qualified teaching professional? You will find lucrative international teaching jobs in Australia at every level.

The Myth About International Teaching Jobs in Australia

Just about all people look for teaching jobs locally or in the same state, preferably as near to where they are currently residing, for many obvious factors. They dismiss any suggestion of seeking international school jobs in England as well as in Australia.

Most reasons against this is, is that many assume that chasing international teaching jobs involves a plethora of legal hassles, bureaucratic procedures, work permits and additional expenses, or even the realization they are not adequately qualified or have enough experience to score the job.

But actually, these days it couldn't be simpler to gain selection to a number of international school jobs in Great Britain and Australia compared to local teaching jobs because there are many more vacancies out there in the international market.

Many international schools abroad are searching for experts who are prepared to relocate for short or long periods of time. And the benefit of living and working overseas are manifold.

The Best Way To Acquire International School Jobs Overseas

The easiest way to find a good teaching position abroad might be through an established teaching agency. Since teaching agencies specialise in the recruitment of teaching staff, they are ready to offer you valuable information, help and guidance.

A teaching agency is able to provide answers to your enquiries with respect to relocating in a new country, the training body within your host country, the qualifications or accreditations to teach there etc. Many leading agencies guide you through classroom workshops to bring you up to speed or brush up or hone your talent.

Understandably, if you decide to research international teaching jobs online by yourself, you'll find a large number of resources available but the most effective way to find work is through an established agency. They take the hassle out of navigating the industry in another country and they have a vested interest in finding quality teachers for their partner schools.

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Are Language Learning Software Programs the Best Way to Learn a New Language?

2012-02-13T10:09:00.000+10:30

Happy to Use Computer Software (Photo credit: Old Shoe Woman)By Ryan Thomas P

When you decide to learn a new language, it's pretty obvious that you're going to need the best resources available to help you achieve that goal. There are many different avenues that you can take to learn a language and some of these are as follows: personal tutor, college classes, textbooks, and language learning software programs.

In this article, I will inform you of the positives and negatives of each language learning software and why learning a language with a language learning software will provide with the best likely hood to successfully learn a new language.

Tutors

One of the oldest methods of learning a language is with the help of a personal instructor or tutor. You learned your native language by listening to your parents or guardian. So in an essence, they were actually a tutor to you. Having a tutor to teach you a new language is a great way to learn a language! Your tutor can plan out a study schedule for you and keep you on track.

One of the biggest challenges that students face when learning a new language is pronunciation. With a tutor, you will not have to worry about this aspect as much because your tutor should have a solid understanding of how the words are spoken and be able to teach you that same solid understanding.

The unfortunate part of using a tutor to learn a language is that tutors are expensive. The average price of having a personal tutor is in the range of twenty-five dollars an hour. This is just an average figure and I have personally seen this price much higher! Overall, having a tutor teach you a language is a great option to have at your disposal if you can afford to pay the necessary dues.

College Classes

College classes are another great way to learn a language. By taking advantage of college classes, at either your local college or a local university, you will be providing yourself with a teacher who can teach you how to communicate in another language. Your teacher will define a study schedule for you and help you over come any obstacles that you may encounter. Some of these obstacles may be pronunciation, verb usage, and listening comprehension.

In addition, you will have the added benefit of having classmate to learn with. This is a great tool to have because it allows you to ask your classmates questions and help answer any questions that your classmates may have. The major fall backs to learning a language by using a college course are time and progress.

Unless you are taking an online class, your college class is usually on a set schedule. This means that you show up at a specific time no matter what you may have going on in your personal life. Progress is the other problem and becomes evident very quickly when taking a college course!

A professor will do his or her best to ensure that each student is learning the material and this usually decreases the amount of material you will learn. A semester in college usually last around five months and at the decreased learning rate you will probably be able to only learn the basics of the language. If you have all the time in the world and you don't mind waiting on your classmates then this may be the perfect option for you.

Textbooks

The best thing about using a textbook to help you learn a language is that you can learn at your own pace. You can take your time or you can kick everything into high gear and drive right through the material. Either way, you can learn a lot about any language you choose to learn. The major down side to using textbooks to learn a language is that you are severely limited in what you can learn.

For instance, if you're studying Spanish and your textbook only list 20 verbs for you to learn. Obviously, there are way more than 20 verbs in the Spanish language! You may also face problems in learning how to correctly pronounce words or letters. Altogether, textbooks are a great supplement to another learning method but on their own they can do very little to help you become fluent in another language.

Language Learning Software

One of the most effective ways to learn a language is through a language learning software program. These programs provide you with an array of learning tools and in most cases they cover all of the basic language fundamentals such as reading, writing, speaking, grammar, vocabulary, and listening comprehension. Having a strong grasp of these six areas is essential if you want to be able to communicate effectively with a person in another language.

In recent years, most language learning programs have really advanced in their ability to successfully teach a student a new language. Some programs offer you guided learning tools, progress tracking tools, and speech pronunciation tools. Having these tools in addition to the lessons that cover all the basic fundamentals are very important to helping you learn that language.

If you choose to learn a language with language learning software then you should really take advantage of their customer support. These individuals can really help you out with any questions that you may have with the software. The disadvantages that are associated with language learning software programs are based on the individuality of each software program.

One program may focus on immersion methods where as others may use a combination of methods. So take your time and figure out exactly how you learn best and look for a software program that teaches in that format.

For me, personally, a language learning software program would provide me with the best opportunity to learn a language. The reason for that is because a language learning software provides me with all the learning features that I can get from a personal tutor, a college course, and a language textbook. In addition, I will have access to customer service, FAQ boards, learning tools, detailed lessons, and a money back guarantee if it's needed.

If you would like to find out additional information in regards to language learning software programs written by Ryan Thomas P then visit the previous link. You can also find reviews on several of the top Spanish software programs by visiting TopOnlineReviews4u.com.

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The Origin of the Alphabet: The Letters A and H

2012-02-12T18:12:00.000+10:30

Aleph - Image via WikipediaBy Karl Merkel

The letters A and H derive from an Egyptian hieroglyph of a twisted thread. The hieroglyph is called hayt or hayte, which is cognate to the Arabic word for "thread", khayt.

The hayt hieroglyph was a uniliteral sign that generally is believed to have been used by ancient Egyptians to represent the h-sound.

If one writes out axx in Greek lowercase letters, one can observe that it essentially forms a hayt hieroglyph written horizontally rather than vertically, as it was written by the Egyptians. The letter a forms the head or beginning of the hieroglyph while the xx portion forms the body.

Calling the letter a "the head" and the rest (the xx-ligature) "the body" is not insignificant; the Greek lowercase a actually looks like the head of a bull while the xx-ligature looks like a body with four limbs extending from it.

Given what I have just presented, there are several English words one should take a good hard look at.

The first word one should consider is axe. An axe is a tool that is sometimes used to separate the head of an animal from its body. The first two letters of the word, ax, can be seen to originate from the hayt hieroglyph and its division into three pieces (two of which are essentially identical).

Another English word that is rather interesting is the word ox. The letters ox when written together can be seen to form the Greek letter a. And, as I mentioned earlier, the Greek letter a looks a great deal like the head of a bull.

The third word one should consider carefully is the word head. The word head can be seen to derive from a variant pronunciation of hayt, where the letter d replaces the letter t. Note that the common substitution of t, d and th in words spoken by different groups of people is an extremely well documented linguistic phenomenon.

Now someone might ask how the hayt hieroglyph is symbolically connected to the letter h, since I have suggested that the symbol decomposes into an axx-ligature. The answer is that the uppercase Latin H is actually a Greek X (called chi) rotated 90 degrees.

The letters a and h actually have specific meanings associated with them. The letter a can mean "head", "first", "before" and "separation". The letter h can mean "breath", "life" or "living being". The meanings associated with the letter a derive in part from its position as the first letter in the alphabet and also from the fact that the a is essentially the separated head of the hayt hieroglyph. The letter h derives its meaning from the sound of exhaling, which it represents. Note that breath is essential to living things and that it originates in the lungs contained within the torso of an animal.

Now, to further support what I have said above, there are a few more things once should consider.

The letter h is the eighth letter of the Latin alphabet. In music, the eighth note in the major musical scale is called an octave. As in the words October and octagon, the oct-prefix means "eight". Here one should note that the oc portion of oct appears to represent both a reduced form of the hayt hieroglyph and a divided form of the letter a.

Next one should consider the English word eight. The word eight can easily be seen to be a variant pronunciation of the word hayt.

Finally one should consider the shape of the numeral 8. As in the case of the oct-prefix, the shape of the numeral appears clearly to be a reduced form of the hayt hieroglyph.

What is also interesting about the shape of the numeral 8 is that, in music, it symbolizes two notes, represented by the letter o, one above the other. In ancient times, stringed instruments were common, and it was learned long ago that placing one's finger exactly in the middle of a vibrating string resulted in an octave. So what we discover is that sounds were associated with vibrating strings and that octaves, represented by the numeral 8, represent perfect harmony.

The long-a sound, in addition to being represented by the letter a, can also be represented by the letters ei, as in the word eight. If one looks at the uppercase letters EI, one can perhaps see that a ligature of EI produces a squared off version of the numeral 8 that is also remarkably similar to the Phoenician letter called heth.

One should also note that breath, when exhaled, is warm. The English word heat, like the words head and eight, also appears to be a variant pronunciation of the Egyptian word hayt. Should it then be at all surprising that the letter h can also mean "heat"?

Finally one should consider the English name for the letter h. The word is pronounced as aich, which, in Greek, is spelled ax. And what do you think the Greek name for the letter h was? The Greek name for the letter was heta, which can also be seen as a variant pronunciation of hayt.

Now the Greek name for the letter a was alpha, which in Semitic languages was aleph. Scholars have long argued that the Semitic word aleph had something to do with cattle, since they long recognized a connection between the letter a and bulls. But the word aleph actually is related to the English word aloof. The word aloof means "separate".

In Hebrew aluf (alufa being the feminine form) means "athletic champion", which is someone who distinguishes themselves (i.e., sets themselves apart) from others through physical ability.

But while those words appear to clearly provide a far more reasonable explanation for the name of the letter, my own suspicion (though I have not confirmed it yet) is that the word originally perhaps referred to stringed instruments, the vibration of strings and the first note of the musical scale.

Finally I should also point out that the shape of the Hebrew aleph, which does not look much like either a Latin a or Greek a, looks somewhat like the Taurus constellation, which, I have heard was called Aleph in the Hebrew zodiac. It also seems clear that nothing about the Taurus constellation, apart from the name, screams "bull" to me. So it seems plausible that either the shape of the Hebrew aleph inspired the naming of the constellation or the shape of the Taurus constellation inspired a redesign of the Hebrew aleph during the Babylonian exile.

Of course, much of what I am presenting herein is not yet generally accepted theory. But, in time, I think it will be shown that most if not all that I have stated herein is correct.

I also encourage those who are intrigued by what I have presented herein to visit my Olin Revelation website where one can learn more about the letters of the alphabet, the meanings associated with them, and some of the other research projects I am working on.

Karl Merkel has long been fascinated with the historical basis behind the stories related to the Bible. While doing research related to the Noah's Ark story, the author stumbled upon the discovery of a lifetime: that the letters of the alphabet each have a set of distinct meanings associated with them and that many English words appear to have been coined based on those meanings.

To learn more about what the author discovered, visit http://www.olinrevelation.org. In addition to the discoveries related to the letter meanings, the Olin Revelation website also provides interesting research related to the Merovingians, the Carolingians and King Arthur.

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Empowerment in the Classroom: How Do We Teach High School Students to See Themselves as Protagonists in History? One Idea Involves Lupe Fiasco, Matt Damon, and the late Howard Zinn

2012-02-11T11:49:00.000+10:30

Cover via Amazonby Yana Kunichoff, Yes! magazine: http://www.yesmagazine.org

On Chicago's far Southeast side, past streets lined with boarded up buildings and 24-hour liquor stores, ten high school students buzzing with nervous energy enter a room full of adults - who may be just as excited as they are.

The school is Team Englewood High School, located in one of the city's poorest communities, and the students are part of a group that will perform a local spinoff performance of Howard Zinn's A People's History of the United States in the spring. The adults are a small group of movie stars, rappers, publicists, photographers, producers, teachers, and reporters.

And, no pressure, but they've all come to hear what Team Englewood's seven seniors have to say.

As part of the promotion for a new education initiative based on Zinn's book, Matt Damon and Lupe Fiasco, both of whom appeared in the 2009 documentary, The People Speak, have come to Chicago to perform in a benefit show and to talk to the Englewood students about American history and hear them perform some of their own pieces.

A key message of Zinn’s work, Damon told the students, is that “change always, always comes from the bottom up.”

"If [students] can connect to these historical figures, hopefully they will see themselves as part” of history, Damon said, touching on one of the central goals of Zinn’s work - and of the nonprofit Voices of a People’s History of the United States, which has created a curriculum based on Zinn’s book.

The group’s mission is to “bring to light little known voices from U.S. history,” including those of inner-city students of color. As part of this goal, they are rolling out an educator’s toolkit for 1,000 teachers in Chicago, complete with videos, lesson plans, and locally relevant readings.

“We select material from the past that speaks to the present,” said Brenda Coughlin, founder and director of the nonprofit. “We want students and people in the communities to be able to … say to young people: you make history.”

To read further, go to: http://www.yesmagazine.org/happiness/englewood-speaks?utm_source=wkly20120210&utm_medium=yesemail&utm_campaign=titleKunichoff

How to Do a Simple Reading Assessment

2012-02-10T13:20:00.000+10:30

Image via WikipediaBy Celia Webb

Perhaps you have volunteered to teach English to immigrants in your community or tutor a teenager in reading. Maybe you are concerned about your child's reading capability and want to determine whether you need to seek professional help for her. In all of these cases, you need a simple way to perform a reading assessment.

Reading assessments are the first thing to do before you start teaching or searching for additional help. Do not make assumptions about someone's ability. Find out. The answer gives you the starting point for your instruction.

Successful reading instruction depends on building upon previously learned skills. If you skip essential steps in the chain, students have a difficult time leaping from where they are to where you try to start them.

Reading Levels

Determining your student's reading level will guide you in selecting teaching material if you are working as an English language tutor. It will also aid you in working with your school district to further assist your child.

There are three reading levels:

Independent: The student can easily, accurately, and confidently read. The student should be able to correctly pronounce all words at this level.

Instructional: The student makes some errors but can still read most of the material.

Frustration: The student struggles, makes frequent errors, and shows symptoms of nervousness or dislike of the task.

Use instructional level materials during tutoring sessions and assign independent level reading material for homework. For homework assignments use vocabulary and spelling worksheets that reinforce the new vocabulary introduced in the instructional level reading. This approach builds confidence, reinforces the lesson, and properly prepares the student for the next session.

Read-Aloud Test

The easiest way to assess reading level is to do a simple read-aloud test. You can use a reading test available online like the Reading Competency Test sponsored by The National Right to Read Foundation. The test comes with instructions for administering it, grading it, and interpreting the results.

Alternatively, you can present your student with six or seven paragraphs of 25 to 50 words. Each paragraph should be a different grade level. You can determine the grade level by entering the paragraph into a word processor like Microsoft "WORD" and running the spell-check tool.

At the conclusion of the spell-check, a summary appears. At the bottom of the summary is the Fleisch-Kincaid Grade Level score. This score is equivalent to the school grade level of the writing.

So, if the score is 1.5, it means a first grader should be able to read that material. Have your student read the material aloud. The level at which the student makes more than one mistake for every twenty words will be the Instructional Level.

Phonics Survey

Reading is a process of decoding written symbols which represent sounds. Reading is a complete mystery if the student does not understand what symbols represent which sounds. This decoding system is not something people absorb, they must be taught. You can rapidly assess a student's understanding of phonics by doing the following:

Print each set of nonsense words below on a separate card.

Card 1.

TIF NEL ROM (Easy Consonants)

DUP CAV SEB (Short Vowels)

Card 2.

