Take Calcasieu Parish for example. We start off with about a thousand full time deputies. Then there is the Lake Charles City Police of about three or four hundred. Then there is the Lake Charles City Marshal police force of about a hundred. Then there is the Louisiana State Police of thousands. Then there is the United States Marshal police force. Then there is the Port of Lake Charles police force, and the Sowela Tech police force, and the McNeese State University Police force. Also, now we have the Sabine River Authority police force. Am I missing any? Oh, yes! There's even the Railroad Police, even in Lake Charles, with cop uniforms, badges and guns. Then there is the Federal Bureau of Investigation police, not to mention the I.N.S. Border Patrol police force and the U.S. Customs Service police force which perform run-of-the-mill police operations traditionally handled only by local state police forces. Our Fathers never intended for the Federal Government to conduct an intrastate-only Criminal Justice System; but that is what is happening right now, with the United States Attorney's offices handling what has traditionally been handled only by local state prosecutors and by local state courts. What's more is that a contingent from each of most of the above-named police forces has gotten together and formed even another giant police force that they call a "Task Force" and they are literally terrorizing the State of Louisiana. In making what is a simple arrest of a non-violent defendant, on a simple drug charge, they arrive en masse and all pull out guns and aim them at even women and children who are not even criminal suspects. Further, they depend on the United States Attorneys' offices to prosecute the alleged cases that they "make". Since the state District Judges refuse to allow some of these police forces and/or their leader and/or leaders to "terrorize" certain portions of Calcasieu Parish, such as North Lake Charles, and refuse to allow the police to dictate whether bond for accused defendants will even be allowed, and, if so, how much these bonds should be set at, these police forces and/or their leader and/or leaders have elected to take their cases not to the local District Attorneys for prosecution, but to take them to the United States attorneys whose offices are getting bigger and bigger and bigger. The traditional Louisiana Criminal Justice System is changing and changing fast. There is more to it all than this, but this is something to think about.
My homeschooled son has dysgraphia. An iPod allows him to easily type answers to essay questions. Would this type of accommodation be allowed in your classroom? Why or why not?
student must go through ADA Office and present documentation (usually through high school or from doctor or from recognized testing facility - what mom says isn't enough)
ADA coordinator creates the list of accomodations and contacts the instructors directly (usually a combination of phone call and email)
ADA coordinator usually wants to set up the students classes, choosing the most "ADA friendly" instructors (those with best background to help the student) MANY college instructors have NO training or background to help ADA students, and not all classrooms can accomodate the needs
ADA coordinator helps to arrange special equipment or tutorials or testing environments.
Instructor meets with the student early in the semester to discuss issues.
Class meets, and student is expected, as much as possible, to complete assignments in class, with accomodations as specified.
As you have described, your son would not need help for a SCANTRON or computer based test. He would be expected to do the test in the classroom, with no outside help and no extra time.
This semester, I have 15 ADA students spread across my 6 classroom courses. Only 2 student are noticeably (to the other students) receiving accomodations - one is recovering from traumatic brain injury and the other has Asbergers. 2 simply work their tests until the end of the period, then write notes at the bottom that they will return to finish. Another has made arrangements to take his tests at a proctoring center, where he can have someone read the questions to him. About 8 also meet at the proctoring center, where they can use computers. The rest decide on a test-by-test basis, sometimes in the classroom, sometimes at the proctoring center, and sometimes outside my office.
Over the years, I've seen mixed success. Students who are used to self-advocating and working independently continue to be successful. Students who are accustomed to being heavily assisted for everything and who expect parents to smooth the way at every opportunity struggle, until they learn to work independently or decide that the struggle isn't worth it.
I now have a VERY firm policy. I will listen and work with the student and the ADA coordinator. However, I don't conference with or speak with any parent about my student; that is the job of the Student Life dean and the ADA coordinator.
My very best advice to help your son be successful in college is: 1) Teach him now to self-advocate (know his own strengths and weaknesses) 2) Teach him organization and time management 3) If he is being homeschooled, find opportunities for him to interface in small and large groups. He will be expected to interact with up to 150 people at a time (perhaps larger if he's in a university lecture setting). 4) Find the best technology with the smallest footprint; he'll be expected to set up, use, take down, and carry his own tools. 5) Don't overload his first semester of college; in his case it might be better to just take one or two classes and make them successful. 6) Be prepared for mixed success and failure. Like other college freshmen - college is a very eye-opening experience.
