Education Short List

Ahh, math word problems – the nemesis of every K-12 student.

The three things I get the most tutoring calls for is handwriting, study skills, and math, specifically math word problems.

I totally get it – word problems are difficult. It’s only been in the past three years that I have felt comfortable with them. Yet there are still times when I get completely stumped.

But, starting out in elementary school it doesn’t need to be so hard. First, teachers should stop telling their students that word problems are really difficult to learn. By doing this repeatedly throughout a child’s education, you are basically setting them up to fail. Instead, just teach word problems like it’s any other lesson. Thereby teaching students that word problems do have their difficulty but can be learned and mastered. I would also suggest using pictures, or even better – math manipulatives – to give a visual representation to the problems that students are doing.

Another strategy is to examine word problems from real life. Any good saleswoman will tell you that if you can make a connection with a prospective buyer, then you have already won. The same concept is very true for math word problems. If you can get your students to make a personal connection to the work, it becomes that much easier for them to understand and comprehend them. I like to use examples about buying games or eating lunch. “If you are given $9.80 from your family on Monday to buy lunch for the whole week; how much do you have to spend each day? Say you want to buy pizza on Monday, and that is $1.75; sandwich and a salad is $3.00 on Tuesday; what is the rest that is left?” Get the students involved, talk about percentages and fractions too. “The game you want is listed as $29.50; but it says that you can take 25% off, what is the new price?” Have students work in pairs or small groups. By bringing their own world to the lessons they are learning, it gives them ownership and makes them feel important; while at the same time allowing them to learn.

As for when it comes to taking a test that is filled with word problems, I have a four step process that gives the test taker a better chance at being successful.
1. remember that word problems are meant to be confusing and contain more information than is needed to complete the actual question
2. Read the actual question FIRST
3. Read the whole problem and the question. Put a box around any information that directly relates to what the question is asking you.
4. Complete the problem.

By breaking down word problems and demystifying why they are so difficult, you allow your students to be more successful and help them to understand and use a concept that will be very helpful later on in life.

As if we needed more reason to encourage our kids to get healthy.

Parade Magazine
http://www.parade.com/news/intelligence-report/archive/100110-should-students-be-forced-to-get-fit.html

I think that our kids should be forced to be fit. When I was in school, not too many eons ago, we had to do jumping jacks, sit ups, run a mile, and get dirty too. Now, those things are elective. Parents don’t want their kids to get dirty or exert themselves too much. Coupled with the lack of certified physical education instructors – our kids are fat, out of shape, and aren’t aware that it is going to get worse. We are the adults, it’s our responsibility – and privilege – to show our children and our students the right way to get healthy.

Oregon prescription for fitness

http://www.oregonlive.com/health/index.ssf/2010/01/doctors_prescribe_play_to_get.html

Another article (how many more is it going to take to convince people to eat better?), this one from The Oregonian; that discusses how doctors are getting more involved with childhood obesity. Here, the article directly relates to others I have posted about the need for play. Playing, being physically active, not only is the best way to stay in shape – but it exercises the mind as well. Does anyone see the link between the increase of obesity and A.D.D diagnoses and the increase of television watching tied in with the decrease of physical activity?

Do you know what time of year it is??? Just open an newspaper advert or watch TV commericals and it’s clear. No, not Halloween, Hannukah, Christmas, or Yom Kippur — it’s Back to School time! (Although if you just pay attention to commercials you would have thought that school started back in July. Yes, it’s back to school; the time of year that parents and families love as much as teachers and students dread (don’t kid yourself, teachers want summer vacation to go on forever).

http://today.msnbc.msn.com/id/31892691

The Today Show gives us guides and guidance on how to best transition your children back to school.

http://www.oregonlive.com/business/index.ssf/2009/08/frugality_is_cool_in_backtosch.html

An article from The Oregonian discusses how to send the kids to school without breaking the piggybank.

http://www2.scholastic.com/browse/article.jsp?id=3751875&ESP=Teachers/ib/20090901/awa/free_bts_printables_3_5///thlp/tout////

Free Printables for teachers from Scholastic

http://www.edhelper.com/Back_To_School.htm

Ed Helper’s specialized selection of new school year materials

If you already aren’t back in the classroom or haven’t already pushed your kids out the door – here are some last minute sites to help get you prepared. For those that are already in the groove of school, perhaps these can give you that final answer you were looking for.