KO HOAB WAJE (Hard Consonants)

ZEEX QUIDE YAIG (Long Vowels)

Card 3.

WHAW THOIM PHER (Consonant Digraphs)

OUSH CHAU EANG (Difficult Vowels)

You will have three cards, each with six words. Explain to the student that you are going to show him a card with made-up words and you want him to pronounce those words. Note whether the student perfectly pronounced all the words, knew some, or knew none.

Anything less than a perfect score indicates more phonics instruction is needed. A "Knew some" score indicates the starting point for instruction. Although I have noted the phonics level in parentheses next to each line, the card the student reads from should only include the nonsense words.

Reading Comprehension Tests

Reading comprehension is the ultimate goal of reading. If you can pronounce all of the words in the correct order, but you do not know what they collectively mean, you can not read. There are reading comprehension tests and worksheets available online (search "reading comprehension test printables").

If you wish, you can make them yourself by providing short reading passages at appropriate reading levels. Next, ask questions which explore the following aspects of the passage:

Details in the passage.

Timeline questions (What happened first? What happened next? When did this take place?).

True and false questions.

What is the main idea of the passage?

Once you know the area of comprehension a reader has not mastered, you can make that area the main focus during the tutoring session.

If you are concerned about your child's progress in reading and the simple assessments point to a possible problem, begin solving the problem by first talking to your child's teacher. Teachers know many stumbling blocks present themselves when a student is learning to read.

A student may need glasses, or have dyslexia. They may not have been taught phonics or may have missed critical lessons due to absences from school, and so on. Most schools today have Reading Specialists on staff to help uncover the reasons why a student is falling behind.

It is important to advocate for your child as soon as you suspect a problem. Students can fall behind quickly and reading skills affect all subjects. Get help right away.

So there you have it, straightforward information on how to assess someone's reading ability. Of course, it doesn't make you an expert reading teacher, but it gives you a place to start and can help you discern if your student needs more professional assistance.

Celia Webb, President of Pilinut Press, Inc., publishers of advanced readers for children and ESL students. Check out http://www.pilinutpress.com for more free articles on developing reading-related skills, word games and puzzles, and activity sheets for the company's entertaining and educational books.

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Learning Methodologies: An Overview

2012-02-08T11:00:00.000+10:30

The Three Basic Elements in the Learning Process - Image via WikipediaBy Michael Hines

Learning is the process of acquiring any information that modifies a person's behavior, values and knowledge base. An ongoing process that starts as early as the fetal stages in humans, it occurs in many forms including instinctive, experiential, conscious, and purposed learning.

Personal experiences, formal education, and controlled training are some of the general scenarios within which learning can be administered. Some types of learning - such as native language skills - occur over time as part of the learner's daily social interactions.

Some - like martial arts training - are consciously undertaken by learners who are motivated by various reasons to learn a particular subject, discipline, or skill. Others such as primary education, are mandated by governments and as such, are compulsory activities.

In formal learning, different methodologies are used to effectively impart knowledge to students within different learning scenarios. The most common learning methodologies are the following:

1. Collaborative
2. Cooperative
3. Discovery-based
4. Engaged
5. Problem-based
6. Whole Language Approach

Understanding the nature of each of these instructional methods as well as the learning scenarios for which they have the greatest impact is critical for teachers who intend to optimize learning outcomes.

Not unexpectedly, some methods work effectively in certain classroom environments while others don't. When there is a clash between instructional methods and conditions, frustrations may occur and communication channels may be bogged down. This is something educators should avoid at all costs and best way to do that is not only to know the terrain but also to know the tools that are best adapted for it.

By deeply understanding different learning methodologies, teachers can easily align their teaching styles depending on the needs of their students.

Collaborative

Collaborative Learning refers to a learning process wherein the social connections among learners are heavily leveraged to generate a desired learning outcome. Collaborative learning entails beneficial interdependence among learners and develops individual accountability, social skills, leadership, teamwork, and amicable conflict resolution. In collaborative learning, each student is responsible for his or her own development as well as those of other members of the group.

The concept that collaboration promotes learning has been around for decades and is the subject of numerous research and advocacies. Studies suggest that students learn remarkably well when their involvement in the learning process is very pronounced.

In fact, students that are formed in small learning groups have been found to learn and retain the subject matter better than students who are guided to learn the same subject individually. The most plausible explanation for this phenomenon is that collaborative learning requires a deeper involvement about the subject matter, thereby encouraging interest and promoting critical thinking.

By streamlining the working parameters, collaborative learning may be applied in all subject areas. However, it is best used in the humanities wherein concept exploration can be limitless and will provide avenues for highly involved participation. It is also well-suited in language training because controlled socialization provides a good platform for linguistic articulation.

Cooperative

Cooperative learning is a type of collaborative learning that is more structured, targeted and organized. In cooperative learning, students are formed into small groups that are tasked to achieve a certain set of goals or objectives. Each student assumes responsibility for his or her learning while being simultaneously involved in the group work.

For cooperative learning to work, the groupings must be small enough in order to encourage strong participation of all members. In addition, the objectives must be clearly established and the working parameters well-defined.

When orchestrated properly, cooperative learning delivers many positive benefits such as active learner participation, mutual respect, appreciation for diversity, and teamwork. Like collaborative learning, cooperative learning may be applied to just about any learning objective provided that the teacher establishes the right atmosphere for group dynamics. It is also very appropriate for language learning since extensive mutual practice is possible.

Discovery-based

Discovery-based learning is a student-centered instructional approach that is rooted in the constructivist theories of education. The underlying philosophy of this learning method is that the best way to learn is to "learn by doing." In this method, the experiential and empirical approach to learning is given more premium than the teacher-centered model wherein all concepts and learning opportunities emanate from the actions initiated by the teacher.

Discovery-based learning may be implemented for tasks that involve the detection of patterns, simulations, compliance with a set of instructions, problem-solving and experiments.

As discovery-based learning requires students to interact, manipulate, or experiment with objects, systems, and people in their surroundings, it is a very valuable instructional method in the teaching of technical subjects such as the natural sciences, engineering, and IT.

Engaged

Engaged learning is an instructional method wherein students are active participants in the design and management of their own learning. Like discovery-based learning, engaged learning is a student-centric approach, but in a more fundamental sense.

Numerous research agree on the critical importance of engaged learning in classrooms. In engaged learning students are the most active stakeholders in the learning process. Within this learning parameters, students do extensive research, participate in discussions, and deliver various types of outputs based on their learning decisions. Teachers on the other hand, are mere coaches or facilitators to the star players.

In engaged learning, students should be self-disciplined because they assume responsibility for their own learning. They also become explorers and get involved in different aspects of their learning environment just like students under a discovery-based learning approach.

Hence, engaged learning is a perfect instructional technique for sharing the concepts of science and other technical subjects. This does not mean that it cannot be used in other subjects, however. Proponents of engaged learning believe that any subject can be taught using the principles of engaged learning.

Problem-based

Problem-based learning is a radical alternative to conventional teaching approaches. Similar to discovery-based and engaged learning, problem-based learning is highly student-centric.

In problem-based learning, teachers present real or theoretical problems instead of one-sided lectures. Students are given a complex and interesting set of problems that they need to solve collaboratively as small teams.

There is minimal content shared by the teacher and students are left to their own devices to find a viable resolution for the problem. In the problem-based learning model, students are motivated to learn the subject matter because they are highly involved in finding a solution to engaging problems.

Problem-based learning delivers many positive outcomes and benefits including self-discovery, discipline, socialization and communication skills, and logic. Problem-based learning is a perfect instructional approach in the teaching of the sciences, economics, and business.

Whole Language Approach

Whole language approach refers to an instructional philosophy that gives more premium on derived meaning than on the decoded aspects of a system (such as a language) as is implemented in a phonics-based language teaching approach. The whole language approach follows a constructivist philosophy and was developed based on findings in many disciplines that include linguistics, education, anthropology and sociology.

In classroom situations where whole language approach is used, students learn reading by being aware that singular words are part of a complete language system. This holistic approach establishes learning as an experiential process and encourages students to derive "meaning" from read text and to express "meaning" in what they write.

Obviously, the whole language approach is an excellent instructional technique in ESL/EFL education where communicative considerations are more important than syntactical correctness. However, the benefits of its philosophical antithesis - phonics - should still be deployed in order to improve the quality of language learning.

Michael G. Hines is an educator living in Thailand and the Founder of Icon Group (IconGroupThailand) - Educating the Future:
Total ESL Articles - ESL Social Networking

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Best Tips for Home Schooled High School Students

2012-02-07T13:03:00.000+10:30

Image via WikipediaBy Grace B Sullivan

My daughter was home schooled for the last two years in high school and was accepted at Harvard, Yale and Princeton! She's currently at Harvard and is thriving! Here are a few tips I used to help her achieve great success!

She took Latin through AP Latin. It did wonders for her vocabulary, which helped her ace the reading comprehension section on the SAT exam. I promised her she could study any other language once she finished with Latin and that she'd pick it up more easily when she did.

Your GPA will for all practical purposes be disregarded by admissions. It is just too difficult for college admissions to verify that your exams were proctored, timed and not open book. Know this and realize that your SAT scores will be weighed even more heavily. You must ace the SAT or ACT exam.

Take AP courses. The standardized, timed and proctored test for AP courses will prove you mastered the material and can do difficult, college-level work. You will want to get 5's on your AP exam so make sure you leave time to take several practice exams!

Princeton Review is usually the same level of difficulty as the actual exam and Barron's practice exams are usually the most difficult. Barron's are great for when you finish the College Board exams and the Princeton Review exams for those students aiming for the perfect score!

Online schools do not emphasize the need to finish the syllabus weeks ahead of the AP exam in order to study and prepare for it. The exam is the first weekend in May so start the course early in late August and finish by April. You will have left yourself a whole month for practice exams!

Balance your course load. Don't take so many AP's that you can't do your best in all of them. My daughter took one sophomore year, 3 junior year, and 2 senior year. She only took 3 AP exams, getting 5's on all 3 and was named an AP Scholar! She didn't take AP exams senior year; she was already into Harvard!

Prepare for the SAT or ACT during the summers, BEFORE junior year!

During the school year you will be too busy with schoolwork and extracurricular activities to also study effectively for the SAT. You need to take 8 SAT practice exams! Correct each one before you take the next exam to learn from your mistakes. Preparing before junior year will also help you ace the PSAT exam given junior year in October!

Send a brag sheet to anyone writing a college recommendation for you so they are aware of all your accomplishments. Don't assume they know!

Apply for the National Honor Society.

If you would like to learn more about what we did to maximize our daughter's academic education and help put her in a position to get accepted to several Ivy League Schools, click here: http://www.harvardmomadvice.com.

Grace Sullivan

I have been a teacher and a tutor for the last 18 years in some of the best private schools in the nation. I recently completed an SAT Math research project highlighting the finer points on acing the math exam.

I have tutored hundreds of students for standardized exams and have supervised home-schooled students, helping them achieve tremendous success applying to the Ivy League by properly advising them on their academic paths.

Author of Advice from a Harvard Mom and creator of http://www.harvardmomadvice.com.

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How To Identify Which Software Program Is The Best Language Learning Software

2012-02-06T11:11:00.000+10:30

Image via WikipediaBy Ryan Thomas P

There are a number of ways to determine which software program is the best language learning software.

The easiest way to do this is by doing an Internet search for software programs that teach the language you are interested in. You can also take the advice of a good review site. Either way, you should quickly be able to find a handful of quality language learning software programs.

Unfortunately, there is a downside to using review sites! Basically, you can never be too certain about the validity of the information listed on a review site.

To help put your mind at ease regarding the validity of a website you can check out the sites Alexa Rank or the sites Google Page Rank. These verification methods work great for sites that have been around for a long time and not so much for those sites that are new comers to the Internet.

Another way to determine which software program is the best language learning software is by doing all of your own research. This way you know that the data you collect is trust worthy!

The major downfall to this method is that it's really time consuming. You can literally spend days trying to find out every little detail about a particular software program. If you can not afford to waste loads of time then all you need to do to save your valuable time and get the quality information you want is follow the next few steps.

The first thing you need to do before you start your research is ask yourself "what am I looking for in a good language learning software?" You can narrow down what you are looking for by asking yourself this question. These results will vary from person to person depending on the particular learning strengths of the individual person. For instance, some people prefer to learn on the go with CDs and MP3 players. These people should look for software programs that provide its users with lots of audio materials.

Other people may like to learn by being completely immersed in the language. For these people, they need to look for a program that focuses on language immersion. Both of these methods focus on different types of learning styles and that's why it's really important to know what you're looking for before you start looking.

For me personally, I am a "have to know everything" type of student. This means that I would be looking for a language learning software program that allows me to study grammar, vocabulary, audio, and listening lessons. There are a few of these programs on the Internet and the two that come to my mind are Tell Me More Languages and Fluenz Languages. These two programs focus on these four areas and really help students learn every aspect of another language.

Overall, there are two main ways that you can pursue in order to find the best language learning software program.

If you are interested in the first or second approach then take a moment and start you research by reading a detailed review on the best language learning software program. For other reviews on Spanish software programs, visit TopOnlineReviews4u.com.

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Homeschooling - 13 Ways to Maintain Skills During the Summer

2012-02-05T16:09:00.000+10:30

Homeschooling in Action (Photo credit: Robbi Baba)By Maggie Dail

Some homeschooling families continue their regular schedule during the summer; taking breaks from time to time. Many, however, follow the school schedule by taking three months off during the summer.

While it is helpful to take breaks, a three-month long break can be devastating to many students. Taking long breaks can sabotage the concept of "short-frequent sessions are better." If your family can not or will not change to a year around schedule, there are ways to maintain skills.

Subjects that are especially vulnerable to long breaks include math, reading for beginners and foreign languages. You may want to add other areas to your personal list.

Just as there are a variety of approaches homeschoolers take in their educational program, there are an equal number of types of solutions for this problem. Here is a list to get you started, add your own flare.

1. Use calculators (Mad Minutes or other fact quiz or Daily Grams for other areas) 3-4 times a week.

2. Encourage reading a good book for fun. Some children will need a minimum time or page requirement. Encourage your child to try some different kinds of literature.

3. Play board games that will encourage thinking, math and verbal skills (Monopoly, Pay Day, Boggle, Scrabble, DK's Number Quest, Clue, Where in the World (USA, etc.) is Carmen Sandiego? Hail to the Chief, America, The Game etc.

4. Go on field trips as a family. Your local area provides numerous possibilities.

5. Have child help / do grocery shopping for the family - from making the list, to estimating the cost, to paying for the bill. Introduce the concept of "living on a budget" with real life opportunities to practice.

6. Attend foreign language classes or camps. Look for conversational opportunities in the foreign language. Or attend classes or camps in an interest area and read about it - science, gymnastics, other sports, etc.

7. Do nature walks, developing observation skills. Make drawings with labels.

8. Host a spelling, geography or other bee in your neighborhood.

9. Require one page of review for each subject needed 3 to 5 days a week.

10. Take photographs on vacation or special outings. Have child write captions and organize a photo album or scrapbook. Have him prepare a power point presentation or do a blog.

11. Have a summer business, keeping the books, advertising, etc.

12. Introduce new educational software for the summer.

13. Find a volunteer service opportunity for your family.

Maggie Dail and her husband, Ronnie operate the Center for Neuro Development in Lakewood, Washington which is affiliated with Family Academy. They home schooled two foster sons and have worked with home schooling families for nearly 20 years. Maggie earned her M.A. in Special Education in 1989 and has taught for nearly 40 years. http://www.homeschoolhelps.com

Family Academy offers an online home school parent's course that includes more information about developing your own Unit Studies and much more: Able to Teach
http://familyacademy.org

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The Young Teacher's Guide To Using Technology In The Class Room

2012-02-04T11:34:00.000+10:30

Tablet - Image by Getty Images via @daylifeBy Richard D Boyce

You, as an inexperienced teacher, should begin with simple technology, slowly. You need to adopt the 'KISS' principle, i.e. 'Keep it simple, stupid.' Keep away from the 'complicated teaching aids' that the more advanced technology represents.