On 10/01/11, H. Mom wrote: > My homeschooled son has dysgraphia. An iPod allows him to > easily type answers to essay questions. Would this type of > accommodation be allowed in your classroom? > Why or why not?
Does anyone on this site teach in Early Childhood K-2 Would like to message with you. These potential teachers are so creative and give hope to the future of education if they are given the opportunity.
Does anyone know where I can find some great tutorials on Blackboard? I'm teaching my first online class and having trouble figuring out where some of the basic things are and how to organize modules with assignments, tie assignments to gradebook, etc.
Some of us have TurnItIn as a component of Bb. Within TurnItIn, you can use the Grademark and Peermark features to create a rubric and score from there.
Of the two, Grademark/Peermark is hands down the best for complicated rubrics and/or large numbers of students. I teach English and usually have 240+ students every semester - I can create the rubric; it's automatically offered for my selection in every course, and I simply pull it up and click.
I teach a developmental class that focuses on study skills. However, it is hard to motivate the students on this subject matter. Does anyone have any ideas on how to get students engaged? Also, I will be getting observed so I was wondering if anyone has any good ideas for a lesson?
For your observation, I wouldn't deviate from your syllabus too much!
But, here's something you might try, especially if you have access to a computer lab with printer:
Dr. Howard Gardner of Project Zero, Harvard University, developed the "Multiple Intelligence" theory, which has a great deal of applicability to struggling students. There are many tests available on line for all age groups; one of the very best I've found appropriate for college students is in the Birmingham, England website, which I've linked here. The results print out in a pie chart, which can be printed out color or B&W.
1)Show the students your own pie chart. Describe your top 2 strengths very briefly - one or two sentences each. Do the same for your lowest score.
2) Show the students the website. Be sure to click on one of the language options - my students love hearing Urdu! Emphasize that there are no right or wrong answers, simply how they feel at the moment.
3) Ask them to take the test and print the results. In a lab setting, tell them to leave the screen up UNTIL they get the printout. Otherwise, they may pick up the wrong paper.
4) Get everyone up! Ask the kinesthetic learners to gather, then the musical ones, then the interpersonals. Don't be surprised - there may be very few logical or linguistic learners. These two groups historically do well in college and don't need your class!
5) Get everyone settled back down.
6) Explain that this was a fun exercise, but it definitely applies to learning - finding the best mix of personal style and study strategy is the next step.
You can easily find lists online or ask the students to do research via individual skills. For instance, visual/spatial learners should be making flow charts, and using colors in notes. Interpersonal learners should be trading and annotating each other's note cards, musical learners can tie music or chords to bits of memorization. Each student should have 3 or 4 specific skills geared toward learning, then practice applying those skills.
As the evaluation, offer knowledge in a "traditional" method (handout/lecture) and ask the students to create "learning artifacts" via at least 2 MI methods. They bring these to class or conference and discuss why they chose the methods and how they produced them.
Other topics: How to listen and take notes during a lecture, and why it really DOES work. What day and time is it, and how soon are things due? The teacher and the book don't make sense - using youtube to learn/review overviews. What should happen in a study group (vs. the scene in Legally Blonde) Organizing the artifacts - the bookbag, the binders, and the flash drive. Managing the hour and the test.
I need creative ways to teach efficacy and equality in education. My students are future teachers and are writing their portfolios. They do very well until they begin to write about efficacy in teaching.
I do suggest you read your own resume over and over, so that you know what is written down. You'd be surprised at how many applicants don't know or remember what they wrote, and then can't respond to questions based on the resume.
A few things I do recommend: Do a great deal of investigation in the college and department's website. Do you recognize the textbooks? Can you get to the interview location? Do you get an impression of the student population demographics?
Does the college use a course management system such as Blackboard or Desire2Learn? Do you have any experience with that software, even as a student? This can be a HUGE addition.
Be prepared to speak about your time and classroom management skills - are you comfortable teaching many sections of a single course or fewer sections but many different courses? Do you follow a classroom management plan such as the Wong system? Not all your interviewers will know or care, but those with K12 experience do.
Hello- Does anyone out there have a lesson plan they could share for a College English Literature Course? I'm new to teaching and just finshed my masters but am looking for examples of good plans. Appreciate any assistance I might be able to receive.