Part Four: Final Installment

9. Who should I be contacting with my questions, thoughts, or concerns?

You will probably think of other things you wanted to ask or clarify after the meeting is over. Make sure that before you leave you know who to call or email with those issues. Get their contact information before you leave and make sure that they know they will be hearing from you. That way, you won’t waste your time trying to find someone to answer your questions after the meeting is over.

10. Can we restate briefly what we have discussed and what we have agreed our next steps will be?

This question can seem a bit silly, but I can’t tell you how many times I left a meeting thinking that everyone at the table agreed that we would proceed with testing only to get an angry or confused phone call later from a parent who wanted to know why we were testing their student. Even though the parents may have signed a “permission to evaluate” form, these meetings can be long and confusing – anyone can forget or misunderstand something that happened. That’s why it is always a good idea to make sure everyone is on the same page before anyone leaves the table.

Closing Thoughts

Hopefully, these questions will provide you with the confidence you need to be an active, involved member in your son or daughter’s academic team. Remember, aside from your child, you are the most important member of the team because you are advocating for your child and because you know your son or daughter better than anyone else. Do not be afraid to ask for things to be explained more than once, to ask for alternative ideas to the ones being presented, to offer ideas and suggestions of your own, or to refuse what the school district wants to do. By working hand in hand with your child’s school, you will help ensure that your son or daughter experiences the success that they are capable of.

Part 3

6. What will happen if the testing data indicates that my child qualifies for services?

This question is important because you want to have an idea of what is going to happen the next time you meet with your son or daughter’s academic team. If your child’s testing indicates that he/she qualifies for services, what will the school want to do at that next meeting? They should be able to provide you with a rough idea about what they will want to do in this case. You and your spouse need to be ready to discuss whether or not you want your child to receive additional services or supports. Remember, even if the testing comes back indicating that your child could qualify for Special Education services, you are not required to have him/her identified as Special Education. While it might be the best option for providing your son or daughter with the type of support they require, it is important to always remember that you, as parent, have the final say in that decision.

7. What happens if the testing indicates that my child does not qualify for services?

Just like the previous question, it is also important to be prepared for what might happen if the testing data comes back indicating that your child is struggling, but not because of a disability that requires special services. If you have decided that you want your child to receive Special Education services, it can be difficult to find out that they do not qualify for them. If this happens, you will want to be prepared to discuss what the school (and what you) can do to help your child succeed without needing to be identified as Special Education.

8. What supports do you think will be most beneficial for my child and why?

Regardless of whether or not your child is identified as someone who qualifies legally for Special Education services, your son or daughter’s academic team should eventually be moving towards a discussion of what needs to be happening at school and at home in order to help your child achieve academic success. If your child is identified, an IEP (an Individualized Education Plan – a legal document that spells out exactly what services your child will receive and what academic, behavioral, or social goals they might be working towards), will address those supports. If your child is not going to be identified, the team still needs to discuss how they are going to address the concerns that led to this first meeting in the first place. When suggestions are made (i.e. that his/her teachers will check their agenda books at the end of the day to make sure that all homework is written down) make sure that you understand why that support is being suggested. Additionally, if you do not think that it will be successful, don’t be afraid to state that you do not want to try that support – you know your child better than anyone.

End of Part 3

Part 2

3. What have you been doing about these issues so far?
If you didn’t ask this during your discussion of Question 2, ask it now. Make sure you take notes of the things that have already been tried, how long they were tried for, and whether or not they are at all successful. This is important because you want to make sure that if a strategy is not working for your student, it doesn’t end up being tried again, or continued if it is unsuccessful.

4. What does the school want to do now?
If you have been called to a meeting to discuss testing your child for Special Education, the school district is required by law to provide you with paperwork that explains exactly what your rights are and what the entire process of testing, identification, and placement will look like. They are not legally allowed to do any official testing without your permission, so if you do not want to give it right then, DON’T! Tell them that you need a few days to read through the material, talk about it with your spouse and with your child, and just time to think. It is important to remember that you do not have to make any major decisions at this first meeting. At the same time, if the school has explained their concerns you and you understand them and agree that more testing might be a good thing, don’t be afraid to proceed with the testing – even if the testing comes back and indicates that your child qualifies to receive services, the school district can not do anything without your permission.

5. How long will the testing take? This is a very simple question. Most states have a 30-60 day time-limit on how long a school can take to test a student from the moment a parent signs the permission to evaluate form to when they have to meet with parents to review the testing data. Make sure you find out if the time-limit is for “school days” or “calendar days.” Have an idea of when you should be hearing back from the school with information.