That said, it is important to realise that no form of technology is the 'be all and end all' for a teacher. A teacher needs to be flexible and gain experience in all forms of technology to add interest and real life data as well as efficiency to their teaching.

Some teachers make the mistake of believing that technology replaces the humble chalk/white board. No technology can replace them totally because they are quick and easy to use and can be very effective in the hands of an experienced teacher.

As you begin your career, use only one form of technology at a time, apart from the chalk or white boards. Plan carefully what you need to do. Practice beforehand. Make sure you have all the parts you need to make the technology work, e.g. a remote control. Check that it works and the batteries are fresh.

Here are a number of guidelines to be aware of before you begin to use any form of technology in your class room.

1. Always test your equipment/technology first to ensure that it works.

2. Practice its use before the lesson.

3. Remember: You must still do the teaching. Technology does not teach. It simply assists the process of teaching/learning.

4. Make sure all students gain equal access to whatever technology you use.

5. Ensure that all students who need to use the technology can use it effectively and as efficiently as possible.

6. If you use technology as a medium in your assessment, make sure the success in the task is not dependent on the students' expertise in using the technology.

7. Before you use any technology as part of your assessment task, make sure all students have practiced and perfected the technological skills they need to succeed in the task, given that they know the appropriate learning work.

8. Develop an expertise in using all available technology in your classroom. This will give you opportunities to use a greater variety of teaching strategies / pedagogies.

9. Always plan a back-up strategy if the technology fails, i.e. Have spare devices or an alternative teaching strategy.

10. Where you have competent students with technology skills, use them to assist you as demonstrators or as mentors for their fellow students.

11. When seeking to acquire new technology, be sure to investigate the real cost including the 'behind the scenes' costs such as servicing, as well as the benefits to your students. Ask yourself this question: "Does it offer a better teaching result than the other already available strategies and old technology?" before you spend the money.

One last point: Remember the technology cannot do your teaching for you. In the end, the technology, even with the powerful interactive computer software now available, will need your input somewhere for it to be truly effective for your students.

Rick Boyce has taught for over forty-five years. During his last fifteen years he was the Head of Mathematics in a large Australian school. He introduced the use of computer into the teaching of Mathematics in his school as part of a new syllabus initiative.

This article is a small taste of what the young teacher can expect to find in an eBook titled, "Technology in the Classroom". The website is http://www.realteachingsolutions.com

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Types of Tutoring Services

2012-02-03T10:02:00.000+10:30

Tutor (Photo credit: cityyear)By Kathleen Taby Rodriguez

Sometimes, you need help with a subject and don't know where to go to. Some students go for combined studies or study with their friends.

However, your friends might not be there every time to help you with chemistry homework or explain a difficult chemistry concept to you. You might need to get professional tutoring to help you with your chemistry woes. Fortunately, there are a lot of options available these days which can help make the subject easier and more enjoyable for you.

Private tutoring

Private tutoring is perhaps the most sought by children and their parents for ease and convenience. The tutor is chosen by the child and parents themselves and will work according to the set timetable.

The tutor can work on the weak study areas of a child thus making sure the child quickly grasp concepts and does not lag being in class.

The tutor may come to your home or you may have to go to another location for tuition.

Tutoring centers

Tutoring centers can give private study lessons or tutoring sessions for small groups. If you and your friends have difficulty with a subject, you can register with a tutoring center that can teach you in a group.

Some tutoring centers also provide the facility of online sessions. Students can also email or fax them the problem to receive help with the assignment.

They can provide short-term or long-term teaching solutions with a wide range of subjects taught.

Online tutoring

You can also get online chemistry tutoring. Online chemistry tutoring allows you to interact one-on-one with your tutor via video-conferencing or other options. Qualified teachers can teach you no matter where you or your tutor is located. You can listen to the tutor via headset and type at the same type.

Online tutoring gives you access to presentations, guest seminars, quizzes and videos to make your study more interesting.

You can select your tutor online after considering all the key factors such as hourly rate, teacher's experience and his/her style of teaching. Some online tutoring services also let you take trial classes for some days before you decide you want to go for online tutoring or not.

There is no limit to the frequency of sessions with this type of tutoring. In fact, one of the advantages offered is that it can be availed 24/7, whether for help with homework or with an upcoming quiz.

Founded by Chemistry graduate Kathleen Rodriguez, Chemin10 is an online chemistry tutoring service. It offers high school chemistry tutor help and preparation for the AP Chemistry Exam, SAT II Chemistry, MCAT, NY State Regents and State Tests. To now more about their services, visit http://chemin10.com/.

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The Importance of Being A Teacher In Life

2012-02-02T11:23:00.000+10:30

Image via WikipediaBy Nadine Lajoie

When we hear someone say the word teacher, the image that comes to mind is that of a person standing in front of the class who is speaking and no one cares about what he or she is saying.

Unfortunately, nowadays this is the reality of our society. We do not have much respect for our teachers, rather viewing them as professionals who work for a salary, and whose primary role is to grade our exams.

However, being a teacher is much more than just standing in front of a podium, giving lectures and, once the bell rings, the teacher and the student both go their separate ways.

Rather, a student-teacher relationship is one of the most traditional relationships of mankind. If there is any relationship that is more sacred than the bond of blood, it is the relationship between a teacher and a student.

Our parents provide food, take good care of us, protect us from any harm, and equip us with everything possible to survive in life. Whereas it is our teacher who takes care of our soul, nourishes our mind, purifies our heart, and helps develop the mental aptitude that we need to understand the complexities and offerings of life.

I am sure that in your life you must also have had some teachers with whom you had a special relationship and who made you feel comfortable around them. I also had one such teacher, who taught me philosophy in my second session in college. There are two things that made me feel more attached to him and made him revere me more.

The first thing that attracted me to him was his teaching style. He taught the same way as the Chinese Proverb says:

"Tell me and I'll forget; Show me and I may remember; Involve me and I'll understand."

I am sure most of you think that Philosophy is a boring subject, but let me tell you, the way our teacher taught us Philosophy, it totally changed the way I thought about life and myself. It made me become a new person altogether.

This class was very interesting as students were divided into two sides, one for and the other against the subject being discussed, with everyone sharing their views about almost every aspect of their life.

After taking that Philosophy class, my whole perspective towards life changed. As a result, I became a much more observant and insightful person. My message to you all is also the same. Whenever you find such a teacher who relates to you and tries to involve you in discussions, don't sit quietly in the corner, participate and see if your perception towards life changes like mine did.

So, my message to you all is to appreciate and respect a teacher that brings insight to your life and makes you a thoughtful person. The better thinker you are, the more you will have insight into life, and you will become a better human being.

To your success,
Nadine Lajoie

http://www.NadineRacing.com

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Using Rebuttals in Argumentative Essays

2012-02-01T11:39:00.000+10:30

Image via WikipediaBy Katherine Katsenis

In college writing, most essays argue for a position. They are persuasive essays in that the goal is to get the reader to believe a statement is true by providing support. This is what distinguishes high school writing from college writing.

I have mentioned in other essays that sometimes one already knows what they want to argue for before they begin writing their essay. However, sometimes college students find or think of support for a position and argue for it, even if it is not the position they would prefer to take!

No matter which of these situations describes you, you should provide a counterargument and a rebuttal in your essay. A counterargument is a good argument which weakens or calls into question the thesis of your essay. Acknowledging such an objection and responding to it will make your essay more interesting to read and also provide better, well substantiated support for your thesis.

A brief structural outline of an argumentative essay may look like this:
1. Thesis statement
2. Support for thesis
3. A reasonable objection detractors may take (this is the counterargument).
4. A response to this objection that addresses it and shows it to be weak, misguided or incorrect.

Here is a simple example:

Cemeteries near urban expanses ought to be used as both public parks and a place to memorialize the dead. They offer a huge expanse of space in which persons could recreate, meditate and reduce stress by getting away to a quieter place. Most urban environments are short on open space and cemeteries provide it.

It may be objected that it is sacrilegious to suggest that places set aside for the purpose of remembering and honoring the dead be used by the public for recreation. This may be the current mindset of society, but that alone does not make it correct.

Many societies used to hold that animals were mere automatons and that they did not deserve any rights. Now, a different view is held and animals are better understood and respected. So too it is with cemetery use. It is time to get used to the idea that the living and the dead both deserve to use the open spaces we have.

In this argument the thesis is that cemeteries should be used as public recreational facilities. The support for this is that most urban environments do not have the luxury of space to have both public parks and cemeteries and the living need space for the maintenance of mental and physical health.

The counterargument is that it is blasphemous to suggest that sacred ground be used for multiple purposes; that it goes against the values that we hold as a society.

The rebuttal given is that society used to believe X but gradually came to believe Y. Therefore, while we may now see the idea of cemeteries used as parks as immoral, it is merely a societal belief that could and should change, just like our attitude towards animals has changed.

Clearly, a short example like this will not suffice for a college level paper. But the idea is to get the basic idea in your mind, and then you can flesh it out into 5 or 8 pages as needed. If you need to write a longer piece, you can fill in more at each of the four basic elements of the simple outline above.

If needed, you can add a second or tertiary counterargument and provide a rebuttal to all of them. This will make your argument even stronger, provided you have thought correctly about both the rebuttal and the response.

Thinking of an appropriate response to an objection brought against your position can be difficult. When I work with students, I usually suggest that they first try and think about what they might say in response. Depending on the position and the background knowledge a student has, this may or may not render a rebuttal.

Second, I tell students to do a little internet research and see if they cannot find information that may help them (just be sure to credit outside sources in your essay).

Finally, talking about a paper with peers can often lead to ideas to be utilized in an essay. While preparing rebuttals to counterarguments are time-consuming and difficult, the result is an essay which sets itself ahead of most.

Katherine Katsenis is a former college philosophy instructor. She now helps college students with writing. Visit: http://www.check-my-writing.com for more writing tips or to schedule a consultation.

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Choosing An Online Degree May Be Beneficial For Those Looking For Flexibility And Options

2012-01-31T10:33:00.000+10:30

Image by Alexandros_ via FlickrBy Natasha Bright

There are many advantages to earning your degree online. You can have a flexible schedule and not have to worry about rushing on campus to be on time for class. If you are considering an online degree you can choose one that will give you everything that you are looking for.

If you are interested in a "log in anytime" program then you want to look for one that is described as asynchronous. These types of online programs permit students and professors to log in at different times and communicate through various modes such as email and lectures.

Programs that are not of this nature may require you to participate in certain activities at predetermined times. This is a better option if you prefer to take part in real time lectures or chat sessions.

The great thing about online Bachelor degree programs is that they can be completed in various time frames. Most programs can be finished in the same amount of time as an on campus program and in many cases can even be completed in a shorter time frame. Students have the ability to enroll into an accelerated program and can even choose to complete their online degree part time.

No matter what, you will be able to find a program that will earn you your degree in the amount of time that you want.

A worry that many students have is that their online degree won't be looked on as favorably as a traditional on campus degree. This is simply not the case, especially in today's world. So many students are choosing to enroll into online programs and there are so many online programs that are reputable that employers are just as likely to hire a graduate of an online program as they are of a graduate of a traditional program.

When you have made the decision to enroll into an online program it is essential that you make sure that the school and program have been accredited. Accredited schools are the ones that are legitimate and will be the ones that will enable you to pursue your career choice. Unfortunately not every online school is created equal and you will need to do your homework to ensure that the school you enroll into will provide you with a genuine degree.

Another aspect to look at when you are choosing an online school and program is the reviews on it. You can learn a lot from former students and it can give you valuable insight on whether a program is right for you. You can also contact the school itself and speak with various staff and faculty members in order to gain further information in the program that you are interested in.

It is also a good idea to compare the costs of various online Bachelor programs. If you are trying to stay within a certain budget you will want to take this into account when searching for program options. There are financial aid options available for online programs as well so you will want to examine those as well.

Bachelor of arts degree programs can be a great option for many students. By doing your research you can find the best online degree choice for you..

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Language Learning - A Review of Popular Methods

2012-01-30T09:49:00.000+10:30

Image via WikipediaBy Brian A Thomas

Today's technology has made the world much smaller and many people have become interested in learning foreign languages. Some want to learn for fun, many for business reasons, but it is your desire and passion to learn that will make you successful. No one can give you that.

I have discovered that many popular language-learning methods are not what they say they are and you can waste a lot of money quickly on them. Here is my homework on some of them.

Rossetta Stone - online - $299 for 12 months

I tested the free demo online at the Rossetta Stone site. The demo seems to brag that there are no written translations, you learn from looking at pictures only. The first lesson for Spanish shows pictures of a woman (una mujer) and man (un hombre). By clicking the pictures you learn the words woman and man.

The next lesson shows a boy (un nino) or girl (una nina). So now you have learned words for boy, girl, man and woman. The next pictures are of people drinking and eating. You learn all of this from pictures only. There are no written translations. This is where I had a few questions.

What if I wanted to know who is this woman? (in the picture) What is her name? Where is she from? What kind of pictures can they make to teach me the words who, what, where, her and name? Also what do the words is, this, and from look like? I had to use Google translate to find that (una) and (un) are the word "a" in Spanish. I urge you to take the free Rossetta Stone demo online before you purchase it.

Pimsleur - software - $119.95

The site started by teaching me phrases. I think it makes more sense to build a vocabulary first than to start with phrases because then you will know what each word means. From their free half hour lesson of repeating phrases I learned the Spanish words for pardon, understand, English, miss, speak, sir, no, yes, a little, North American, you, and are. Twelve words.

I was a bit puzzled because they taught me "entendo" and "entende" for the word "understand" then told me I was saying "I understand" and "you understand." "Yo" is I in Spanish and "usted" is you. "Yo" was never spoken with understand and "usted" was used only at the end of the lesson and not spoken with the words for understand.

The lesson is audio only. Nothing is written. I like to see the words because for me it is easier to remember them. I completely agree with their statement - "Probably no aspect of learning a foreign language is more important than memory." Word memory is the key. Repetition is good for this reason. I think you could learn from their approach but it will be slow and impossible to learn phrases of your own choice.

Transparent Language - software - $179.95

I like the philosophy of the site. I could not test it because they offer no free trial or way to see how they teach so I Googled the site for reviews. I have found if reviews talk only how great the method is but not how you are taught or why you will learn fast they are most likely written by the people selling the product. No trial lesson and no review with content? You decide.

World Word Exchange - online - 2 lessons $12 - 4 lessons $20 - 8 lessons $32

This is a new site. Their philosophy seemed sound so I signed up and got a free lesson. The site has seventy-six lessons of twenty words each. The first lesson had the words: who, what, where, when, why and how among others. These are helpful one-word question words. I clicked the words to hear a native speaker say them.

What surprised me was that they spelled the English word first, next to it the word was spelled phonetically in English, and then they have the native text. I listened and studied for a while then went to their memory test. It's a multiple-choice word game which challenges you to match the question word to eight other choices. This is an excellent way to remember the words in my opinion. Repetition is how we remember.

The site also has a grammar section that explains how to use the words and there is a page to practice spelling. For people who already know some words there is a user lesson page where you can choose the words you want to learn. The site has some great tools.

The most impressive feature is the organization of the words you learn. Learning the most common words first is a feature no other language method I could find has. The only down side to the site is they teach only Mandarin Chinese, Spanish and Thai. Hopefully more languages will be added soon.

You decide what works for you.
Comments are welcome.
Brian Thomas

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The Crisis of Education in America: "How to Become a Serf" - A Society in Which People Exist for the Sake of Companies is a Society Enslaved

2012-01-29T11:14:00.000+10:30

American Education in the Dumpster - Image by brewbooks via FlickrHi everyone,

Here's an interesting read about the US education system - all comments are welcome. Let's discuss this!

How to Become a Serf

Man is a pathetic creature; a brute trying to be god but traveling in the wrong direction.

Educational systems now train workers to fulfill the needs of companies. A society in which people exist for the sake of companies is a society enslaved.

