> > I haven't assigned homework in the last 8 years. It has > been wonderful for both my students and myself. There has not > been any decline in academic performance compared to other > classes in my building or my district. Children come to > school happy everyday and no one worries about what will > happen because they didn't get their homework finished. > I do encourage my students to read each night and offer > incentives for reading, but I do not assign reading responses > or a log. I want my students to read because they love it, not > because the teacher told them they have to read.
In addition to this, there is a "teacher contest" being used at my school. This is were the admin will come in unannounced multiple times a day and evaluate the lesson on a rubric. The team with the most points wins a prize. Again, all this has achieved is to separate the staff leaving many feeling bitter and resentful. Many leave each and every day feeling that they aren't trusted or supported. Obviously, from our continual low test scores, we have gained zero, zip, nadda by doing this.
When will school officials realize that if you want academic growth the responsibility must be placed squarely on the students. I will not longer accept the responsibility or the blame for apathetic students who do not value education.
I thank you in advance for your comments on my school's attempt to improve student growth. : )
Wow - your administration sounds like a bunch of frat boys. How do people without any understanding of how people really work and feel get to be administrators?? The immaturity of their approach is really boggling - like their own mothers should be shaking their heads and going "Well, like does that work? You're doing what? Where'd you get that idea cause it doesn't sound like a working one to me."
Have you asked them "Are you suggesting by this that we should be doing this in our classrooms? Do you want us to publically post grades?" (that is by the way in violation of the Family Rights and Privacy Act)
> >> In addition to this, there is a "teacher contest" being >> used at my school. This is were the admin will come in >> unannounced multiple times a day and evaluate the lesson on >> a rubric. The team with the most points wins a prize.
It's girl scout camp and they're inspecting the bunks...
>> >> When will school officials realize that if you want >> academic growth the responsibility must be placed squarely >> on the students.
Well, the problem there is that the public will not accept that and they're the taxpayers. Yes, they're asking for the impossible - teach our kids even though we ignore them at home - but I have to give the administrators a break on that one - we're all being held hostage. The trick around here has been the opening of dozens of charter schools and they now all have waiting lists and our district just shuttered 36 schools and we're facing a billion (!) dollar deficit over the next five years. We're in no position to be talking about placing anything on anybody around here and our school officials are losing their jobs left and right.
If the goal is to enable students to see how they compare with other, you could post graphs showing how many students scored at various levels--but not with the names of individual students.
And yes, I do think that privacy rights would be violated.
On 1/26/12, Teacher wrote: > My school has decided to post a very large 6 trait writing > rubric in the hallway. The student will each get 6 paper > basketballs with their first and last names on all six. > Then they are to stick the paper basketballs to the boxes > that dictate what score they received for each trait: > ideas/content, word choice, sentiency fluency, voice, and > conventions. Again, this is posted in the hallway for all > students to view. The idea is the students who score a 1 or > a 2 will see ... compared to their peer ... that they need > to step up and start writing better. > > What do you think about this? Does this violate the > students' rights? > > Thanks in advance for your comments!
I have taken the PLT 7-12 524 and failed both times (the first time by 1 pt and the second time when I felt much more prepared by 4 pts) . The reason is time. I am 44 years old and was diagnosed with ADHD as a child but have never taken medication until now. I am trying to get extended time. My problem is I didn't have it verified during my undergr...See MoreI have taken the PLT 7-12 524 and failed both times (the first time by 1 pt and the second time when I felt much more prepared by 4 pts) . The reason is time. I am 44 years old and was diagnosed with ADHD as a child but have never taken medication until now. I am trying to get extended time. My problem is I didn't have it verified during my undergrad studies. Even though it was difficult for me I was able to make it with no accommodations. I had a 3.89 GPA, but was always the last one finished with my tests and studied constantly. Now ETS is making me jump through hoops to qualify for time. The test has been changed from 524 to 624 which has less constructed response and more multiple choice. Has anyone taken this test and can you tell me if it the differences? I have looked every where and cannot find a study guide for the 624. If anyone has taken it do you think I need to have a different study guide for the 624 if one is in existence? The one I just bought is REA Praxis PLT 7-12. I bought this one because it was the only one I found directed for my specific test and not all of them grouped together.Is there a better one. I have got to pass the test this time (March 10) or the next time to keep my job. Thank you in advance. Melindakm
MelindakmOn 2/19/12, melindakm wrote: > I have taken the PLT 7-12 524 and failed both times (the > first time by 1 pt and the second time when I felt much > more prepared by 4 pts) . The reason is time. I am 44 years > old and was diagnosed with ADHD as a child but have never > taken medication until now. I am trying to get extended > time...See MoreOn 2/19/12, melindakm wrote: > I have taken the PLT 7-12 524 and failed both times (the > first time by 1 pt and the second time when I felt much > more prepared by 4 pts) . The reason is time. I am 44 years > old and was diagnosed with ADHD as a child but have never > taken medication until now. I am trying to get extended > time. My problem is I didn't have it verified during my > undergrad studies. Even though it was difficult for me I > was able to make it with no accommodations. I had a 3.89 > GPA, but was always the last one finished with my tests and > studied constantly. Now ETS is making me jump through hoops > to qualify for time. The test has been changed from 524 to > 624 which has less constructed response and more multiple > choice. Has anyone taken this test and can you tell me if > it the differences? I have looked every where and cannot > find a study guide for the 624. If anyone has taken it do > you think I need to have a different study guide for the > 624 if one is in existence? The one I just bought is REA > Praxis PLT 7-12. I bought this one because it was the only > one I found directed for my specific test and not all of > them grouped together.Is there a better one. I have got to > pass the test this time (March 10) or the next time to keep > my job. Thank you in advance. Melindakm 3/1Have I put this question in the wrong place or do you think no omNe has an answer
I would think that explaining the situation up front would be a good idea. Nobody is perfect. Make sure you have very positive references from your supervising teacher and from your university, and you should be okay.
