Daily Points In Class
Starting your class on the right foot each day is very important to both you and the students. There are certain expectations you will have, be they required materials (texts, folders, gym clothes), basic supplies (pencils/paper), or behaviors (on time, in seats, working on opening activities). You are going to want these expectations met every day.
We designed a simple set of 5 rules to start out every class. These are easy to remember and easy to keep track of. Several of our teachers use a variation of the 5 rules to start their classes, and you may feel free to adapt these to your class. These are the rules I use in English class:
Rule 1: Students must be in their seats when class begins. In some schools, classes begin (and are dismissed) by a bell. Some classes begin at a specific time. Still other classes are started by a particular signal from the teacher.
Rule 2: Students must have a writing instrument. Again, different teachers have different expectations, be it pencil or pen or whatever. For me, it doesn't matter as long as it s dark enough to read. I only balk at silver, gold, white, or any other light or fluorescent color (hot pink or yellow for example).
Rule 3: Students must have their folder out on their desk. Each of our classes requires students to keep important papers, notes, and other course artifacts. Some teachers allow students to keep these, and others provide a location in the room for folders.
Rule 4: Students must have all required materials for class that day. To reduce the number of times students ask me about what they need for the day's class, I will either write the materials list on the board or put it on the class announcements on our TV (watch for the article on creating a class cable TV network our upcoming March issue).
Rule 5: Students must be working on the class warm up activity. In English class, students write out Daily Oral Language (DOL) sentences, practicing proofreading skills. On the edge of each day's entry are the numbers 1 through 5, making it easy to grade. All you have to do is circle the appropriate number.
Again, we give each student a daily grade of points (1-5). Some teachers have only four rules and one rule is worth 2 points. You can change up and set your own rules and create an easy to grade set of points to fit your own classroom.
After a few weeks of practice, the checking of daily points becomes a student job. One student from each group (the RECORDER) gets the weekly responsibility to check the students' daily points and circle the proper number. The teacher is freed up for other activities, and you only need to spot check through the room. This way I can record the daily points only once every two weeks and they are already tallied up for me.
For this article, and more on teaching and education, be sure to check out our website:http://www.starteaching.comFrank Holes, Jr. is the editor of the StarTeaching website and the bi-monthly newsletter, Features for Teachers. Check out our latest issue at:http://www.starteaching.com/Features_for_Teachers_2feb2.htmYou can contact Frank at:
The Complete Guide To Accounting School
As accounting educators, CPAs are members of the faculties of community colleges, colleges of business administration, and graduate schools of business. This study noted that the accounting majors in the School of Business were clearly the most satisfied majors with their business education. What's more, B-schools see accounting as a profession that has been relegated to second-tier status, the backwater of the business world. The curriculum has been arranged so that students who major in accounting in this Business School can also take those lectures. FacultiesSchools of accounting, business law, economics and finance, information systems, management and more.
Healy, who teaches accounting at the Business School, said that undergraduates would not fit easily into his class. Smith School of Business, through its teaching and research, enables members of the accounting profession to meet the financial information needs of their stakeholders. The accounting major is excellent preparation for managerial careers in business, graduate study in business, law school and legal careers. In accounting school you will be trained in the fundamentals of business economics, auditing, ERP systems, general ledger and accounting systems, bookkeeping, and more.
The School ensures that the necessary data, tools, and personnel are available to provide excellent support for accounting and financial economics-based empirical research. The School of Accounting is committed to adding value to the development of students, to research, to the profession and wider community. Several Smith School accounting faculty members are also actively engaged in research on information assurance. Bian currently teaches financial and management accounting in the School.Bian current research interests include charities and de-listing of quoted companies. Leading accounting academics from well-known schools present and discuss their research at weekly workshops.
The curriculum has been arranged so that students who major in accounting in this Business School can also take those lectures. The accounting major is excellent preparation for managerial careers in business, graduate study in business, law school and legal careers. Remember an education is a major financial investment.It is imperative that you select the online accounting school that is right for you. In addition, as report preparation is automated a school may want to interface the accounting system to the report to facilitate its preparation. FacultiesSchools of accounting, business law, economics and finance, information systems, management and more.