But there's a deep problem with the notion that education should equal vocational training. To paraphrase a very famous and renowned person, man does not live by work alone. Indeed, the knowledge and skills needed to earn a living in a capitalist industrial economy are of little use in human relationships, and human relationships are the core of everyone's life.

Schools devoted to vocational training provide no venue for teaching cultural differences, for trying to understand the person who lives next door or in another country. Value systems are never evaluated; alternatives are never considered. As a result, although we all live on the same planet, we do not live together. At best, we only live side by side. At worst, we live to kill each other.

Education as vocational training reduces everything to ideology, our devotion to which causes us to reject the stark reality that stares us in the face, because our ideologies color the realities we see and people never get wiser than those of previous generations.

People have become nothing but the monkeys of hurdy gurdy grinders, tethered to grinders' organs with tin cups in hands to be filled for the benefit of the grinders. And this is the species we refer to as sapient. What a delusion!

For many years, I have been troubled by what I saw as the results of what passes for education in America and perhaps elsewhere too. Why is it, do you suppose, that one generation does not seem to get any smarter than the previous one? Oh, it may know more of this or that, but what it "knows" does not translate into smarts. In other words, why don't people ever seem to get wiser? Why do they repeat the same mistakes over and over?

For centuries, an education was thought to be comprised of considerably more than one providing the skills and requirements needed to carry on a trade or profession. For instance, consider this passage:

"Education is not the same as training. Plato made the distinction between techne (skill) and episteme (knowledge). Becoming an educated person goes beyond the acquisition of a technical skill. It requires an understanding of one’s place in the world - cultural as well as natural - in pursuit of a productive and meaningful life.

And it requires historical perspective so that one does not just live, as Edmund Burke said, like 'the flies of a summer,' born one day and gone the next, but as part of that 'social contract' that binds our generation to those who have come before and to those who are yet to be born.

An education that achieves those goals must include the study of what Matthew Arnold called 'the best that has been known and said.' It must comprehend the whole - the human world and its history, our own culture and those very different from ours ...".

This idea of an educated person was often summarized in the phrases, a Renaissance man, and 'un homme du monde'. But these expressions are hardly heard any more. Educated people no longer exist. We are nothing but the monkeys of hurdy gurdy grinders, tethered to grinders' organs with tin cups in hands to be filled for the benefit of the grinders.

"Governor Rick Snyder wants to tie retraining programs to companies' needs ... and encourage more Michigan residents to earn math and science degrees under an initiative aimed at making workers more competitive in the global marketplace."

The hurdy gurdy grinder's monkey exists for the sake of the organ grinder; Governor Snyder wants Michigan's residents to educate themselves for the sake of companies. Workers are to fulfill companies' needs rather than vice versa. President Obama has said similar things.

But there's something wrong, something terribly wrong, with this picture. A society in which people exist for the sake of some non-human entity is a society enslaved. And this picture gets even more horrid with the realization that workers are expected to pay to acquire the required skills. Students are being asked to pay for the privilege of becoming serfs.

Living things in the natural world exist as ends in themselves. Everything they do is done for their own benefit or the benefit of their offspring. Horses in the wild do not acquire skills in order to perform tasks that benefit other horses.

When a human being acquires a horse and trains it to perform a skill for the person's benefit, the person provides for all the natural needs of his horse. Horses don't come begging to be trained to be ridden. What kind of perversion is the requirement that people should beg to be trained to be serfs?

But neither a hurdy gurdy grinder's monkey or a riding horse are educated; they are trained. There is no such thing as a Renaissance monkey!

Education in America, and perhaps other places too, is as fractured as shattered glass. The federal agency called the Department of Education's only power is the ability to cajole schools mainly by offering them money.

There are public and private schools, and the public ones are governed by local school boards, the members of which are not even required to be able to read or write. State school boards exist to have some influence over local boards, but again, the power of the states is limited. Education in America is a local affair. The people on these school boards are the ones that control what is and how it is taught.

For instance, creationism is often given equal standing with evolution. Students are often required to engage in practices that are clearly unconstitutional. All of this is done to suit the views of school board members, not society or even students.

Teachers are certified by subject matter. Perfectly good mathematics teachers may not be able to write literate essays. English teachers are not required to understand even elementary algebra. The schools do not employ hommes de monde. And what is true in the primary and secondary schools is also true in colleges and universities. Les spécialistes rule the classroom. Trained monkeys all!

Now vocational training works, of course, if people know what industries need workers and if workers want those jobs. But often, especially in times of crisis, this knowledge doesn't exist. Yet there's a deeper problem with the notion that education should equal vocational training.

To paraphrase a very famous and renowned person, man does not live by work alone. Indeed, the knowledge and skills needed to earn a living in a capitalist industrial economy are of little use in human relationships, and human relationships are the core of everyone's life.

Although the United States is often referred to as a multicultural melting pot, most highly developed nations today have multicultural populations. Different cultures embody different values. Those values often clash and erupt in violent behavior.

If people understood these cultural differences, these clashes could be ameliorated. But schools devoted to vocational training provide no venue for teaching cultural differences, for trying to understand the person who lives next door or in another country.

Various value systems are never evaluated, and alternatives are never considered. As a result, although we all live on the same planet, we do not live together. At best, we only live side by side. At worst, we live to kill each other.

Education as vocational training reduces everything to ideology. Religion is an ideology and no one ever questions a person's right to her/his own. Economics, although often touted as a science, is an ideology. Part of free marked economic theory is the belief that when an established industry falters and declines, some new industry will come forth and employ the newly unemployed.

But nothing in economics can compel that to happen. This belief is akin to the belief in a Second Coming. It is purely ideological. Even science has become an ideology. People believe, for instance, that science will discover solutions to all of our problems. But again, there is nothing in science that compels that.

It is perfectly possible that, as human beings destroy their environment, science will be unable to correct the damage and that life on this planet will perish. Worse, ideologies contribute to human stupidity; our devotion to them causes us to reject the stark realities that stare us in the face (see here and here).

So what is required if we are to make one generation smarter than the previous one? We need to educate Renaissance men who comprehend the whole human world, its history, our own culture, and those very different from ours. Vocational training will never produce such people.

John F. Kennedy was glorified when he said, "Ask not what your country can do for you, but ask what you can do for your country." Shouldn't he have been vilified? Do countries exist to benefit their peoples or do their peoples exist to benefit their countries? What good is a country that requires the sacrifice of its people?

Since the Enlightenment, it is generally agreed that legitimate governments are those that govern with the consent of their peoples. Does anyone really believe that people would consent to living in a nation that made it clear that the lives of most citizens would be fated to live for the benefit of the few who control the nation's institutions? Isn't that exactly what slavery is?

Analytical thinking, even when valid, can lead people down invalid roads, because analysis alone tends to overly simplify questions. When used to answer the question, What must be done to put unemployed people to work?, it leads to attempts to make education equivalent to vocational training.

But when put into practice, it results in people who lack the ability to understand their value systems and evaluate them properly. They end up being hurdy gurdy monkeys or, as Arnold put it, the flies of a summer, born one day and gone the next. If a nation's institutions do not exist to benefit its citizens, the institutions, not the people, are faulty.

In Classical Greece it was known that the unexamined human life is not worth living. Vocational training never presents people with opportunities to examine one's life; so people end up relying entirely on ideologies which have no intellectual basis and are often absurdly false, but "falsehoods are not only evil in themselves, they infect the soul with evil."

If human beings wish to endure, their ideologies must be subjected to serious criticism; otherwise, no generation will ever be smarter than its predecessors and continuing to refer to ourselves as sapient is a sheer delusion.

John Kozy is a retired professor of philosophy and logic who writes on social, political, and economic issues. After serving in the U.S. Army during the Korean War, he spent 20 years as a university professor and another 20 years working as a writer. He has published a textbook in formal logic commercially, in academic journals and a small number of commercial magazines, and has written a number of guest editorials for newspapers. His on-line pieces can be found on http://www.jkozy.com/ and he can be emailed from that site's homepage.

INTERVIEW: Vandana Shiva: Teachers for a Living World - While Ivy League Schools Marvel at India’s Economic Growth, Vandana Shiva’s University of the Seed Looks to the Earth - and Gandhi - For Guidance

2012-01-28T11:46:00.000+10:30

by Madhu Suri Prakash, in Yes! magazine: http://www.yesmagazine.org

Gandhi once burned British cloth imported from the mills of Manchester to reveal the power of the indigenous spinning wheel; and led the famous Salt March to underscore the capacities of all Indians (in fact, all human beings) to live autonomously, depending on the support of themselves and each other while throwing off the shackles of global empire.

Renowned food and anti-globalization activist Vandana Shiva’s Bija Vidyapeeth (University of the Seed), co-founded with Satish Kumar in 2001, is grounded on the four Gandhian principles of non-violence: swaraj (self-rule), swadeshi (home-spun), satyagraha (truth force), and savodaya (the uplifting of all).

Inspired by these principles, this university grown on a farm preserves a wild diversity of indigenous seeds in cooperation with thousands of farmers across India and the world, committed to the organic principles of working with Mother Earth - rather than waging war on her with chemicals.

“Gandhi and Globalization” is a course co-taught annually at Bija Vidyapeeth for ten short, intense days in November and December.

Vandana Shiva, Satish Kumar (founder of Schumacher College in England), and Samdhong Rimpoche (the first Prime Minister of Independent Tibet) designed this course for students coming from all continents, speaking in multiple tongues, and joined by a shared passion for both Gandhi and the end of the era of globalization or neo-colonialism.

During the last three years, I have had the privilege of joining these four great teachers in the fabulous intellectual and moral adventure of co-teaching this course with them.

“Gandhi and Globalization” is one among a range of courses offered by Bija Vidyapeeth to demonstrate that Gandhi’s relevance grows even as globalization strangulates indigenous traditions of teaching, learning, living, and celebrating life and death.

Madhu PrakashMadhu Suri Prakash interviewed Vandana Shiva for YES! Magazine, a national nonprofit media organization that fuses powerful ideas with practical actions. Madhu is a contributing editor to YES! Magazine.

The Basics on Entry Level Online TEFL Courses - What You Need to Know

2012-01-27T10:22:00.000+10:30

Image via WikipediaBy John Paxton

TEFL courses come in many different lengths and price ranges. For those who are interested in seeing the world and teaching their native tongue in Asia, getting a TEFL certificate is a good first step to getting employed as a teacher abroad.

Firstly what exactly is TEFL? Well it stands for Teaching English as a Foreign Language. It is the most basic requirement for teachers who don't have teaching experience yet wish to start teaching.

There are both online types, combined types and full-blown on-site courses. This article will deal with online types. In general online types are considerably cheaper than on-site types. They can be completed from the comforts of your own home and at your own pace.

The cheapest and easiest online TEFL course is the 40 hour course. This can be completed in just weeks and will range from $100 to $200 USD. This type is considered an entry level certificate.

This course will acquaint the new-comer with ESL concepts like: Student Motivation, Teacher Roles and TEFL Methods, Classroom Management and Student Levels. Another positive thing to note about these entry level on-line TEFL courses is that they are easily upgradable to more advanced courses like 60, 80 or even the much more comprehensive 120 hour courses.

Other positives to note is that some of these course providers also help the course graduate find employment when they successfully finish the course work (it should be noted that they don't actually place the graduate in the field but rather put them in contact with their vast network of job contacts. It is up to the teacher to "wow" their prospective employer and get hired).

Other critical things taught are typically: An introduction to English grammar, how to teach grammar, vocabulary, and pronunciation. Mistake correction and feedback, how to teach speaking and writing. How to teach listening and reading. Also most online TEFL courses will touch on: lesson planning, games and activities as well as cultural awareness in the classroom.

Often, hiring managers will give preference to teachers with TEFL certificates because those candidates with a teaching certificate often seem more stable and definitely a bit more motivated.

Although entry level on-line TEFL courses by themselves are not enough to get much higher paying ESL work, they do a fine job of giving teachers a competitive edge against other teachers in similar situations (little or no teaching experience).

They also show employers that you are serious about wanting to fine work teaching ESL and this sets you apart from other candidates who don't care enough to go the extra mile and get some qualifications to teach English abroad.

Distribution of this article is permissible as long as the entire article including author information and website address are included.

You can find more detailed information about what to expect teaching in Japan at http://www.all-about-teaching-english-in-japan.com/TEFLcourses.html

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Maths Games Are Effective Tools for Adaptive Learning

2012-01-26T12:18:00.000+10:30

Image by Terriko via FlickrBy Jim Wheelin

Adaptive learning recognizes that each student learns at her own pace and in her own way. The role of the teacher is to support the student's efforts so that all are able to reach their potential. This is a complex and challenging task, and the teacher in today's classroom needs appropriate tools to accomplish the goal.

One tool that is effective in helping students meet the requirements of the common core state standards in mathematics is an online system of maths games that continuously assesses the child's progress and adjusts tasks accordingly.

"Learning Trajectories in Mathematics," a January 2011 research paper published by the Consortium for Policy Research in Education, asserts that instruction must adapt to the student's needs and learning style in order to produce desirable results.

Authors Phil Daro, Frederic A. Mosher, and Tom Corcoran emphasize that, instead of selecting able students for success, educators in a standards-based system must constantly assess progress and adjust instruction so that each student experiences success. This is adaptive learning.

The researchers further write that no system or tool can "replace careful attention and timely interventions by a well-trained teacher who understands how children learn mathematics." The alert teacher assesses how well students understand the concepts and processes being studied and provides instruction that helps them to thoroughly master each step before moving on to the next.

The common core state standards provide a useful framework for adaptive learning. The teacher is the person who interprets to students what those standards mean and provides appropriate learning activities. In order to do this, the teacher must understand how children learn maths concepts and processes, what points they may struggle with, and interventions that can help them to find successful solutions.

Learning trajectories are attempts to describe the varying paths children may follow to develop mathematics understanding. They have their roots in developmental psychology and developmental neuroscience. The teacher needs to be familiar with these processes in order to provide the kind of help each child needs. A well-informed teacher is able to use technology to reinforce the concepts that have been taught in class.

Combining classroom instruction and a variety of learning experiences with an effective computer-based learning program will help the teacher reach each student at his or her optimal learning level. No teacher can be everywhere at once. With a good system of reinforcing games that provides real-time feedback, the teacher can pinpoint trouble areas and provide support to those children who are having difficulty understanding the concepts being taught.

An advantage of online maths game systems is that students are able to continue their mathematics practice at home. In this way, they can reinforce and expand on the lessons they have learned so that they come back to class ready to go on to the next step. The games also help students to develop fluency in the basic maths processes.

Fluency in the basic maths facts and processes is an essential foundation for higher mathematics learning. In order for students to become fluent, they must practice in a variety of ways to thoroughly master addition, subtraction, multiplication and division. Using maths games keeps children engaged and interested so that maths becomes an exciting adventure. In the hands of an experienced and well-informed teacher, maths games are a very effective teaching tool for adaptive learning.

Jim Wheelin writes about many different educational topics for parents and kids. Recently he has been researching for a maths game that can incorporate adaptive learning. In the future, Jim plans to test out an educational resource such the one offered at http://www.dreambox.com/adaptive-learning.

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A Day In the Life of a Waldorf Homeschool Family

2012-01-25T11:04:00.000+10:30

Image via WikipediaBy Donna Ashton

Rhythm is the key to making things run smoothly in our household. As a homeschooling mom who is also running a business from home, having balance and rhythm to our days helps make it all possible.

The breathing of the day is an important thing to consider when I am scheduling lessons or activities. What is this in-breath and out-breath? It is alternating between an outward energy producing activity and a quieter inward one. I try to keep this balance and when things get a bit "one-sided" I can tell we need a change. I have given a sample day for you to see what I mean.

8am: Breakfast and Morning Routine - make beds, brush teeth and hair, and dress.

9am: Morning Walk - We try to do this daily, weather permitting. It gets us out in nature, and expels that energy needed before starting Main lesson. And the dog likes it too.

10am: Circle and Main Lesson - Our circle begins with each girl lighting a beeswax candle. We say our opening verse, monthly verse, etc. Play recorder, sing a seasonal song, beanbag toss working on multiplication tables, then we close our circle and blow out the candles.

