Welcome Guest!
Teachers are welcome to read and post on Teachers.Net.
Login to access to these free features:
• Relaxed spam filters
• Post pics, links & comments
• Get notified of responses |
• Join teacher groups
• Apply to teacher jobs
• Post a resume |
Welcome Guest!
You must login to comment on posts.
Login to access to these free features:
• Relaxed spam filters
• Post links & upload pics
• Get notified of responses |
• Join teacher groups
• Apply to teacher jobs
• Post a resume |
Welcome Guest!
Your account must login to post.
Login to access to these free features:
• Relaxed spam filters
• Post, comment, & upload pics
• Get notified of responses |
• Join teacher groups
• Apply to teacher jobs
• Post a resume |
I was hoping to get some opinions of any high school teachers here. I could have put the questions here, but it's too long.
Please e-mail me so I can send you my poll.
Thanks in advance. Jennifer
[email removed]
Just now joined, wanted to say hello!
by judith debacy
Nov 30, 2009
I am looking for some information on pacing guides on music appreciation. The title of the course is Music In Our Lives.
Please contact me if you have found information or pacing guides on this topic.
Judith
by Jack/AR/7-8
Dec 21, 2009
Interested in new ideas you may be using in your classroom! Projects? Research? Activities? I will be teaching Arkansas History in the 8th grade this next semester and could use some ideas...and this Arkansas board could use some constructive ideas!
by Learning and Processing Styles for Educators and Students
Jan 1, 2010
Knowing a student's 'Learning Style' is one of the most valuable pieces of information for educators. Just as each person is an individual, with their own voice, likes and dislikes; individual students actually learn in different ways. The preferred manner that a student best learns, retains, and expresses information, is known as their 'Learning S...See MoreKnowing a student's 'Learning Style' is one of the most valuable pieces of information for educators. Just as each person is an individual, with their own voice, likes and dislikes; individual students actually learn in different ways. The preferred manner that a student best learns, retains, and expresses information, is known as their 'Learning Style'.
Identifying the individual student's Learning Style enables the educator to prepare appropriate curriculum, as well as more effective lesson plans, thus presenting information in the manner most beneficial for the student's understanding. For example: If a 1st grade student is 'tactile' or 'kinesthetic', which means that they need to touch and move for learning, this student would most likely perform poorly in a traditional structured classroom setting. A tactile learner needs to 'touch' to 'see', and would benefit greatly by utilizing math manipulatives, such as dominos, or cubes for learning addition, subtraction, and even multiplication and division. Likewise, a kinetic learner must have a method of application involving action and/or physical movement, such as highlighting or coloring reading material, or playing counting games that involve jumping when learning math.
Below is a list of Learning Styles and their definitions:
Visual/Spatial: Visual/Spatial intelligence is the ability to hold the world visually in your mind. A Visual/Spatial Learner has the ability to know where they are in space. This kind of student finds it easy to visualize things as though they were only observing or taking up different positions in a virtual reality realm in their own mind. This type of learning style is common to those in the arts and in sciences.
Visual/Spatial Learners: „h Are talented in art, drawing, painting or sculpture „h Are usually good with understanding and giving directions or reading maps „h Visualize easily with a vivid imagination „h Remember in pictures as in ¡¥photographic memory¡¦ „h Appreciate colors „h Use visual metaphors in speech and writing „h May speak rapidly „h Think with pictures „h Mostly enjoy watching images, and my visualize when listening to music „h May often say "I see what you mean" to express understanding „h most usually are also a Global Processors, or they see the "big picture"
Verbal/Auditory: Verbal/Auditory dominant students understand information best when presented in an oral language format. They benefit from a traditional structured classroom setting where the instructor lectures and the class participates in discussion. They also can learn quite effectively with audio media such as auditory books on CDs. A Verbal/Auditory learner, can usually ¡§hear¡¨ they way someone told the information when trying to remember something. These learners benefit greatly when they are interacting with others in a group discussion.
Verbal/Auditory Learners: „h Remember what they hear „h Talk while they write „h May remember names, but will forget faces „h Remember by listening, especially with music „h Are easily distracted by noise „h Don¡¦t appreciate a lot of pictures and graphics in reading material „h Tend to hold internal conversations with themselves, rather than actively listening to others
Tactile/Kinesthetic: A Tactile/ Kinesthetic Learner retains information more readily when physically engaged in a "hands on" activity. They do not usually benefit from a traditional structured classroom, where students stay seated most of the time. However, in a lab setting where they are allowed to touch and manipulate various learning materials, they will excel. Thusly, since the Tactile/Kinesthetic student learns learn best when they are physically active, sitting in a lecture course can feel like grueling work.