Friedman, the director of undergraduate studies for Harvard economics department, said that undergraduates could get their accounting fix at the University graduate schools. In accounting school you will be trained in the fundamentals of business economics, auditing, ERP systems, general ledger and accounting systems, bookkeeping, and more. As accounting educators, CPAs are members of the faculties of community colleges, colleges of business administration, and graduate schools of business. Call today and discover why PTI has earned the reputation as one of the best Accounting Administration schools in the country. From administration to accounting to registrar duties, HeadMaster's flexible, customizable interface provides a complete solution for your school's office. This study noted that the accounting majors in the School of Business were clearly the most satisfied majors with their business education.
The School provides a dynamic and stimulating visiting speaker series in accounting, finance, and related fields. Several Smith School accounting faculty members are also actively engaged in research on information assurance. Smith School of Business, through its teaching and research, enables members of the accounting profession to meet the financial information needs of their stakeholders. "By a considerable margin, the gift is the largest grant ever made to an accounting school or department," Merchant said. The School of Accounting is committed to adding value to the development of students, to research, to the profession and wider community. Bian currently teaches financial and management accounting in the School.Bian current research interests include charities and de-listing of quoted companies.
Our distance learning accounting school can give you the freedom to make your career anything you want it to be. In terms of learning you will get a bigger slice of your professor guidance.Ask the prospective school about their accounting graduates. As well, there are an increasing number of online schools with accounting and bookkeeping programs available to New York students. As a Merrick School graduate, you be equipped to handle the complex demands of a challenging career in accounting or to pursue further study. FRS's are part of generally accepted accounting practice, and schools are required to comply with the accounting treatments they prescribe. Depending on when you apply to accounting school, you will have to time when you take your required standardized exams.
The authors surveyed high school students to measure their impressions of, and interest in, accounting careers. This is the first accounting school among all the national universities in Japan! A good starting place is to listen to high school students perceptions of the accounting profession. The school seeks individuals who have the potential for outstanding achievement in accounting, auditing, or taxation. Healy, who teaches accounting at the Business School, said that undergraduates would not fit easily into his class. Recommended for: This school is for those individuals who possess some accounting experience, but are newcomers to governmental accounting in New York. Assist schools in achieving and maintaining accredited graduate accounting programs.
That means it is easy for school bookkeepers without formal accounting training to learn and use! Think about how you can increase YOUR chances of getting into accounting school. Students in the School benefit directly from the support provided by the Accounting Circle in the form of scholarships and program improvements. is a public accounting firm specializing in audits of municipalities, school districts, charter schools and non-profit organizations. The School ensures that the necessary data, tools, and personnel are available to provide excellent support for accounting and financial economics-based empirical research. If you are unsure of what constitutes `materially correct' for your school, please contact your school accountant, accounting service provider, or auditor.
The John Muir Learning Garden Brightens San Francisco Schools
Purpose of the Learning Garden
The John Muir Learning Garden is designed to give San Francisco Schools students a change to take learning further outside of the classroom. The Garden builds on the fundamental curriculum concerns of the elementary school and provides an opportunity for students to gain real life experience that complements their academic studies. San Francisco school students are able to integrate classroom literacy, mathematics, science, history, and language arts instruction through their participation in activities in the Learning Garden.
The Learning Garden reaches out to the community in providing outreach services for parents, neighbors, and interested volunteers. Mentor gardeners work with teachers and students to design educational opportunities. One of the interesting projects going on now is the sustainable composting program that takes organic waste from San Francisco school lunches and uses it for fertilizing garden projects instead of filling landfills. This is just one of many projects that combine garden training with practical real world environmental concerns. The events organized in the park help students and the community learn about how to protect the local environment while studying nature in an urban setting.
Partners of the Learning Garden
The Learning Garden would not be possible without the support in terms of time and money from a variety of neighborhood partners. San Francisco area businesses, organizations, and volunteer groups have all played a role in establishing the Learning Garden. Located in Daniel E. Koshland Park, the Learning Garden has benefited from the dedication of two part-time garden mentors provided by the Hayes Valley Neighborhoods Parks Group. These two women, Rebecca and Aubrey, have become part of the local community as they organize activities that raise local awareness about the environment.