Snack: We break to re-nourish (girls are always hungry!).

Main Lesson: This lasts about an hour depending on what we are doing. Today, I tell a fable and we draw in our Main Lesson Books to go along with the story. A squirrel is hanging from the branch outside the window stealing bird seed from out feeder. We watch and observe. It begins to rain. We talk a bit about the seasons, getting ready for my block on Seasons, Calendar and Time.

Lunch: They run off to play while I prepare lunch.

1-3pm: Work time - This is a new part of our rhythm, dedicated work time for Mommy. I have hired a college student to come over 2 days a week.. Today is the first day and it goes great! I get so much done without interruption I can't believe it. This frees me to concentrate on work now and be present with my daughters the rest of the day.

3pm: Back Together - This is our afternoon in-breath activity. Sometimes we paint, or maybe run errands. Today it is time for baking. We sift and blend and talk about measurements. While the cake bakes, we knit. I read a chapter from their favorite ongoing book and they each take turns reading from their books. The cake is done and Daddy arrives home. They are off playing again while mommy and daddy catch up on our days and start dinner.

6:30 to 8pm: Dinner and Bedtime - I like to eat by 6:30 so there is time for Family Time. We play cards, games or take a walk. It is such a great time connecting all together after a busy day. The bedtime ritual begins; PJ's, snack and story.

The girls are still in bed by 7:30-8 pm most nights. They sleep long and well. Then, it is free time for me to read a book, do more work, or watch a movie with my husband. Raising twins, I needed this nightly break. I highly recommend it!

By having that in and out rhythm, it breaks up large chunks of sitting still for hours or running and playing so long that they won't come back down to relax. It helps me as mom connect with them for a little while, then I get some time to do what I need to do.

Then we come back together again and repeat. 2 days a week we have music lessons/library and home school co-op in the afternoons, but the remaining days I try to be home to keep a balance.

I hope this peek into our life has brought you some inspiration and knowing that you can find the rhythm that fits your own family.

Donna Ashton has devoted over 5 years to learning Waldorf Education and homeschooling her twin girls. She brings her experience with raising her 8 year olds in a mindful way to help struggling homeschoolers and parents trying to balance their daily rhythm and get clarity in homeschooling. In 2009, she created The Waldorf Connection to bring the experts directly to online homeschoolers.

She is now a certified Simplicity Parenting Group Leader so she may bring this amazing wisdom to her families and help them simplify and balance their homes and lifestyles. You can learn more about Donna and her programs, workshops and products at http://thewaldorfconnection.com and http://theparentingstudio.com

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Homeschooling High School: Finding the Best Curriculum

2012-01-24T20:57:00.000+10:30

Image by familymwr via FlickrBy Lee Binz

One very common question among homeschoolers is "where do I find the best curriculum?"

There is not one curriculum that's the best. There is only the curriculum that's the best fit for your child. This is why I don't think anybody can tell you what the best curriculum is, because it may not fit your child at all.

So, one of the things you want to be thinking about is what has worked for your in the past because that's the kind of thing that's likely to be a successful curriculum in the future.

The other thing you want to be thinking about, especially during the high school years, is whether the curriculum was made for homeschoolers. The reason this is important is because there's a lot of curriculum out there, even sold at homeschool conventions, that was originally developed for public and private high school teachers.

These books assume that you are in a classroom setting and includes lots of repetition. It also assumes that the teacher knows the subject. This means if you were to buy a French book that was intended for a public school French teacher, it would assume you know French.

In contrast, if you buy curriculum that is intended and written for homeschoolers, it's going to assume that you know nothing. It will assume that you don't know the subject and that your child doesn't know the subject. This is how you get through, especially those difficult subjects like chemistry, physics or algebra. You will want to choose a curriculum that is made for homeschoolers and this will help you be much more successful.

I have a suggestion for you if are looking for curriculum for the very first time and you have no idea where you are going to start or what you are going to do. Usually, I point people to Sonlight curriculum because I find that it has the best hand-holding and can help you kind of ease in to a homeschool curriculum a little bit.

So, if you are completely flummoxed and you don't have a clue where to start, look at Sonlight curriculum. Other than that just make sure that your curriculum choices are made for homeschoolers.

Are you looking for help homeschooling high school? Lee Binz, The HomeScholar is an expert in helping high school homeschoolers and maintains a website that discusses homeschool curriculum where you can get answers to all your questions.

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Homeschooling High School - The Importance of Junior Year

2012-01-23T10:43:00.000+10:30

Image via WikipediaBy Lee Binz

Junior year is one critical moment in time when you are homeschooling high school. In freshman and sophomore year you can kind of "fly by the seat of your pants", but in junior year there are certain tasks that you need to do.

On the first day of senior year you really want your child to start to apply for colleges. This sounds easy enough and only applies to senior year except for one minor detail. If you don't know where you're going to apply on the first day of senior year, it's kind of hard to actually do the applying.

That is why much of junior year is spent figuring out what colleges your student is going to apply to. You do that by making sure that your child takes the PSAT, and the SAT or ACT.

These tests will tell them the approximate test score that they have so that they will know which college they will fit with. You can also go to a college fair so you can get an overview of colleges you may want to attend.

Another important task of junior year is to identify a school that you want to visit and then actually visit the college. Otherwise, you may discover it is not anything like the name that they have on the side of their buildings or what you see in their marketing brochures. You have to make sure that the college is a good fit for your child.

When you are homeschooling high school, pay attention to the college search during junior year and then you can be really successful.

Junior year is a big year for high schoolers. You have so many balls to keep in the air. You may find you need some help with it all. Lee Binz, The HomeScholar is an expert in high school homeschooling and has a newsletter that discusses homeschool friendly colleges where you can get answers to all your questions.

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Introduction to ESL Teaching Methods

2012-01-21T11:58:00.000+10:30

Image via WikipediaBy Michael Hines

Teaching English as a second or foreign language entails the use of both traditional teaching methods as well as instructional techniques that are unique to the study and learning of language.

Traditional teaching methods include teacher-centric approaches such as explicit teaching as well as approaches that encourage active student participation. Based on the teaching experiences of educators around the world, different techniques should be deployed depending on the instructional purpose, the subject matter, and the students' level of competency, cognitive ability and enthusiasm.

Concentrating on, and using, just one approach has often been found to be grossly inadequate while a rich combination of approaches result to the most favorable learning outcomes.

This article describes the most common and effective methods that are being used in traditional classrooms as well as the alternative or improvised techniques that have been developed specifically for language instruction.

Fundamental Methods of Instruction

The primary approach in sharing new knowledge is basically the teacher-centric model that entails the techniques of: 1) Exposition/Explanation/Description, and 2) Demonstration.

Meantime, the participatory approach balances the responsibility of the cognitive process between teachers and students and employ the techniques of 1) Collaboration and 2) Teaching from a student perspective.

In the teacher-centric approach, the learning process follows the classic knowledge transfer model: teacher-to-student. The basic techniques used in this model include direct exposition and explanation of different subjects through formal or mini lectures that may be accompanied by audiovisual materials (whiteboard notes, CD ROM, videos, music, presentations, and other instructional multimedia).

Using the techniques of exposition-explanation-description, students are often required to memorize different concepts, and, in the case of language instruction, the actual verbalizations (oral recitation) of words and phrases.

The very useful technique of concept/process demonstration also traditionally belongs to the teacher-centric approach. Through the technique of demonstration, the teacher can dramatically illustrate a concept by presenting it in different scenarios wherein students can clearly identify the different factors, players, or processes that are in play.

In terms of language instruction, actual conversations in the foreign or second language within different contexts may be shown to students in order to help them establish the distinctions of language use for different language encounters.

Compared with the former technique, demonstrations are better able to reinforce lesson concepts because demonstrations enable students to assess and appreciate sensory (visual and auditory) affirmations of the different concepts being taught by the teacher. This way, students are better able to retain and apply the lesson concepts when the need arises.

An actual and simple conversation in English orchestrated for this purpose is an excellent instructional resource that will go a long way in language learning classrooms.

On the other hand, participatory approaches allow students to assume more responsibility in the cognitive process. Participatory approaches greatly encourage collaboration and role-playing such that students become very active drivers of their own competency about the lesson topics.

In sessions that promote inter-student collaboration, the deeper involvement of students concerning the session outcome enhances their awareness of the concepts being described by the teacher. In addition, the participatory approach is a good way of assessing individual students' socialization and leadership skills.

Collaborative techniques may involve the submission of group projects, the holding of group discussions, role-play and simulations, and fieldwork.

For students with varying degrees of leadership aptitudes, the technique of teaching or presenting to peers and colleagues can further improve their subject competency. After all, research have conclusively shown that teaching is a very effective way of learning a subject matter, one reason why formal teachers eventually become extremely competent in their fields.

By temporarily allowing students to role-play and assume the responsibilities of teachers, they eventually gain confidence about the subject matter and improve their skills expounding on or demonstrating its concepts.

Method Enhancers

To generate instructional variation for both teacher centric and participatory approaches, different teaching tools and enhancers should be deployed from time to time. More than breaking classroom monotony, this should enhance learning gains and feed student enthusiasm.

This is especially true in the field of language instruction wherein students should be disrupted from being linguistically complacent in their respective comfort zones. Doing so will enable students to become more articulate in any language encounter, whether conversational, passive, or written.

Some of the best method enhancers that language instructors should deploy in their classes include 'guided discovery' (wherein students discover lesson concepts by themselves, and therefore, tend to nurture the discovered concept better), 'problem solving' (wherein critical thinking skills are fully utilized in order to build more complex concepts from fundamental building blocks - which are basic syntax and some vocabulary in case of language learning), and the 'command style' (wherein basic to complex commands given in the second or foreign language are used to ingrain the essence of the language by physical or emotional associations that are readily experienced by the learners).

Furthermore, traditional teaching elements should also be used to enliven the classroom environment. These include group presentations, case studies, surveys, games, and assigned individual research or reports that are to be presented in class. Various media such as simple movies, short stories, television series, commercials, biographies, music videos and poems can be leveraged for interesting individual or collaborative exercises.

Approaches to Language Teaching

Because language learning entails a different desired outcome compared to other subjects, many field-specific approaches were developed by language educators over the years. The most commonly performed approaches are 1) Grammar-Translation, 2) Phonetic Method, 3) Communicative Approach, 4) Physical Response Approach, 5) Task-Based Learning, and 6) Language Immersion.

In Grammar-Translation, the focus is on the conscious and intensive learning of grammatical syntax. For students being instructed through this approach, the main learning strategy is memorization (phrasal and sentence constructions as well as the vocabulary necessary to build them).

Meantime, the phonetic method leans heavily on the oral articulation of the language such that students are often engaged in recitation sessions, short speeches, and read reports.

The communicative approach requires a higher form of cognitive appreciation of language than the two previous methods. Proponents of the communicative approach believe that knowing how to construct grammatically sound sentences and reciting formulated sentences are not enough for advanced learners. True language acquirers should be able to communicate well in any given language encounter.

Used effectively for beginners in language learning, the Physical Response Approach aims to ingrain the essence of a second or foreign language into the psyche of learners by relating actual physical experiences or associations with foreign words or phrases. Known also as the "Command Style,"

Tasked-based learning seeks to ingrain the actionable aspects of the foreign language with the aim of giving the learner some idea of its core mechanics.

Lastly, immersive approaches aim to develop learners' linguistic competencies through a comprehensive model that helps develop oral, listening, and written skills.

For teachers of English as a second or foreign language, the tendency to pick out only two or three teaching approaches they are most comfortable with is very strong. But as can be gleaned from the proliferation of literature on language instruction, there are quite a number of available approaches that can help both the teachers and the students in the learning engagement.

Trying out different approaches from time to time and in various combinations will likely address some learning difficulties encountered along the way.

Remember, for a language teacher to become a well-rounded, getting to know and applying different teaching principles is critical, not only for professional growth but also to the development of English language instruction as a whole. That is, teachers collaborating on the best techniques to use in different teaching-learning scenarios will help language educators systematize the different methodologies available.

Michael G. Hines is an educator living in Thailand and the Founder of Icon Group - Educating the Future: Total ESL - ESL Job Feed

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Your Child's Chemistry Tutor Can Turn D's Into A's

2012-01-20T15:15:00.000+10:30

Image via WikipediaBy Kathleen Taby Rodriguez

Most will agree with the phrase that nowadays, a good chemistry tutor is a hard find. The tutor must be well-versed in their subject and the tutoring slot must just as well cozily fit in with the million other items on the busy timetable.

The fact is that private tutoring fees are so high. Time and money spent in dropping your child off for these sessions is also a hassle.

For busy parents, the to-and-fro routine from private tutoring sessions can be a nightmare. But a limited time does not mean you cannot have the best. Welcome to the world of online chemistry tutoring.

Chemistry tutoring has suddenly changed its genre and is now more fun, cooler and also incorporates technology! Time is a constraint for everybody but online chemistry tutoring has turned this constraint into a benefit! No more crazy trips to private tutoring sessions when online tutoring delivers you a wealth of knowledge in the comfort of your home.

In recent years, online tutoring has seen a rise in popularity. Many parents are finding it easier as their child gets to study from first-class teachers under their supervision. However, it is not only the safety factor which is convincing parents to go for it. Feedback in online tutoring is also quicker, so it helps parents discuss their child's progress with the tutor.

Tutoring centers which provide online tutoring, hire qualified teachers who often times also have a university degree in the subject they are teaching. They also have more teaching experience than newbie tutors and students who have pursued tutoring as a part-time job.

Parents might wonder why online tutoring might be more interesting for children when essentially, they are the same chemistry concepts that children are being taught. It is the manner in which content is delivered to the children which is interesting. Today's children, more tech-savvy than ever, will relish the online tutoring experience more than traditional pen and paper tutoring methods!

These tutoring sessions, make use of more than one medium to engage your children. Your child gets access to webinars, guest lectures and online classrooms. Online quizzes and videos make learning valuable and break away the monotony.

Whether it is a tough homework problem or a quiz the next day, your child will have guaranteed help. Thanks to online tutoring you don't have to listen to the private tutor excusing he can't come to help your child with a last-minute problem.

Your child studies from good teachers at whatever time he or she wants!

Kathleen Rodriguez is the Vice President of Strategic Marketing & Business Development for Chemin10. Chemin10 is a leader in Web-based Chemistry education and instruction. Chemin10 offers an high school chemistry teacher program that helps raise participants' to learn Chemistry in 10 minute. They are the premier leader for providing online chemistry tutoring to students

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How To Write A Good Introduction For Your IELTS Essay

2012-01-19T11:23:00.000+10:30

Image by nicodemo.valerio via FlickrBy Manjusha Nambiar

A good introduction is what makes people want to read your essay. That means it has to be quite compelling. So how does one write that winning introduction? Here are a few tips.

The introduction is the first thing the examiner reads. If you get it right, the examiner will like you. If the introduction is bad, you will immediately create a bad impression.

There is more than one way to write an introduction. A good introduction should be simple. It should be neither too long nor too short. It should convey a general idea of what is to follow.

How long should the introduction be?

Well, it depends. Sometimes short introductions consisting of just two or three sentences are the best. Sometimes you will need to write longer, descriptive introductions consisting of four or five sentences. I see no point in writing introductions longer than that. Remember that it is not the length but the quality of the introduction that matters.

These three or four sentences that come at the beginning of your essay are the most important sentences in it. So it is worth spending time on them.

How to write a good introduction?

IELTS essay questions are always about a specific topic. The introduction must be exactly like that. It should address the specific task in the question.

The introduction must connect with the rest of the essay. It should never be a separate entity. It should be connected to the topic and the different parts of the essay in a logical manner.

Explain your stand on the given topic

Your essay as a whole must be a coherent piece of writing. The introduction, the paragraphs and the conclusion all need to say the same thing. Explain your stand on the given topic in the introduction itself and then stick to it.