Tactile/Kinesthetic Learners: „h Need to ¡¥touch¡¦ something to ¡¥look at¡¦ something, „h Are not good listeners „h Are not usually avid readers „h Enjoys talking about feelings „h Benefit from imitating and practicing „h Will remember what was done, not seen or heard „h Enjoy Games „h Are very impulsive „h Unconsciously touch others while communicating with them „h Are usually athletic, enjoying swimming, cooking, running, eating, anything that involves ¡¥doing¡¦ „h Enjoy massages „h Rarely enjoy just ¡¥watching TV¡¦ or ¡¥hanging out¡¦
While evaluating a student¡¦s Learning Style is beneficial, it is also important to acknowledge an individual student¡¦s 'Processing Style'. A Processing Style refers to the method that a student¡¦s brain perceives and evaluates problems, and forms conclusions and solutions.
Below is a list of Processing Styles and their definitions:
Global/Relational: Global learners tend to learn in large jumps, absorbing material almost randomly without seeing connections, and then suddenly 'getting it.' As well, Global Learners are usually able to solve complex problems quickly, or put things together in random ways once they have visualized the big picture. However, they may have difficulty explaining how they solved the problem, or came to a conclusion.
Linear/Sequential: Sequential learners tend to gain understanding in linear steps, with each step following logically from the previous one. Sequential learners tend to follow logical stepwise paths in finding solutions.
The fruits of extensive educational research, has surely enabled the modern day educator to be more effective and sensitive than in years previous. Eventually, we may well see classroom rosters being drawn up based on a student¡¦s individual learning style, creating a more effective teaching environment as well as a more beneficial learning environment. Would it not be an innovative for educators to structure classrooms suited specifically for a particular Learning Style? Imagine a classroom consisting only of Tactile/Kinesthetic Learners. A new day may soon come, let¡¦s hope for our children.
by Sandra Rentfro
Jan 10, 2010
Looking for a teaching position around the russellville area....22years of experience...most in first grade....reading first classroom
by carrie1791
Jan 12, 2010
Can anyone tell me how much time is given on the writing portion of the actaap?? I teach 4th grade. Thanks
by Naoma Nagahawatte
Feb 3, 2010
Dear Friends and Colleagues:
Across America, young people are thinking and talking about equality. From the environmental justice movement to the trial of the Jena 6 – young people continue to come out in force, speaking their minds and making their voices heard on the issues they believe in. The National Campaign to Restore Civil R...See MoreDear Friends and Colleagues:
Across America, young people are thinking and talking about equality. From the environmental justice movement to the trial of the Jena 6 – young people continue to come out in force, speaking their minds and making their voices heard on the issues they believe in. The National Campaign to Restore Civil Rights (NCRCR) is interested in hearing what today’s youth have to say about the question, “What does equality mean to you?†To that end, NCRCR seeks your assistance in reaching out to young people to let them know about our exciting essay and visual media contest.
In 1951, thirteen parents filed a class action lawsuit on behalf of their children, calling for their school district in Topeka, Kansas to reverse its policy of racial segregation. This landmark case, Brown v. Board of Education of Topeka (1954), established that "in the field of public education the doctrine of "separate but equal" has no place," making it illegal to segregate students on the basis of race. Brown v. Board was a milestone, helping to lay the groundwork for major victories in court, on the streets, and in the halls of Congress. Within a decade, Congress passed the Civil Rights Act of 1964, banning discrimination in employment practices and public accommodations and soon afterward passed laws restoring and protecting voting rights and prohibiting racial discrimination in housing.
The concept of legal equality - the principle under which each person or group is subject to the same laws – remains a cornerstone of American life. Through legal and legislative battles over race, gender, orientation, the environment, health, education, age, housing, immigration, and disability issues, the struggle for equality continues. NCRCR invites young people between the ages of 14 and 18, to answer the question, “What does equality mean to you?†Participants can enter the contest in one of two ways – by sending an essay of no more than 750 words or submitting a visual media entry, such as an original photograph, drawing, or cartoon. Enclosed with this letter please find the contest guidelines and information on how students can send in their entries. Submissions for this contest are due by Monday, April 12, 2010.
We appreciate your support and assistance in distributing information about this contest to students.
Many thanks,
Naoma Nagahawatte The National Campaign to Restore Civil Rights __
The National Campaign to Restore Civil Rights (NCRCR) is a non-partisan movement working to ensure that our courts protect and preserve equal justice, fairness, and opportunity. We achieve these goals through raising awareness, outreach, and building alliances. Recognizing how little information about the status of civil rights in the courts is reaching people across the country, NCRCR is focusing on public education and outreach, finding ways to get the message out about the impact of court rulings on our neighborhoods, our schools, our opportunities and our rights.
next page »
« prev page
Teacher Chatboards
I certainly agree with you about the importance of knowing and respondi...See More