Time is something you have, so start volunteering to work with young children right now. Tutor your favorite subject, and see if you enjoy it. Once you graduate, sign up to be a sub or daycare assistant, if that's allowed in your state, and get even more experience. Also, don't try to make them into your friends. It might be hard to understand now, but hopefully you will understand once you get more experience. Little kids don't look at you the same as you look at them, and it's difficult to make everyone happy. They need boundries and won't always understand your responses to "why?" It's okay to be friendly, but don't try to be their friend. They nust see you as the authority.
On 3/17/12, Mr. A wrote: > Hello everyone! I am thinking seriously about becoming a > teacher. I am 16 years old, male, so I still have time to > decide. I love working with the 1st grade age group. The > thing I am worried about most is getting to know the kids > over 9 months or a year or so, then letting them go. I > consider kids my friends, so I have to say goodbye to my > friends. Does anyone know this feeling? How do you deal > with this? Thanks!
"Hello! I am conducting research to fulfill my graduation requirement. Please take 5 minutes to complete this survey if you are a past or present special education teacher. Your input is valuable! Thank you in advance!
I'm a newly licensed teacher who has not been able to find a teaching position. I've had plenty of interviews, but no promise of work. I was wondering about what it wuld take to start my own school or help a friend start one. Right now, it's probably just for information only, but I'm still curious. I might be able to do it one day.
BEIJING--China's Zhejiang Geely Holding Group Co.--the owner of Swedish car brand Volvo--plans to start assembling Geely cars in Egypt this year for sale in markets across North Africa in cooperation with a local company, according to a person close to the companies. The move, which the auto maker is expected to announce as early as Wednesday, high...See MoreBEIJING--China's Zhejiang Geely Holding Group Co.--the owner of Swedish car brand Volvo--plans to start assembling Geely cars in Egypt this year for sale in markets across North Africa in cooperation with a local company, according to a person close to the companies. The move, which the auto maker is expected to announce as early as Wednesday, highlights a growing push into overseas markets by Chinese auto makers as car demand growth slows at home. Chinese car makers have failed to make much headway in penetrating the U.S. and European markets, but their export push is gaining momentum in far-flung corners of the world like Egypt, Ukraine and Indonesia. Geely and the Egyptian company, GB Auto S.A.E., have agreed to sell two types of Geely passenger cars in markets across North Africa, according to the person familiar with the matter, starting with two models in Egypt in the second quarter of this year. Those cars--an entry-level car called the Panda and the midsize sedan Emgrand 7--are going to be initially brought into Egypt from China. But the two companies plan for GB Auto to assemble Geely cars in Egypt using imported kits during the third quarter, the person said. Geely and GB Auto plan to boost in a few years the pace of production to as many as 30,000 cars a year, with an aim to raise their annual output to 50,000 cars, the person said. Overall Chinese exports of affordable cars and trucks to emerging markets--many priced well below 100,000 yuan (about $15,900), with some selling as low as 40,000 yuan--are likely to have reached 800,000 vehicles in 2011, up about 40% from 2010, according to consulting firm LMC Automotive. Analysts generally believe that Chinese vehicle exports bound for Africa, Latin America and the Middle East are likely to grow at a similar annual pace over the next few years. As growth in car sales slows in China, Chinese car makers will likely "look for any way possible to unload their built-up capacity," leading to an even more aggressive push overseas, said Michael Dunne, head of Hong Kong-registered consulting firm Dunne & Company. Moreover, homegrown Chinese auto makers, faced with growing competition at home from global auto makers and their Chinese joint-venture partners, "also need to survive through export," Mr. Dunne said. At the forefront of China's automotive export drive is Geely. Geely, which acquired Volvo from Ford Motor Co. in 2010, hopes to reach an annual sales total of one million cars outside China by 2015. Those foreign sales would make up roughly half of its sales goal for that period. Geely's technology and product chief, Frank Zhao, said in an interview late last year that those targets are "stretch" objectives Geely might not be able to deliver by 2015. "Products, manufacturing, brands and sales networks... all those things have to be prepared, and that takes time," he said. "But compared to four or five years ago, we have improved so much, and you can see that in our product," he said, adding that the improvement should help make its overseas foray more feasible. Geely has ambitions beyond the emerging world: The company said in December it plans to start selling by the end of 2012 a Chinese-produced midsize sedan in the U.K. through a local wholesaler--a move that Geely officials say marks the beginning of a broader push into advanced markets in Europe and the U.S. Last year, Geely sold about 38,000 cars outside China, up 76% from 2010, according to the company. Thanks in part to its push into North Africa, the Hangzhou-based auto maker is now aiming to grow overseas sales by more than 50% this year. The company projects a roughly 10% increase in overall sales this year. Last year it sold a total of 432,000 cars, according to the company. Aside from the planned Egyptian assembly plant, Geely has five small-scale plants in Russia, Ukraine, Indonesia, Sri Lanka and South Africa producing cars with nearly completed vehicle-assembly kits. It plans to add a few more such factories in the Middle East and South America, the person said. Write to Norihiko Shirouzu at norihiko.[email removed].
> > I haven't assigned homework in the last 8 years. It has > been wonderful for b...See More