Some IELTS essay topics state something and then ask whether you agree with that or not. You are free to agree or disagree - it doesn't matter. What matters is your ability to explain your position with valid arguments. Sometimes you are asked to say which of the two given options are better. Here again you are free to choose whichever option you like. Just make sure that you have arguments that support your stand.

It might sound too obvious, but don't change your stand on the given topic. For example, you can't agree with a given statement in the introduction and then disagree with it in the remaining paragraphs.

Don't repeat the topic in the introduction

The introduction must refer to the question, but don't commit the mistake of repeating it word for word. Instead try to express the same idea in your own words. That is very important because if you repeat the question word for word, the examiner will not count the words you use in the introduction.

That said, you are not supposed to change all the words in the question - some words just can't be replaced. You can change their form, though. For example, you can use verbs instead of nouns.

Manjusha Nambiar is an ESL tutor and content developer. Her site perfectyourenglish.com gives English Grammar lessons and IELTS Preparation tips. Subscribe to her feed to win a free Grammar eBook titled '120 Grammar and Vocabulary Mistakes to Avoid'.

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How To Rent College Textbooks Online For Less

2012-01-18T10:42:00.000+10:30

Image by greenasian via FlickrBy B W Jones

It is not hard to see that college students are looking for ways to cut down on the expense of buying textbooks. College textbook prices have gone sky-high in recent years and many students are turning to rental as a way to cut expenses for textbooks.

Renting textbooks, especially renting on the Internet, has become very popular. If you are a student who has not tried textbook rental you may want to look into it for your next set of classes.

You should easily be able to find the books you need online. Once you have chosen a textbook rental service it is a very easy process to rent your textbooks. You typically just need to register on the site and then select the books you wish to rent.

Next choose the length of your rental and pay the rental fee. In just a few days your textbooks will arrive in the mail. The package should include a return sticker and it is usually a good idea to keep the packaging to reuse for the return trip.

There are many online companies from which to choose from if you wish to rent college textbooks. Each company may offer its own options like free return shipping, free outbound shipping, and possibly a 30-day return policy.

Some companies provide the option of extending the rental or letting you buy the book outright if you want to keep it. The prices could vary from site to site and the difference can be quite significant.

Also read the terms and conditions especially things like late return fees and how much highlighting and markup you can do on the book. Also check to see if they indicate that the textbook comes with any additional software, DVDs or other extras.

One handy tool for picking a textbook rental company is to use a textbook rental comparison site. The comparison report will show what companies have your book available for rent and everyone's rental prices.

You should always click through to the actual website to verify the term of the quoted prices. Rental prices change depending on the length of the rental term.

It is estimated that a student can save from 50% to 85% over the cost of buying a new textbook by renting their books. In addition you're not tying money up front in the hopes that you will get cash back by reselling the textbook at the end of the term.

With textbook rentals you pay just one fee upfront and that's all you pay. Renting textbooks can really help students that are on a tight budget.

Bob Jones founded http://www.Cheap-Textbooks.com, a website devoted to saving students cash. The site lets students compare the prices of new, rental and used textbooks to help students find cheap textbooks for college.

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Home-School Writing: The Five Most Important Writing Skills

2012-01-17T11:05:00.000+10:30

Image by jjpacres via FlickrBy Daniel Yordy

In teaching your home-schooled teenager how to write well, what are the most important writing skills they need to learn? Different writers would likely produce different lists of skills, but here are five that I consider at least among the most important for effective writing.

1. Change weak verbs to action; omit useless words.

Although maybe not as important as my second on this list, I place action writing first because good writing begins with action writing. Action writing is simply the use of interesting action verbs as often as possible (at least half the time) without weak infinitives, weak participles, or weak linking verb/helping verb constructions.

Here's what I mean by a weak verb construction: "He may be going to get to go to the store." This weak verb construction includes a weak helping verb, a linking verb, a weak participle, and two weak infinitives. Yet I see this stuff regularly in student writing.

Interesting single action verbs in past tense include: "He catapulted out of bed." "Her face convinced me of my success." "The crow cawed its intentions."

2. Take your reader with you.

This skill includes many elements of good writing, but without it, your reader will stop reading - the ultimate failure of poor writing. This skill begins with focusing on the readers, being certain the tone and wording is appropriate to them. It includes using transition signals and defining terms so that your reader understands everything you say.

Taking your reader with you even includes skills 1, 3, and 4, that is, making the flow of thoughts interesting and thought-provoking. Finally, be sure that your readers are satisfied upon completion, that they finish your paper with some added benefit to their lives, whether by giving them curious information, or laughter, or some serious consideration, or just the joy of a beautiful world or the sorrow of some deep grief.

3. Develop elements of surprise and suspense in any form of writing.

Ideas are problems waiting to be solved. They are difficulties to conquer, snares to escape, or treasures to win. Good writing begins with a series of fascinating or entertaining or important ideas. It then weaves those ideas into a fabric like a web that captures readers. They read because they must know the answer to the questions you have raised.

One of my favorite opening lines of any book I have read is John Grisham's The Partner: "They found him." Those look like plain and dull words, but placed together as the opening lines - oh, the questions they raise. Who are they? Who is he? Why are they looking for him? What did he take? What will they do to him now that they have found him? And that's only for starters. With an opening like that, repeated several times in the first couple of pages, I am hooked. I must know what happens next.

All good writing includes surprise and suspense - the very thing that takes a reader forward.

4. Add sensory details to personalize and make vivid.

To make an idea interesting is to make it real to the five senses of your reader. Your reader must see and hear, taste, smell, or touch the elements of your topic. Your reader must know - and like - the characters in your story or the topics of your essay. Sensory details, imagery, dialogue, description, the right words in the right way, figurative language, all work together to make the picture you are presenting real to the reader.

Listen, these things apply even in an essay on chemical reactions in chemistry class. If your professor is fascinated by the picture you present and forgets that he's "grading" an assignment, you've won.

5. Revise, revise, and revise.

Effective writers - writers who are read - re-write and re-write many times. The best approach to re-writing, of course, is to find someone else, someone with a critical eye and a tough skin, to read and mark and criticize what you have written. Bear into that criticism. Change what is recommended. Alter your approach. Try it again. Revising and editing your work are half of the writing process.

If you lay out these five skills of effective writing for your teenagers, they will have a broad, but specific view of how to tackle the process of learning to write well.

Daniel Yordy is Your Editor at The Writing Conservatory. He has taught writing to students - and learned writing - for almost 30 years. His effective writing course has been hammered out inside of junior high, high school, and college classrooms.

Maybe you have a student homeschooling high school and you want to know that they can write effectively both in entering college and for life. Or maybe you want to learn to write (and teach writing) well. Check out http://www.thewritingconservatory.com/WritingCourse/index.php?page=IsetA Help yourself freely to anything you see.

Copyright 2012 by The Writing Conservatory. Freely use without changes, including links.

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Modern Techniques Used To Home School Children

2012-01-16T11:53:00.000+10:30

Image by Tony Trần via FlickrBy Jack Smith Logan

Home schooling your child is a big responsibility. But it combines fun and learning to make the educational experience for your child a memorable one.

Here are some strategies brought to you by experienced home schooling parents. Try using some of them to create a fulfilling learning experience, for you and your child.

Strategy #1 - It is never too late to change the curriculum

Yes, you can even do it mid-way in the academic year. Sometimes you might pick books for a course from your favorite publishers or you might buy a packaged curriculum only to find your child does not like it. Don't hesitate to change it and sell it when you realize it is not working. Get feedback from other parents who are home schooling their children. Explore online and go for curriculum resources with high ratings and good reviews.

Strategy #2 - Every child demands different educational approach

One of your children might be more of the kinesthetic type while the other would learn better visually. Figure out the strengths of your child. For instance, a child learnt names of American states and capital while skating with his father, in a day. The same child, if told to sit down and learn would have taken probably 10 days because it would not have interested him.

Strategy #3 - Cover most of the syllabus in the morning

It is better to teach in the morning. It is the freshest time and children can pay more attention to what is being taught. It allows you to stay focused on what you are teaching. Covering most of the work in the morning leaves the child enough time to go play or work on a project, freeing you to do household chores.

Strategy #4 - You do not necessarily have to cover the week's learning in 5 days, just like school

You could cover the week's learning in 4 days or even 7. Make decisions that are best for your child. You could cover topics like spelling and handwriting quickly so that less time is consumed and the children do not get bored. You can move at your own pace when you homeschool your child.

Strategy #5 - Get the help of an educational consultant

An educational consultant helps the family work out the curriculum to homeschool the child. Educational consultants guide and monitor the child's progress. Educational plans are developed according to the children's capabilities. Some educational consultants also include field trips to enhance the child's learning.

Home Schooling is an essential need of every child - parents should take care of their children; if they won't then they should go for a professional educational consultant.

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The Difference Between Passing and Flunking a Course - Home Tutoring

2012-01-15T15:32:00.000+10:30

Image via WikipediaBy Jack Smith Logan

You want to provide the best for your child whether it is food, clothing or education. Parents play an important role in their child's development. A survey says 79% of parents are interested in learning how they could get more involved with their child's education.

It comes as a worry to parents if their child is bringing home assignments with C grades. Parents want schools to pay more attention to their child's progress but it is not possible because a school tutor does not have enough time to monitor individual progress and development of students efficiently.

You, as a parent, must take things in hand. If your child is having a hard time understanding courses, in-home tutoring may be the best option for them. Your child needs educational assistance right now for landing him/her into a top college. College prep should start from high school and for this you need to help your child get better grades.

Private tuition may be contrasted with other forms of studies such as combined studies, online tutoring and classroom teaching. In terms of individualized attention, however, private tuition is the best.

There are a host of other benefits too. There is no doubt that a school is important in a student's life, helping him/her grow in a social environment, however, the extra time that your child may need to improve his/her weak areas can only be provided through home tutoring.

Home tutoring does not have the competitive environment that school classrooms have inherently. In school, your child may not only be struggling to keep pace with other students, but a failure to do so would also affect his/her self-esteem. Home tutoring allows him/her to move at their own pace with the tutor teaching accordingly.

A private tutoring session can be so much more than just educational assistance! All the student's five senses can be engaged to enhance student learning. Lessons can involve auditory and kinesthetic learning.

Creative techniques and activities can be used to make learning both fun and interesting for the child. Maybe your child was running away from Physics because he/she found it too boring or difficult? A private tutor will look into that and tailor the lesson according to your child's needs.

Tutors can help your child with homework and quizzes. Private tutoring is not just limited to curriculum teaching but is sure to help your child with any difficulties or problems he/she may have with the course.

In home tutoring is essential for every child. Parents should take care of their children. If they won't then they should go for professional educational advocacy.

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Six Benefits of GCSE and A-Level Online Tuition

2012-01-14T12:10:00.000+10:30

Image by Getty Images via @daylifeBy Steph Habens

Live online tuition, or e-tutoring, is a great alternative to traditional, face to face, private tuition and is the way forward for many GCSE and A-level students.

It works exactly the same as traditional face to face tuition but it is conducted over an interactive whiteboard with the optional use of a webcam.

Students and tutors can upload and share a range of resources including past papers and text book resources. So what makes online tuition such a great alternative? Here are six benefits of online tuition.

1. Get the right tutor for you, not the nearest tutor

Why should you settle for a local tutor who may or may not be the right one for you? Finding a traditional face to face maths or physics tutor is a bit of a postcode lottery and can be especially difficult if you live in a rural area or small town. With e-tutoring you can find the best tutor for you, no matter where you are based.

2. No need for you to waste time travelling

With the hectic schedule of the modern family it can be difficult to squeeze everything in. Travelling to drop off and pick up the kids from their tutor's house can be difficult to cram in. With e-tutoring your child will get all the tuition they need from the comfort of the family home; rain or shine you'll be comfy and cosy with no need for mum and dad's taxi service and will have time to do other things.

3. Students can attend lessons from anywhere with an internet connection, perfect for the modern family

Perhaps your children live in between each parent's house or in between the family home and boarding school, with an e-tutor you can stick with the same tutor all year round no matter where the student is all you need is your computer.

4. Online tuition is less obtrusive and scary than a stranger visiting your home

Many students find it easier to ask 'silly questions' when they are more relaxed and the tutor is not sat next to them. It is also safer as there is no personal, or physical, contact.

5. You can revisit a lesson at any time to revise the material covered with your tutor

Once the tutor has left students can still go over the material as if the tutor were still there by playing back the recording of the lesson.

6. Our tech savvy children find the virtual classroom environment more engaging than the sometimes dull, traditional, classroom

They feel at home amidst the familiar online environment which is often associated with pleasurable activities.

Maths Doctor offer one to one live online tuition in maths and physics to students of all ages including GCSE and A-level. To request a tutor and a have a free lesson visit http://www.mathsdoctor.tv.

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An English Composition Course Will Teach Students the Fundamentals and Foundation of English

2012-01-13T10:41:00.000+10:30

Image by found_drama via FlickrBy Kayla Russell

English Composition Course

Anyone pursuing a bachelor's degree will have to take an English composition course, which is very beneficial to any student who wishes to become a professional that is able to express themselves clearly verbally and in writing.

Your time in the classroom will likely be designed to prepare you for writing assignments that will take place outside of class. Be ready to devote time to work that you would like to be done well. There are steps that you can take to make your life easier when it comes to English composition, and it will likely improve your performance.

Ways to Prepare Yourself

Course textbooks will be assigned at the beginning of the semester, and being able to navigate through your textbook will be valuable to you throughout the semester. Some students go through the entire course not realizing what a fantastic resource their writing handbook is, which can cause their writing to suffer and deprive them of a dependable reference for work.

Many books will have a section within them that will explain how to find information and most efficiently answer your questions. That section can be an incredibly handy reference book once you get to know it. Few things are worse in an English composition class than not feeling confident about your writing and then also not feeling confident enough to find the solutions.

You may think that you will be better off if you can quickly read through any pieces of writing you've been assigned because this might save you time. This is a misconception, however, because the writings are assigned for you to fully understand and analyze, which will enhance your writing abilities. Being able to understand the strategies used by other writers in their work and to enjoy them will be immensely helpful when it comes to doing your own work.

You college may offer free tutoring during certain hours, and this is a wonderful resource that you should take advantage of. Allowing someone else to read your writing, especially if you are questioning your ability, can be scary. It is important to remember that the tutors are there to help you and that overcoming a difficult situation by asking for help and guidance will make you a stronger student and demonstrate your willingness to learn and grow.

Knowing the building blocks of our language will be a prerequisite for an English composition course. However, if you find yourself in a classroom and aren't really sure of where to place an apostrophe or what the difference is between types of sentences, there are plenty of resources that can help you to get up to speed.

If you are looking up information, making sure the source you are using is dependable. If you aren't sure if a website is okay, you can ask for the advice of your professor. Nothing will invalidate your argument like an incorrect fact, so this is a worthwhile effort to make.

Enjoy Growing as a Writer

College English composition isn't just about becoming a better writer; it's also about finding your own voice. When you read any assignment, it is through your own perspective. Everything you do in this class is to help you refine your own sensibilities, so it is definitely worth your time because you are worth your time. The skills will help you in various aspects of life, from future classes to scholarship applications.

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Lasso That Screen - Develop Fantastic Teaching and Learning Tools

2012-01-11T10:06:00.000+10:30

Image via CrunchBaseBy Mary M Hobbs

How many times do you wish you had the time to go over material for students who may not have been in attendance or have learning difficulties or disabilities? It is these defining moments in teaching that are frustrating to both teachers and students.

Giving students the opportunity to catch up at their own pace, in a non-threatening environment and probably familiar context, will enhance their learning and give you precious time to support them and others.

Using a video screen capture tool gives you enormous scope to demonstrate specific concepts and processes ad nauseam (and you're not even in the picture). I've only recently been introduced to this tool, and I can see numerous applications.

Demonstrate how to access programs or tools in Word, Excel or whatever program you are using.
Applying a literacy or numeracy concept or process e.g. showing addition process.
Accessing the internet to open and complete a task or game.
Constructing sentences.
Proof reading and editing.

How do you access these programs? An internet search will deliver a plethora of sites where you can purchase a program, get a free demo or access a free option.