A few weeks ago, I wrote about an article that discussed the intellectual benefits of ‘doodling.’ I have since used that article when talking to my tutors, their students, and families about how finding small ways to release the extra energy – the fidgety energy I called it –to help bring about a greater attention to what the learner is supposed to be more focused on. The responses were varied – but most were positive and curious. For many parents, they saw how doodling was part of their adult way of dealing with certain activities that they couldn’t focus on completely; and that their form of ‘doodling’ was a way to release that fidgety energy.

Then this past week, I found a summarized article from The Week Magazine, from a longer, more detailed article and study from Time Magazine. It took the concept of useful doodling to the broader spectrum of fidgeting. The study, conducted by Mark Rapport (and the entire article is available, via the link below) notes how being able to fidget actual helps learners who have ADD/ADHD.

http://www.time.com/time/health/article/0,8599,1887486,00.html

Teachers may be frustrated by children who squirm in their seats, roll their heads, or play with their school supplies during class. But a new study has found that for kids with attention deficit/hyperactivity disorder, fidgeting isn’t a sign of inattention—it’s their way of staying focused. Children with ADHD have trouble learning because their cortexes aren’t as alert in normal classroom situations, making it hard for them to put complex ideas and facts into their short-term memories. That’s why these kids often respond well to Ritalin, which is a stimulant. (It’s also why adults find that caffeine helps them to concentrate better.) In a study of 8- to 12-year-old boys, says Time, ADHD researcher Mark Rapport of the University of Central Florida found that kids with the disorder did concentrate better when they could fidget and swivel in their chairs. So parents and teachers shouldn’t nag kids to sit still, Rapport says. “When they are doing homework, let them fidget, stand up, or chew gum,’’ he says. “Severely limiting their activity could be counterproductive.’’

Again, I believe that this article is extremely useful. As with the doodling article, I wasn’t surprised to learn that each person I spoke to about this Time Magazine article, realized that they had their own form of ‘fidgety energy.’ Some people were more aware of it then others, and therefore able to harness it and use it more purposefully.

So, to bring this back to its relevancy within education, how can these two articles assist educators? Furthermore, how will have this new information allow educators to have a greater understanding of their students and their learning needs and/or styles? One answer could be found in the use of a stability ball. There are several articles written about replacing chairs in the classroom, and offices, with a stability ball. In fact, there is an organization that sells just those types of balls (www.WittFitt.com) for that exact purpose. Now, when students feel that fidgety energy coming on, they have a tool that gets them to regain their focus and attention – while at the same time allowing them to have an outlet for that extra energy.

Although, teachers don’t have to go to these lengths (even though it does sound like a neat idea) – the point it, to not deny that everyone has a certain level of fidgety energy. And instead of working against it, to harness it and accept it. By doing so, we may find that our students become stronger learners; and even more so – learn how to understand how they learn best.

Due to this article’s importance, it is being broken up into several parts. During each Sunday in the month of April, you will find one part of this article.

It’s something that happens to most parents at one time or another, and yet it is an issue that so many parents find challenging. As a parent, it can be frustrating, nerve-wracking, and infuriating to be contacted by your child’s school about problems or concerns about your child. You need to be your son’s or daughter’s strongest advocate, yet it can be intimidating to do that if you do not feel adequately prepared to ask the questions you need to in order to have a clear picture of what the school is discussing. With that in mind, I’ve created a simple list of ten questions you can bring to any initial meeting. These questions, which I will post over the next few weeks, will get your child’s educational team (which should consist of you and your spouse, your child’s teacher(s), the school principal or vice-principal, and possibly your school guidance counselor, nurse, and any other specialists, such as speech therapists, school psychologists, etc.) off on the right foot and will get you the information you need in order to make intelligent and informed decisions regarding your child and their education.

Before I begin, please allow me to recommend one thing that can really make all the difference in making your interactions with your child’s school district as positive as possible. Despite whatever reservations, fears, or concerns that you may have about meeting with your child’s school, try to approach this first meeting with an open-mind and without anger or frustration. In almost all cases, teachers and other school employees are truly acting with your son or daughter’s best interests in mind. They may not always communicate that as well as they should, but it is only when parents, teachers, and other school faculty members work together as an inter-disciplinary team that your child’s needs can be best met.