On 11/11/11, Tom wrote: > Hello- Does anyone out there have a lesson plan they could > share for a College English Literature Course? I'm new to > teaching and just finshed my masters but am looking for > examples of good plans. Appreciate any assistance I might > be able to receive. > > Sincerely > > Tom
Basically: Introduce - I like pretest activity of some sort Instruction - The direct teaching Guided activity - I work with students showing them how to do the work Independent activity - Students work, I answer questions and assist Check - quick assessment on progress - identify those students needing remediation Closure activity - student produces independent project or post test Post remediation - for those students still failing, another remediation activity and separate post test (another chance to learn the content)
I currently teach adjunct part-time in Ed. Leadership and Gifted Ed. and I love teaching adult learners. However, I am afraid to leave my 61,000 yr. gifted education to work on a Ph.D. There are several Ed. D. programs that would work around my teaching schedule. Am I in for a significant pay cut if I get the doctorate and get into higher ed full time? Also, I'm a little worried about my math skills and having to take a lot of statistics and quantitative research design type classes or even to pass the GRE.
I have an Educational Specialist degree in Ed. Leadership, a Masters degree in Educational Processes with a gifted focus and a BS in Elementary Ed. I am hoping to be able to find an accredited university that will take a large number of my graduate credits since I have so many!
Thanks in advance for any advice, suggestions you can offer.
On 11/14/11, Educator wrote: > On 11/12/11, M. wrote: >> Hello. I was wondering if there is an advantage to a Ph.D. >> over an Ed. D. for someone who hopes to get into teacher >> education at a state or private university. >> >> I currently teach adjunct part-time in Ed. Leadership and >> Gifted Ed. and I love teaching adult learners. However, I >> am afraid to leave my 61,000 yr. gifted education to work on >> a Ph.D. There are several Ed. D. programs that would work >> around my teaching schedule. Am I in for a significant pay >> cut if I get the doctorate and get into higher ed full time? >> Also, I'm a little worried about my math skills and having >> to take a lot of statistics and quantitative research design >> type classes or even to pass the GRE. >> >> I have an Educational Specialist degree in Ed. Leadership, a >> Masters degree in Educational Processes with a gifted focus >> and a BS in Elementary Ed. I am hoping to be able to find an >> accredited university that will take a large number of my >> graduate credits since I have so many! >> >> Thanks in advance for any advice, suggestions you can offer.
Prof PhilOn 11/14/11, Other Options wrote: > > In this economy, you would be crazy to leave a well-paying job > that you like when there are so many experienced PhD of all sort > just looking for any kind of job. Go with the advanced degree > that you can work around your schedule and in a few years maybe > jobs will be more plentiful in h...See MoreOn 11/14/11, Other Options wrote: > > In this economy, you would be crazy to leave a well-paying job > that you like when there are so many experienced PhD of all sort > just looking for any kind of job. Go with the advanced degree > that you can work around your schedule and in a few years maybe > jobs will be more plentiful in higher ed in your area and you can > apply for them knowing you are still working. > > > On 11/14/11, Educator wrote: >> On 11/12/11, M. wrote: >>> Hello. I was wondering if there is an advantage to a Ph.D. >>> over an Ed. D. for someone who hopes to get into teacher >>> education at a state or private university. >>> >>> I currently teach adjunct part-time in Ed. Leadership and >>> Gifted Ed. and I love teaching adult learners. However, I >>> am afraid to leave my 61,000 yr. gifted education to work on >>> a Ph.D. There are several Ed. D. programs that would work >>> around my teaching schedule. Am I in for a significant pay >>> cut if I get the doctorate and get into higher ed full time? >>> Also, I'm a little worried about my math skills and having >>> to take a lot of statistics and quantitative research design >>> type classes or even to pass the GRE. >>> >>> I have an Educational Specialist degree in Ed. Leadership, a >>> Masters degree in Educational Processes with a gifted focus >>> and a BS in Elementary Ed. I am hoping to be able to find an >>> accredited university that will take a large number of my >>> graduate credits since I have so many! >>> >>> Thanks in advance for any advice, suggestions you can offer.
i agree with the last post. You would probably find it difficult to get a higher paying job in higher ed right now. In education, the Ed.D and Ph.D are both highly regarded, but in "research" universities, the Ph.D. is the standard. Fortunately, I was already teaching full time at the university and decided to get the Ed.D because it was more convenient (evening classes, four years total). I also got it from a highly regarded university--which I don't regret one bit.
student must go through ADA Office and present documentation (usually through high school or from doctor or from recognized testing facility - what mom says isn't enough)
ADA coordinator creates the list of accomodations an...See More