Initially, I used a free screen capturing program and it served its purpose for the basic videos I developed. However, since then I have updated to a pro version to have access to more options and a higher quality output. A few tips before embarking on this new learning adventure.

Write a script prior to starting.
Create a story board.
Ad libbing can be very tricky, unless you are using previously presented information.
Change the option buttons for recording and pausing to keys you want to use on the keyboard.
Use PAUSE often! This helps with the flow of your video and you are less likely to become flustered or lose the plot.

Why not share this device with your students? In the area of literacy and numeracy, where I work with adults, to achieve their assessment outcomes they may need to present information to the group. Using the above mentioned strategies i.e. story board or script can also be used by students to achieve assessment outcomes.

Previously I had students present information using PowerPoint, but this tool in my opinion, can be more effective. Screen capturing will allow a student to demonstrate, first hand, the process they implemented to complete a task and solutions they have used to solve problems.

These programs have an audio option. Using an inbuilt or good quality microphone will enable both yourself and students to deliver a neo-professional video.

To incorporate title and credits to the finished product I've used Microsoft Movie Maker. This program also enables me to edit the video. One word of advice, always save the video you create to a specific folder. There are still a couple of my videos floating around the ether of the Universe.

MazioCreate develops literacy and numeracy resources that can be used with a range of learners. These resources have successfully been used with students ranging in age from 16 to 64. The contextualized format is designed to engage adults and youth in real life learning opportunities where they can develop and apply their literacy and numeracy skills. If you need material that covers a specific topic, contact MazioCreate info@maziocreate.com.au and we'll work with you to achieve a high quality learning resource.

Register NOW for our monthly e-newsletter and free resource at http://www.maziocreate.com.au.

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Is Creativity Valued in Schools?

2012-01-10T11:01:00.000+10:30

Image via CrunchBaseBy Amanda Rodriguez

So, Steve Jobs has no doubt impacted society in many ways. What about Apple's "Think Different" ad campaign, which promotes creativity, innovation, and that the "crazy ones" who succeed and break down barriers?

Masters in creativity and thinking outside the box ultimately are the forces behind innovation and progress, but it seems that this is really only a facade, a mirage, and emulation of our society.

Just look at our educational system and teaching methods. Do they really reflect the importance of creativity? Do they hold thinking abstractly, not logically in high regard? Why doesn't our educational embrace this perspective of thinking, and how will this affect innovation in the long term?

In my opinion, and based on my years in the educational system (I currently hold a bachelor's degree in urban planning), creativity is not valued. I say this because our educational system is based on conformity and acceptance of everything that is in textbooks and theories. There are few courses that really push out thinking beyond what is "already accepted" or known to be true.

In fact, when teachers were asked to describe the characteristics and qualities of their favorite students, the results of the study showed personality traits correlated negatively with the traits that creative students had, like being individualistic, less outgoing, more impulsive, and outspoken and emotionally charged. Teachers instead reported that they preferred conformity and basically students who did not question authority.

In reality, when teachers say they want students to develop their own consciousness and have their own voice, indirectly, they do not prefer it. This shows that creative students are not celebrated in our educational system, which cannot be fully efficient with students who go against the status quo. The idea of creativity is always encouraged, but as far as its actual manifestations, proves to be more disruptive than accepted.

So, do we really value creativity in schools? It depends on who you ask and what their motives are. If you ask some preschool kids, they want to believe that there are many colors to the rainbow, many colors to flowers, but teachers will teach according to a set of accepted facts held true. Roses are red and leaves are green. There is no gray area for discussion. Some people believe that creativity should be taught at a young age, when the child still is their own person, relatively unchanged from society.

Nurturing creativity and abstract thinking should be encouraged in schools and higher education institutions. It is the backbone of innovation and progress. If everyone thought the same way and believed the same things, we would remain stagnant at best. Instead of offering different perspectives, schools only reinforce primary beliefs, and facts established by the status quo.

Could our educational system add on another dimension to our curriculum? Yes. But we are restricted by a tight federal budget and increasingly, programs like music, art, and dance are being cut because in the eyes of administrators, they are lower prioritized and not needed. This is where students lack creativity because from the get-go, they are not exposed to another outlet to express their individual thoughts and artistic means.

The best colleges will offer creative courses and online creative degrees, which is a great supplement to our traditional educational curriculum.

Free-lance writer with a passion for Writing and Research.
Amanda Rodriguez
Creative Degrees Online

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Asking Questions

2012-01-09T11:20:00.000+10:30

Image via Wikipediaby Ulrike Thomas, Teaching Expertise: http://www.teachingexpertise.com

Asking questions is fundamental to helping students acquire knowledge. Ulrike Thomas looks at four key issues to consider when thinking about questioning.

Earlier in the year, BBC2 aired a fascinating programme called The Classroom Experiment in which Professor Dylan Wiliam (celebrated co-author of Inside the Black Box: Raising Standards Through Classroom Assessment) asked a group of teachers to introduce a variety of teaching strategies designed to encourage greater student participation in lessons.

Particularly interesting was the response of both teachers and students to the ‘no hands' strategy which the teachers were encouraged to use whenever their lessons involved asking questions.

Asking students to put their hands up when they want to answer a question is common practice. This tends to result in the same few students answering questions, which does a great deal for their confidence and learning, but not much for those who choose (for whatever reason) not to engage in question and answer sessions.

‘No hands' is intended to make the questioning process more inclusive, with teachers randomly selecting a student to respond. The aim is to encourage the whole class to participate and thus become more engaged in the lesson. In the classroom experiment this involved using lollipop sticks with individual names on plucked randomly out of a pot.

As pointed out in the National Strategy document Pedagogy and Practice, Unit 7: Questioning, when a teacher introduces a strategy like ‘no hands', he or she may feel self-conscious and students may find the approach unusual.

This was certainly the case in the classroom experiment where the teachers had to deal with a new type of classroom organisation and also with how to respond to replies that may not be right or students who did not want to reply.

Interestingly, over the course of the term each teacher customised the ‘no hands' approach, adapting it to their own teaching style. The students too had to adapt either to the discomfort of being put into the spotlight when previously remaining hidden in the wings, or ceasing to be the centre of attention.

However, what is also important to the success of ‘no hands' is the quality of the questions and the quality of the feedback. Questioning is fundamental at a basic level to helping students acquire knowledge, or at a more advanced level to encourage higher-order thinking and problem-solving.

Also, as Paul Black (2009) pointed out: ‘A pupil's answer to a question can reveal how the pupil understands the issue, and the teacher can then respond to help develop that understanding.'

So what are the key issues when thinking about questioning?

Creating the right environment

As The Classroom Experiment demonstrated, many students try to avoid answering questions for fear of getting the answer wrong and looking a failure in front of friends and teachers.

The key is to have a discussion where it is explicitly stated that getting things wrong is a fundamental part of learning and where the teacher makes it clear that how a student answers a question demonstrates how much has been understood and therefore what the teacher needs to teach next.

In order to facilitate a risk-taking atmosphere it is important to consider the sequencing of the questions asked, the feedback to the answers, and also to allow ‘wait time', so that students have time to think about what they want to say.

Asking effective questions

Shirley Clarke (2005) identifies several ways to create effective questions. These include using Edward De Bono's Six Thinking Hats. For example: ‘White hat thinking involves facts and information presented neutrally, so questions would include What information do we have? What is missing? Red hat thinking involves emotions and feelings, so questions may include: What do I feel about this?'

Bloom's taxonomy may also provide a useful starting point for thinking about different types of question. Created in 1956, the taxonomy divided educational objectives into three domains - affective, psychomotor and cognitive - and was intended to encourage educators to focus on a more holistic view of education.

The cognitive domain focuses on the development of knowledge, comprehension and critical thinking. Although valuable, it is important to recognise that many of the categories created by Bloom overlap and it can therefore be difficult to classify questions neatly.

Feedback

Although the methods identified above help us to think about different types of questions, perhaps the most crucial aspect of questioning is the response to the answer and the resulting dialogue that follows. To quote Paul Black (2009) again:

‘In composing a useful response, the teacher has to interpret the thinking and the motivation that led the pupil to express the answer. It helps if the teacher first asks the pupil to explain how he or she arrived at that answer, then accepts any explanation without comment and asks others what they think.

This gives value to the first answer, and draws the class into a shared exploration of the issue. In doing this the teacher changes role, from being an interviewer of pupils on a one-to-one basis to being a conductor of dialogue in which all may be involved.'

Students asking questions

Perhaps the surest sign that a ‘questioning environment' has been created is when the students feel safe and confident to ask questions of the teacher and questions of each other spontaneously in the lesson. Surely that would make any teacher's day?!

References

Black, P (2009) ‘Looking again at Formative Assessment’, Learning and Teaching Update, Issue 30
Black, P, and Wiliam, D (1998) Inside the Black Box: Raising Standards through Classroom Assessment, London: GL Assessment.
Clarke, C (2005) Formative Assessment in the Secondary Classroom, Hodder Murray
Pedagogy and Practice: Teaching and Learning in Secondary Schools, Unit 7: Questioning

Watch a clip from The Classroom Experiment.

Four Ways to Promote Creativity in Schools

2012-01-09T11:08:00.001+10:30

Image via Wikipediaby David Leat, Teaching Expertise: http://www.teachingexpertise.com/articles/four-ways-promote-creativity-schools-11520

We cannot be serious all the time: schools need to be exciting stimulating places where people can laugh, have ideas, clash and spark off each other, says David Leat.

In our last edition we had two interesting pieces about creativity by Helen Burns and Maurice Galton. I want to go back to that issue and speculate a bit, perhaps be creative myself, so please indulge me.

Although it is difficult to prove definitively, Helen's piece pointed to all the benefits brought about by Creative Partnerships' work, while Maurice's looked at how creative practitioners motivated and engaged with students and whether their approach differed from those of teachers.

Five very different experiences have kept my thoughts bubbling about creativity and learning. Firstly an email from a teacher friend of mine:

‘I taught Y9 a revision lesson on the complex sentence and its punctuation ... They were there, they were with me ... except for two boys who kept on interrupting ...

‘Eventually, patience at an end, I turned to them and started to speak the punctuation learning objective for the lesson: "If you don't stop comma next lesson you will be separated full stop - subordinate clause followed by main clause. Only one comma needed because the subordinate clause is at the start of the sentence, before the main clause." Exasperation.

‘Quick as a flash, Daniel [name changed] replied: "Ms Bennett comma, on reflection comma, you are right exclamation mark. Can we go now question mark." We all burst out laughing and I knew they had won their battle as they went down the stairs, but I ... on the other hand, knew they had got it ... and the war of punctuation was mine!'

Priceless. The wit of my friend, the wit and intelligence of Daniel, the quality of the relationship between teacher and the boys, the unanimous laughter and the satisfaction gained by all.

Now I am going to leap a long way to my second inspiration. I was sent a presentation made by one John Hartley at an Arts and Humanities Research Council seminar on creative cities. It hooked me. He described three models of creative industries:

CI-1 = creative industries firms clustered together (closed expert system)
CI-2 = creative economy with creative services clustered (closed innovation system)
CI-3 = creative culture - (open innovation network).

Hartley identifies social learning as a critical factor, in which ‘social network markets' play a major part, as people innovate locally but through connections to digitised/globalised communities. He argues that creativity and cities were made for each other, but the process is ‘non-linear'.

It relies on complex systems interacting and sometimes clashing. The city is a highly evolved ‘machine' for managing variety, change and difference in the growth of knowledge and ideas. Clash and difference drive change and innovation.

Hartley goes on to make some further riveting points:

‘Think festival not factory. What is important to creative clusters is not similarity (ie a cluster of similar firms) but variety and diversity - the clash of opposites. Potentially it is a more productive model of creativity than the ones that are tied to expert-systems alone. Furthermore, social networks themselves are sources of innovation.'

My third source of inspiration is the Finnish academic entrepreneur Yrjo Engestrom who is famous, among other things, for his concept of ‘boundary crossing'. The foundation of this approach is that people from different groups or ‘sets' have very different perspectives, they are working towards different ends, with different ideas or tools, according to different rules and specialised roles with different norms.

Boundary crossing occurs when two such groups are brought together to tackle a common problem, which inevitably causes stresses and contradictions. If these can be resolved they may emerge new solutions, ideas and ways of working.

My fourth source was hearing Sir Ken Robinson on Radio 5 Live pleading for schools to acknowledge that students are different with different talents and a ‘one size fits all' approach is not appropriate. We have to get students interested and excited and to see that education has a purpose and adds up to something. He was not, however, arguing for having no core curriculum.

My final source of inspiration was from a teacher doing a doctoral assignment in which she contrasted teachers using Lesson Study (see issue 10) with a couple engaged in performance management. The Lesson Study teachers laughed on 12 occasions and the performance management pair did not manage a chuckle. The Lesson Study group were far more satisfied with their experience.

So where is my punchline - can I stitch these threads together? My first and last sources point to the value of laughter and enjoyment in stimulating creativity or good ideas, whether from teachers or students. The other three sources suggest very strongly to me that clash, difference and creative dissonance are the engines of new ideas and motivation.

Schools should not reproduce knowledge and culture with a steady hand on the tiller, managing to the point of sterility. They need to be exciting, stimulating places where people can laugh, have ideas, clash, spark off each other and even sometimes fail. In the end we cannot be serious all the time.

Storytelling to Stretch Young Minds

2012-01-09T11:03:00.000+10:30

Image via Wikipediaby Steve Mynard on Teaching Expertise: http://www.teachingexpertise.com

Gifted and talented children are not always able to express themselves well and this can sometimes undermine their true ability. Steve Mynard shares techniques that will help children to become confident and expressive communicators.

Storytellers in ancient, preliterate cultures could remember word-for-word epic tales that might take several evenings to recount. They would store the entire tribal history in their minds and retell it at celebrations and ceremonies.

Writing stories down in books and reading them again liberates the mind from these feats of memory. But traditional storytelling still has a role to play and is a skill worth cultivating.

Why tell stories with children?

Introducing traditional oral storytelling to your class will benefit children by:

- providing opportunities to both tell and hear stories, encouraging the development of active speaking and listening skills
- fuelling their imagination and allowing children to develop their own mental images
- developing the memory
- influencing children's written work as well as their selection of reading material
- familiarising them with traditional tales, myths, legends and fables that speak in metaphor about deep-seated truths and conflicts. They provide a vehicle for the discussion of social mores and personal ethics
- creating fun and excitement - children love it!

Developing the skills of storytelling will particularly appeal to your gifted and talented children because of the opportunities it brings for developing expression, linguistic skills, the subtleties of timing and the flexibility of delivery. Storytelling also allows a dramatic element to enter the tale with facial expressions and a degree of acting out the story.

Getting started: teacher as storyteller

Although these notes are written for a teacher, or TA, they can just as well be used with an older G&T student who shows potential and interest in developing storytelling skills to use with younger children:

Before you can broaden your children's cultural horizons and imaginations with stories from around the world you will need to make a start as a storyteller yourself. This can be a daunting prospect.

Start with something simple. For Reception or KS1 you might choose a well-known tale such as the Three Little Pigs or Little Red Riding Hood. For Lower KS1 you might go with something a little longer and more complex like Rapunzel or a selection of Aesop's Fables. Upper KS2 children will want something they don't perceive as ‘babyish' (especially the more able).

Trickster tales are good for this age group and there are many in African and North American culture. Look for stories about Br'er Rabbit or Anansi the Spider. These tales are short, which is good for you, and have a twist, which the children will enjoy.

Read the story through several times to make sure you have it clearly in mind. For the kind of short, simple stories that I suggest you start off with you won't need to make notes. Try telling the story to yourself as you stand in front of a mirror or saying it out loud as you drive home from school. This will ensure that you are comfortable with the sound of your storytelling voice and will also help your brain to store the story.

Gather the children around you and tell them that you have been learning a new skill. Children always like to know that their teacher is still learning. Then simply tell the story. Don't feel you have to put on voices or use lots of facial expressions or arm movements this first time.