1. What is the purpose of this meeting?
It sounds like a somewhat obvious question, but sometimes making sure that everyone at the meeting is on the same page is a very helpful way to begin. This is also a time that you as a parent can express any frustration or concern that you have in a positive, constructive way. For example, Mrs. Smith informed me that this is where she expressed that she was surprised to even be here since neither she nor her husband had heard anything about any problems her son was having. She stated that she was very concerned that the school would suggest Special Education testing before they had even tried to communicate with them about concerns. By doing this, Mrs. Smith let the school know that she was displeased, but also let them know that she was at the meeting to come up with solutions.

2. What exactly are the concerns the school has regarding my child?
This is a good time to be prepared to take notes. The school should be able to provide you with specific examples of the problems they are seeing. If they are behavioral issues, ask for examples of the behavior, when the behavior is seen, how frequently the behavior is observed, and if it always happens under the same conditions (i.e., at the same time of day, with the same teacher or students, etc.), and what the school has tried already when dealing with the problem. If they are learning issues, ask to see examples of your son or daughter’s work, ask the teacher who teaches that subject to explain the problem area(s) in more detail – what is your student doing in comparison with other students his/her age, ask if the problem is with one unit or lesson in particular (i.e. grammar or fractions) or if your child is struggling with all units equally. Your job as your child’s advocate should be to make absolutely sure that when you leave the meeting you understand exactly what the school’s concerns are and how they have been dealing with those concerns thus far.

End of Part 1

Reading books to my children is something my husband and I have done since they were infants. When they were in preschool we were reading books to them and looking for letters they were learning about in class. Then in kindergarten we were looking for little words (sight words) together. When they entered first grade they took off and were reading to us! Isn’t that what all parents do? No. As a teacher I have seen that the truth of the matter is not all parents take the time to read with their children.

Take the time! As a parent, there is nothing I enjoy more than reading with my kids. It keeps us talking and sharing memories and life lessons. As a teacher they are gaining so much to enhance their learning. They have someone to demonstrate (model) for them. They will learn from just watching what you do and listening to how you use your voice. Try reading a book that is a year or two above their reading level to expose them to new words; and watch their vocabulary increase. Talk about the words in the stories. Compare and contrast the books you have read with them. This will give them the opportunity to think at a higher level. In the classroom, the growth that will be evident is not only a higher reading level, increased vocabulary, but the confidence to take chances in front of others because they have felt safe trying with you. That is true growth!

It is absolutely amazing what can happen in just twenty minutes a night. You and your child will both gain so much by the time invested in reading. So turn off the television. Visit the library and pick out a book to read together. Set some time aside, maybe it is just before bedtime. You will help instill the love of reading in your child that will in return instill a love of learning!

This past week, I read an article that came from The Week, the magazine, that was a reprinting from Live Science. Below is an excerpt:

Doodling during the morning staff meeting may seem rude, says Live Science, but it’s actually a great way to keep your mind on task. Researchers have found that doodling during a boring talk can boost the listener’s memory of what was said. British researchers forced a group of men and women to listen to a long voice mail message about a party invite. Half the group was given pen and paper and a license to doodle; the other half was told to sit quietly. Later, the doodlers were able to recall an average of 7.5 pieces of information from the message. The non-doodlers remembered only 5.8 pieces. Researchers believe that doodling keeps the mind concentrated by allowing it to wander just enough. “If someone is doing a boring task, like listening to a dull telephone conversation, they may start to daydream,” says psychology professor Jackie Andrade. “A simple task, like doodling, may be sufficient to stop daydreaming without affecting performance of the main task.”

http://www.livescience.com/strangenews/090226-doodling-good.html

So what does this have to do with education? And how can it be helpful to educators, families, and students? Well it doesn’t mean that kids have the free reign to draw and doodle during each class session or daydream all day – wish as they might. However, it does show that being able to split your concentration, slightly, can be useful and helpful to retaining more information. The same goes for adults. Personally, I think it shows how each of us may have slight forms of A.D.D, and that’s alright.

As for how to use this article constructively in a classroom? I would read it to my students and get their thoughts on the matter? What do they think? Do they agree or disagree? Why and how could this be used by them? Then, I would allow them to use it during a specific task – test it out per se. For me, I would think writing would make a good opportunity for some doodling. Perhaps the students could draw pictures that deal with their writing, make a unique looking outline – something that could allow their creative juices to get flowing and encourage them to become stronger writers.