Further assistance has come from the San Francisco League of Urban Gardeners, the Center for Ecoliteracy, the Recreation and Park Department, the Buddhist Peace Fellowship, and the San Francisco Zen Center. All of these organizations have devoted time and money to helping the John Muir Learning Garden become an environmental center for the San Francisco community, especially the children that attend John Muir Elementary School. In particular, the John Muir Learning Garden is indebted to the Buddhist Peace Fellowship, which donated the initial funds to start the Learning Garden and remains an active community partner with John Muir Elementary School.
A Look at John Muir Elementary School
John Muir Elementary School has a unique place within the San Francisco Public School System. Located in the Western Addition of San Francisco, it operates as a professional development school where education students from the San Francisco State University's Muir Alternative Teaching Program are able to hone their skills in a real world environment, learning how to specially adapt course for the urban classroom.
John Muir students come from a rich cultural background and are supported within the school community with language and literacy programs beginning in infancy. The programs also extend to the parents and families of John Muir Elementary School students. Within the San Francisco school district, John Muir Elementary School acts as a BASRC (Bay Area School Reform Collaborative) leadership school with a clear focus on literacy for the whole community
Tax And School Finance Reform Help Or Hindrance To The Dallas Schools
Securing enough funding for the Dallas schools is a problem experienced by many school districts in the United States. Most funding has become program specific, with government controlling its use and generally benefiting only a portion of the Dallas schools students. State funding has been scarce, requiring Dallas schools to rely upon local property and school taxes to cover the general needs of the schools. Additionally, federal government oversight creates a lot more administrative requirements. This means that many of the precious dollars the Dallas schools receive through government funding must be spent on administrative costs, rather than directly to benefit the students.
Recently, the Texas legislature passed new legislation for tax and school finance reform. Many are touting the law as especially good for Dallas schools. The law includes tax cuts to businesses, property tax cuts, strong taxpayer protections, and school funding and accountability improvements.
Here is how the new legislation affects the Dallas schools.
School Property Tax Control. Previously, the Dallas schools, along with other schools in Texas, could raise the school property tax rate by six cents per $100 of property every year
If you have limited mobility, or if you are caring for someone with limited mobility, then perhaps a wheelchair lift would be a benefit. Wheelchair lifts are ideal for people who need to reach higher areas, for instance in a two-story home. Wheelchair lifts come in different types for different uses.
The two most commonly used types are the stair wheelchair lift and the van or automobile wheelchair lift. The stair wheelchair lift is used in the home to transport the user to a higher floor. They aid in the climbing of stairs by transporting the user and the wheelchair up and down the stairs. Stair lifts are also used in this aspect, however, stair lifts do not allow for the wheelchair to be moved. Wheelchair lifts are more suited for people constrained to a wheelchair because they allow the user to move up and down the stairs without help, and do not require that the user be removed from the wheelchair.
Automobile wheelchair lifts are used to aid in getting the person into a vehicle, normally a van, although the lift can be fitted to most vehicles, whether it is a van, truck, or car. These lifts help the individual into the vehicle without removing them from their wheelchair. It makes it much easier for the person to travel, because they are not constantly being lifted and placed in and out of their wheelchair. It also helps the caregivers, simply because they do not need to lift and carry the individual.
Having a wheelchair lift means more mobility and independence. Not having to be lifted and carried upstairs, or lifted and placed into vehicles helps handicapped people feel that they have more freedom to come and go as they please. Needing to go to an upstairs room means not waiting for someone to have time to lift and carry them upstairs. Not to mention the ease of not having to fold the wheelchair and carry it upstairs also.
Determining what use you have for it is the main factor when choosing the type of wheelchair lift that you need, although some people have lifts for their homes and their vehicles. This simply makes the every day tasks easier, and gives the handicapped individual more freedom and more mobility. Having more independence can mean the difference between feeling like a burden and living life to its fullest.
Kids Activities The Magic Bag Is A Great Way To Introduce Kids To Fossils
My long-time enjoyment of earth science, especially when it included fossil activities, had me doing earth science activities for kids from the time my own children were little ones. So when my middle school asked me to pick something to teach for six weeks that I just enjoyed, this was the first thing that came to mind. It was set up to be more like a club than a class, so while there were definitely learning goals, the most important goal was to have fun and enjoy ourselves. I knew I should include fossil activities in my lesson plans. There had to be a lot of hands-on kids' activities with an emphasis on fun.