Tell the same story a couple of times in a week to build your confidence. Ask the children for feedback. Then choose another story. Aim to tell your class a new story each week and gradually expand your repertoire as your confidence grows. You can find stories to use in anthologies of tales from different parts of the world and the internet is a source of many traditional tales from different cultures.

Over the first term or two of telling stories to your class you will begin to find stories that you are drawn back to time and again. These favourites will form your core repertoire - stories that you know well and are confident with.

Don't feel that a story has to be told in exactly the same way every time you tell it. That is one of the great pleasures of storytelling. You can describe a forest in a different way the second or third time you tell a tale. As long as you don't change the key points of the story it's fine to experiment.

Moving on: children as storytellers

Once you have told a few stories yourself and the children are beginning to become enthusiastic about these sessions you can coach them in developing their own storytelling skills. Here are the techniques that I use. They are in a particular order which will allow skills to develop progressively, and I suggest you stick to this order.

Paired storytelling

I like to start children off with a storytelling activity that they feel comfortable with. Simply sitting with a partner and retelling a story together works well. I sit children on chairs in a circle and tell them a short unfamiliar tale. I choose a story they don't know because I want there to be a certain amount of challenge in this initial task.

Once I have told the story I ask the children to turn their chairs so they are facing a partner and to have a go at telling this story together. I stress that this is not one person telling the whole story and the other person passively listening.

They are telling the story together. One will start off and then the other takes over, or one might chip in some extra detail that the teller has forgotten. They might discuss a part of the story to refresh their memory: two heads are better than one. Use this technique with a couple of stories over a week before moving onto the next stage.

Circle stories

Once a child has told a short and simple story with a partner they may feel more comfortable about sharing a story in a group. For this activity the whole class, including yourself and any adult helpers, sit in a circle. You tell the story you have chosen in its entirety.

Everyone present then takes it in turns around the circle to tell a piece of the story. It is a good idea to have an object that you can pass around the circle as the story passes from person to person.

You start off the story again and after a few opening sentences you pass the object to the person next to you: left or right, it doesn't matter. They then tell a little bit of the story and pass the object on. Piece by piece the story takes shape around the circle.

This is a cooperative story so if someone gets stuck it is OK for another person to chip in a bit of the story to help them. The first couple of times you do this it is a good idea to include an opt-out. If a child really doesn't want to tell part of the story they can say ‘pass'. (Adults don't get to use the opt-out!)

The one-minute story

Once children seem relaxed about telling stories to each other you can introduce the one-minute story. Use a story that the children are familiar with. It might be one they have already used in the previous two activities. Tell them to work in pairs. One is going to tell the whole story while the other listens and then they will swap over. They only have a minute to tell the story and you are going to time them.

Get your stopwatch out and count them down to the start. Tell them when they have had 30 seconds, when they have 15 seconds left and then count down the last five seconds. This time pressure forces children to cut the story down to its bare essentials. There just isn't any room in the one-minute story for any frills. This activity is great fun and able children especially love the challenge.

'Bare bones'

With a one-minute story under their belts, the children are now ready to learn the key technique of storytelling. I call it the ‘bare bones'. Give pairs of children a piece of paper and a pencil and tell them they have to tell the whole of a story you have just told them in just 10 sentences. This is another way of getting them to concentrate on what matters most in the story.

I have a template I use. You might like to make yourself one. It is a sheet of A4 paper with the outline of 10 bones on and the children write their sentence on the bones. These ‘bare bones' are the notes the children will use when they move onto the next stage which is actually telling a story to an audience.

As a professional storyteller I will condense any new story I hear down to its bare bones and use the slip of paper as an aide-memoire when I am telling it for the first time. When I am working with children I will explain this technique to them and will ask them to count how many times I refer to my notes.

Children becoming storytellers

Your children are now ready to tell a story to the rest of the class. The most comfortable way for them to do this is as part of a small group. Give each group a printed copy of a story that you have never used before and ask them to write the ‘bare bones' together. Once they have done this each group then stands in front of their audience and tells the story.

Some children will simply read out their ‘bare bones'. Other, more confident children, will embellish their part of the story. Children who are good at this can be offered the opportunity to tell a story to the whole class on their own.

Storytelling for G&T children

Not all gifted and talented children are good communicators, but you will generally find that it is your more able children who take most readily to storytelling skills. Once they are confident in the basics of the art you need a couple of extra techniques up your sleeve to really stretch them. You can consider:

Performance: to younger children, in school or at a local pre-school, or consider putting on a ‘literature festival' with friends and relatives in the audience.

Production: with computer software, groups of children can record themselves telling a story and then add computer generated sound effects or even add background music. A compilation CD of your best storytellers should sell well.

Adaptation: challenge able children with the task of adapting traditional stories, for example setting them in a modern-day context.

Further information on storytelling

The Society for Storytelling is developing a new website with details of events and resources
There are various storytelling festivals held around the UK throughout the year. These include Edinburgh’s International Storytelling Festival (21-30 October) and the Settle Storytelling Festival in North Yorkshire (6-9 October).
Storytelling With Children (2009), written by Andrew Wright and published by OUP, is a very useful resource for teachers.

Steve Mynard is a teacher and professional storyteller.

What Is Life Like on an Australian University Campus?

2012-01-08T12:22:00.000+10:30

University of Sydney - Image via WikipediaBy Wayne Thomson

Australian universities offer a unique opportunity for students to obtain a high quality education and at the same time and enjoy a unique and pleasurable lifestyle.

In fact, it's no wonder that Australia is becoming the fastest growing destination of choice from overseas students in Europe and Asia. After all, the relaxed Australian lifestyle coupled with balmy weather is a sure attractant and makes the decision to study overseas that much easier.

University life is not just about study, it is about enjoying your environment and living in a place that stimulates your thinking, encourages your involvement, and rewards you for your efforts.

Many overseas students look at tourist brochures of Australia and wonder whether it is really true. Those who have made the journey have discovered to their delight at the Australian lifestyle is everything it promised to be.

Without dwelling on the tourism side of Australian campus life, let's take a look at what you can really expect when you finally make the leap and come to study at an Australian university.

Depending on the campus you choose it is quite possible to spend some time at the beach between lectures! If you have a light schedule and you are studying at the University of Sydney for example, there is nothing to stop you from jumping on a bus and heading out to Bondi Beach for a few hours in the sun.
If you are studying in Brisbane on the other hand, the best beaches of the Gold Coast and Sunshine Coast are about an hour's drive away. Many students plan their weekends at the beach and, during the summer months, enjoy some of the best surfing in the world. Can you think of a better way to refresh yourself after a hard week of study with the promise of more to come?
If you're not into the beach, you might choose a campus with a country flavour. Some inland towns are home to the best Australian universities and there is little more you can do to relax than to enjoy the bucolic lifestyle that surrounds you. You can arrange to visit a sheep station or a local farm where you can earn a few dollars picking fruit or vegetables. Many students find this a relaxing and rewarding way to spend their leisure time whilst at the same time recharging their batteries for other burst of study.
Most Australian capitals have a range of accommodation options for students, with share housing one of the most popular choices. Here you can join with other students of your choice and club together to cook meals and enjoy a multicultural lifestyle together as you live out the dream life of a student!
Eating out in Australia can be as expensive or cheap as you wish. Australia offers one of the most multicultural lifestyles of any country on earth so you are sure to find something to tantalise your taste buds.

Australian universities offer you so much more than a quality education. You can totally immerse yourself in a unique Australian way of life and, at the end of your time, emerge with a qualification and a lifestyle experience that is unparalleled.

By the way, do you want to learn more about college/university? If so, I suggest you check Study in Australia and Australian Universities.

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An Ethical Dilemma for Teachers - How Much Extra Help Is Too Much

2012-01-06T10:21:00.000+10:30

Image via WikipediaBy Bryan West Ph.D.

The idea that teachers should be available to students needing extra help with assignments or related problems in understanding course material is not new. However, opportunities to actually get that help under the traditional "teacher-tell" model of education were limited.

Some teachers included office hours in the course syllabus, but were sometimes not there. Not all teachers arrived early or stayed a few minutes after class to make themselves available to answer questions or provide additional guidance.

Today we know that understanding the unique needs of students promotes better learning. Contemporary teachers offer multiple ways students in need of assistance can contact them. Many trainers now arrive early and stay late when possible. Internet technology supplements office hours and some teachers even go so far as to provide home telephone numbers to students in need.

Does this pose a potential problem for teachers?

The truth is, as hard as we try to make ourselves readily available, some students have a difficult time asking for help, no matter how easy we make it for them to do so. In this sense, increased availability does not absolve the contemporary teacher of the responsibility to be on the alert for students who do need extra help, but are reluctant to ask for it.

In theory, perceived special treatment is another ethical dilemma some teachers and trainers feel they face when confronted with repeated requests for help from certain students.

One concern is that the majority of the class that manages to get along fine without extra help will resent the time spent with slower learners who need more help. Such resentment can then get in the way of their own efforts if these students feel they are not being treated fairly. In practice, however, the perception of special treatment often exists only in the mind of the worried teacher.

Another concern is the incremental creep that can happen when we provide help to one student over time. The student who asks a question today, and then another tomorrow, and then another - there is nothing obviously wrong with this. But, what happens when each question is part of a larger whole, such as an assignment or project? When does answering their questions reduce the integrity of the assessment process: will we end up judging their competency by our own work?

Students are often more in tune to each other than we think. They know who in a class the truly slower students are that are in genuine need of a significant amount of extra help. So long as a teacher makes himself or herself equally available to everyone, there is rarely a favoritism issue with giving too much help to selected students. On the contrary, the perception that a teacher really cares enough to provide needed help can have a positive impact on the entire class.

But there is another issue to consider. And that is the potential for robbing students of the opportunity to figure things out on their own. Once you open the door, some students will never stop knocking, even if they could find their own way. Giving help to students might be more of an art than a science.

The art is knowing how much help to give while still ensuring the chance for students to solve issues on their own. Too much help can breed an unhealthy dependence. One wonders if employees in the workplace who need someone to be constantly looking over their shoulder might have had teachers in the past all too eager to help them without question.

Dr Bryan A. West is the owner and manager of Fortress Learning http://www.fortresslearning.com.au, an Australian Registered Training Organisation who consistently generates greater than 90% student satisfaction ratings with their range of online courses. Learn more by visiting http://www.fortresslearning.com.au.

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Teaching Aboriginal Art: Free Lesson Plan

2012-01-06T10:18:00.000+10:30

Image by mischiru via FlickrBy Oliver Kinghorn

Aboriginal Dot Painting is a popular classic art lesson suitable for learners of all ages as it features an irresistible combination of music, art, culture and history.

The beauty of this subject is that the lesson engages learners on a number of different levels - practical painting technique, cultural understanding, linking art with music, dance and storytelling, and getting their fingers nice and dirty in the process!

AUSTRALIAN ABORIGINAL DOT PAINTING

For beginners through to advanced level learners

3~4 hours contact time in class, extra time for research/homework

Lesson Aims:

* Students will be able to select colours, mix paint, make a preliminary sketch, complete an authentic aboriginal artwork.
* Students will understand the origin of motifs, colours, storylines in aboriginal art.
* Students will be able to connect aboriginal art with its other cultural traditions of music, dance, and storytelling.

Materials:
* Aboriginal music or video.
* B/W photocopies of aboriginal symbols.
* B/W photocopies of a real aboriginal painting.
* Sketching paper or thin card for B/W draft - about 40cm x 25cm.
* Watercolour paper for final draft artwork - about 60cm x 40cm.
* Black marker pens, watercolour or acrylic paints, sponges for dab effects etc.

In Class Lesson Stages:

1. As a lead-in my students respond really well to closing their eyes as they listen to real aboriginal music and imagining they are an eagle flying over the Australian Outback. What did you see? How far did you go? What animals came into your mind? In the course of introducing the people, the country, and their traditions you can reveal how each sound from the didgeridoo depicts the sound of a distinct animal - a snake, a fish, a crocodile, an emu. This visualisation exercise will help when they come to start their first draft sketch.

2. A short video of aboriginal dancing features at the end of this lesson plan.

3. Students speculate in groups on the meaning of common symbols in aboriginal art as per 'Aboriginal Symbols' worksheet pictured below. Which symbolize a kangaroo, a boomerang, a waterhole, footprints, and the sun, rain, and moon?

4. At the end of the first session students annotate a B/W copy of a real aboriginal painting and identify which lines/dots/patterns symbolize what. Students should also understand the following elements of design - contrast, colour choice (how did the aborigines find paint? why are coours of nature prevalent?) Show other examples of aboriginal paintings.

5. The next session begins with a first draft in B/W. Students should select a unifying 'theme' for their artwork - the hunt, the dance, animals, nature, tools & weapons, food are all good subjects. Allow students to progress to their final larger colour draft when they have clearly demonstrated an understanding of colour, line, pattern, contrast, theme.

6. Two sessions should be devoted to the final draft. Show students how to use sponges, fingertips, brushes, and combs to create authentic painterly effects. Monitor students as they work - paying careful attention to the 'tightness' of their patterns and the relatively 'minimal' use of colour. I find that my students really get into it when there's some music blasting out - which in this case should be funky didgeridoo.

* Depending on the level of the students you could set a short essay on one of the following subjects: 1. The things I learned from creating an aboriginal artwork, 2. My critique of an aboriginal artwork, 3. How aboriginal art reflects the cultural and historical background of the aborigine people.

Evaluation and feedback should take place throughout each session in the form of peer evaluation (what do you think of each other's work?) and final evaluation in the form of a clear grading scale. For a project of this nature you could include such criteria as:

* Originality 1-2-3-4-5
* Authenticty 1-2-3-4-5
* Elements of design - colour/line/pattern 1-2-3-4-5
* Participation and level of completion 1-2-3-4-5
Total - /20

Oliver Kinghorn is a painter, writer, and art teacher who runs a free web page - http://free-art-lesson-ideas-for-teachers.blogspot.com/
See his own artwork and inspiring articles for relaxation & feeling great at http://feelingsimplylovely.blogspot.com/

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Research Driven Education - PhD Study in Australia and New Zealand

2012-01-06T10:09:00.000+10:30

Image by stoofstraat via FlickrBy Susan Slobac

For graduate students interested in pursuing a doctorate, New Zealand and Australia offer compelling programs well worth consideration. Universities in both countries provide doctoral programs that are research driven and include little class work.

While most programs in North American institutions involve a greater amount of class work, PhD study in Australia and New Zealand provide students with a greater opportunity to make actual contributions to their field through research.

To earn a PhD, Australia and New Zealand universities typically require students to complete three years of work. During this time, students are provided with access to world-class research facilities.

In addition to top-notch resources, those studying for a doctorate in Australia or New Zealand are matched with a faculty member that acts as a supervisor. Support is readily available to insure doctoral candidates can take full advantage of all available opportunities.

Requirements for PhD Study in Australia and New Zealand

To be considered for a PhD, Australia and New Zealand universities require students to complete a Master's degree first. In fact, if a Master's degree is missing, universities inevitably delay processing the application altogether.

To get on track for PhD study in Australia or New Zealand, it is recommended that students first enroll in a Master's program. After some time, it will be possible to convert to a PhD program within the university.

Applying for a doctorate in New Zealand and Australia

The application process for a PhD program is more time consuming than for undergraduate degrees since the degree itself is more customized and research driven. A descriptive outline of the intended research as well as a current CV is required to apply for a Doctorate.

New Zealand and Australia universities then use this information to match doctoral candidates with supervisors from their faculty. The quality of this match is critical for doctoral candidates, as supervisors play a significant support role in the process. For this reasons, candidates do well to consider potential supervisors as well as potential universities when applying for PhD study in Australia or New Zealand.

Once an application for PhD study in Australia or New Zealand has been accepted, doctoral candidates can coordinate an exact start date with their supervisor. Because the degree work is research driven, students are not tied to the usual university schedule. Technically, research can begin at any time of the year.

Susan Slobac advises college students on study abroad opportunities throughout the South Pacific. She provides guidance in regards to specialized programs such as PhD study in Australia and New Zealand.

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