When I got my class list, I saw immediately that I would need to do some revisions in my plans: I had a small class, but it included several students with learning disabilities and behavioral problems. These were not going to be internally motivated kids. I knew that my most important class would be the first one. I needed an earth science activity that would get the students "hooked" on the subject right away.
I had seen an activity with younger students called the "magic bag." It capitalized on the unknown and their natural curiosity. But these were middle school students-and some tough ones at that! I knew I'd have to have a pretty solid subject area-something that could intrigue and impress.
I placed a small fossil in enough velvet bags for each student to have his/her own. Before handing them to the students, I asked them to explore the contents of the bag without opening it. Since the students knew the topic was fossils, I didn't give any clues as to the contents of the bags.
Instantly the air was filled comments: "It's round!" "Mine is like a cylinder." "Mine's got ridges."
Then speculation and conjecture: "I think this is that animal that looks like a clam." "I think this could be a tooth." "I know; it's a snail!"
I had the students pass their bags to the next student and compare observations and guesses. Eventually they were begging me to open the bags.
But before we did, I asked them to tell me what they knew about ancient sea life. There were lots of pictures in their minds; some were accurate. Then I asked them to imagine which of those species might have left fossil remains. We talked about how fossils are formed.
Finally, as a last observation, I asked the students to guess at the animal contained in their bag, by either name or species. When fossil was finally revealed more questions, especially about identification and behavior, waited to be answered.
If this had been a research class, there would have been more than enough curiosity to compel these students on to further study. In this class, our next activity was to do a real fossil dig, with real fossils. The "magic bag" earth science activity had the students thinking, talking and ready for more fossil activities.
As kids' activities go, The Magic Bag is at the top of the list for ease of use and enthusiastic student involvement.
Touchy Feely Concrete Vs Abstract
Ever wonder why kids hang on to their teddy bears, binkies, blankies, etc. for so long? Have you ever wondered why they don't understand a story you've told them? Because kids are touchy-feely! Children do not actually understand abstract ideas until around age 8. They will be able to pay lip service to something abstract earlier, but most don't actually understand the concept until around age 8.
Abstract is not just for art. Abstract means that something is a concept, an idea, something we thought of, something we believe in or know to be a fact, but is not something that can be seen. The results may be seeable, but not the fact itself. Children won't understand this abstractness about a concept until they've learned to understand that an "idea" is a concept.
Think about it. Some great abstracts are God, wind, and charm. You can't see them. But they're there, nonetheless. You see the results of God's power by looking at a sunset, a new calf, or into your child's eyes. But you can't SEE God. You can feel the wind, see its gentle or destructive powers, see things being blown about by the wind, but you can't SEE the wind. And you can see the results of someone being charmed into falling for a scam, but you can't actually see the snake oil oozing out of the con-artist's pores (though you might feel that you can!).
Same with kids. They can listen to a story, repeat what you say, and regurgitate it back to you, but they don't sincerely understand the concept of what it would have been like to be the person in that story until they are 8, 10, or even 12 years old.
We start teaching children to write at 4, 5, or 6 and they eventually learn to draw the connections between the written words and the spoken words. They learn to write by mimicking what you've written down on paper. But it's hard to get a child to write a whole sentence in the first grade. It takes practice on the child's part and patience on the teacher's or parent's part. After weeks and months of practice, the concept of connecting all those written words together into an understandable string of words called a "sentence" actually gels in the child's mind. The same is true for trying to teach children in the lower grades how to write paragraphs and essays.
A paragraph is a more or less structured concept that adults have created that strings several of those "nebulous" sentences together into a collective thought. Still a concept, an abstract. A young child, who has enough trouble trying to understand what the purpose of a sentence is, will have even more trouble understanding the purpose of a paragraph. Because it's an abstract concept.
Draw the connection between those sentences and something CONCRETE that the child can see and touch and feel and you finally have an abstract CONCEPT that the child can see, and therefore understand. Numbers are a concept, and idea in our heads. Numerals, on the other hand (5, 8, 43) are the concrete version that we can see so we use numerals to explain, on paper, the idea of adding and subtracting numbers. With numerals (or blocks or hash marks drawn on a paper), the student can see the concept he/she is trying portray and understand.
Parents, teachers, and the community in general need to learn why it is so hard for children to try and learn certain abstract concepts. We, as parents and teachers, have created ad infinitum different ways/formulae/rubrics to get children to write paragraphs and essays. Most of those rubrics don't work with younger children because they are TOO HARD to learn. They are concepts, abstract and nebulous, that a child can mimic, but won't truly understand until they are old enough to understand abstracts. Children (even some high school students) need something simple, something easy to remember, something visual that they can touch and feel, that they can use as a tactile reminder of what that concept is all about. The words "paragraph" and "essay" are abstract concepts. The use of something visual and tactile will turn those abstract concepts into something concrete that a child can understand, usually better, faster and more permanently, than other concepts.
Enter the Hand. With five fingers on a hand and five sentences in a paragraph, a child has something visual that he/she can look at and manipulate. Using this concrete device the child will eventually be able to draw the connection between the idea of a paragraph or essay and the written, concrete version of that idea. Use your hand as the concrete manipulative, or find a curriculum that does, to turn the abstract idea into a concrete one from which your student can learn.
The Los Angeles Schools Bond Measure Is It Needed
On November 8th, the voters of who live in the Los Angeles schools district will be faced with their fourth proposition, called Measure Y. The $3.985 bond measure, which will be paid by property taxes, is for more planned expansion within the Los Angeles schools, allowing them to add another 25 elementary schools to the current list of 160 schools that are scheduled to be constructed by year 2012. Some of the money also is slated for other needs, such as new school buses, repairs and charter schools.
The other three bond measures were passed for Los Angeles schools new construction and repairs that were long overdue. Classrooms were literally falling apart, and classes were excessively overcrowded with year-round schedules for many schools. The previously passed measures underwrote the current 160 schools on the list for construction.
Many people, however, are asking if this fourth measure is truly needed. According to the Los Angeles Daily News, the traditional Los Angeles schools are slowly but steadily losing students from their rolls. Since the 2002-2003 school year, the traditional Los Angeles schools have lost 4,471 students. According to Los Angeles schools officials, they expect another 4,304 to be dropped this year. There are several reasons for these drops in enrollment.
First, one in every 20 students is choosing to attend a charter or private school, rather than attend traditional Los Angeles schools. The 88 charter schools within the state now enroll about three percent (about 200,000) of the public school students. About 35,000 of these students attend charter schools within the Los Angeles schools. The number of charter schools within the state continues to increase, with another 20 new charter schools planned for this fall.
The California Charter Schools Association predicts that ten percent of public school students within the state will attend charter schools by the year 2014, with perhaps an even higher percentage in the Los Angeles schools area. They cite that the number of charter schools would need to triple in order to accommodate all of the students currently on waiting lists. With the smaller size and flexibility of charter schools, they can be created and implemented in a very short time, as compared to the large, traditional Los Angeles schools that take years to construct.
The second reason for the drastic drop in enrollment at the Los Angeles schools is birth and lifestyle trends:
Teaching Kids Early Organizational Skills
Understanding the organizational skills used by children has become increasingly complex and important-and organizational differences among students play a large role in determining which children get the most out of their educational experience.
"Many second and third graders have difficulty with organization. It simply doesn't come naturally to them," says Judy McAlear, a special education teacher in Fernandina Beach, Fla.
Many seasoned teachers seem to prefer the use of folders to help teach organizational skills. For example, Nancy Boudon, who teaches first grade at Prospect Elementary School in Elyria, Ohio, has students carry a "Blue Dot Folder" in which they keep important papers and worksheets and a "Take Home Folder" with two pockets.
Another organizational tool used by teachers is Seat Sack™, a bright blue fabric storage bag that fits over the back of a student's classroom chair and holds folders, papers and other items. By adding another storage area to a child's desk area, teachers help eliminate "desk stuffing," a sloppy practice that inevitably leads to confusion and lost time.
Tips For Parents
(*) Teach your child how to store and transport papers and other items to and from school;
(*) Consider using "To Do" lists and "Chore Charts";
(*) Assign your child a specific time to study and do homework each day;
(*) Create a place for your child to complete homework. Be sure that location is stocked with appropriate supplies; and
(*) Offer plenty of praise when your child exhibits good organizational skills.
In addition, many teachers also agree that continual communication with parents is vital in teaching these and other skills. Face-to-face conferences, notes sent home with the students and, in Boudon's case, a personal Web site allow parents to keep current with classroom activities.
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