Imagine working at a laborious job all day long, often standing on your feet to cook or clean, sweating in the hot sun from outside work, bending over to wash clothes or shine shoes. Then, having to travel home on the bus if walking wasn’t the most practical option or if you were unfortunate enough not to be able to afford a car at all, you had to sit or stand in the back after you paid your fare in the main entrance. If you were fortunate enough to get a seat, if someone considered “white” wanted your seat, they’d ask you to move. That is what life was like for many Black people living in the United States during institutionalized segregation over 60 years ago., and Rosa Parks, a seamstress working in Montgomery, Alabama, was no exception. Preceded by Claudette Colvin, another woman arrested nine months before Parks for refusing to give up her seat on the bus, Parks’ action got the nation’s attention. The NAACP seized this as an opportunity to begin the end of legalized segregation in public places, and after a year-long boycott that nearly crippled the busing industry in Montgomery and a ruling by the Supreme Court declaring this practice unconstitutional. Many non-violent boycott methods were inspired by the over one year of boycotting this injustice, to their success.
Much has been written about the faults or potential failings of the common core writing guidelines for kindergarteners. Specifically, that students in Kindergarten are asked to do too much, too soon, and may not be ready—which is not only developmentally inappropriate, and could cause long-term trouble with motivation and self-efficacy. However, many of the concerns can be noted as implementation and interpretation problems. It certainly isn’t outlandish to expect: If Play-Based Kindergarten is the research-based and developmentally appropriate standard, then why emphasize literacy benchmarks at all? Because the didactic and rote- based, worksheet –emphasized structure of poor teaching is wrong no matter which standards you use.
If you incorporate a Word Study program into your classroom, then gone are the days of the Friday spelling test! The concept of word study is that students learn strategies or patterns that will transfer to many words. Students are no longer required to memorize lists of unrelated or meaningless words. When I taught first and second grade, I utilized phonics and encouraged phonemic awareness. Little did I know I was using a new way of spelling called “word study”!
Differentiation is a one word description for a method to reach every student and provide them with access to the curriculum that fits their learning style and their interests. There are four areas that differentiation can occur: product, process, content, and environment.To me, environment is the most important. It is an essential part of effective classroom management and provides the foundation to every other area that can be differentiated. Plus, it can easily adapted to every classroom with no need for specialized technology or huge effort on your part. I have definitely embraced a differentiated environment in my own classroom by using the following guidelines:
Teachers have felt tied up in knots, for more than a decade, due to the threat of No Child Left Behind, NCLB, sanctions for failing to meet unrealistic proficiency levels. Every Student Succeeds Act, ESSA, opens up many opportunities for states and local school districts to develop curriculum programs for a “Well-Rounded” education for all students. The term “Well-Rounded” appears 24 times in the law, and includes everything from Arts, Physical Education, Science, Civics and Government, Music and Foreign Languages – all of which are programs eligible for federal funding under ESSA.
The new federal legislation, Every Student Succeeds Act (ESSA) challenges states to draw on lessons from the last 15 years and to refine their accountability systems to provide the right combination of pressure and support for school improvement.
Every Student Succeeds Act, ESSA, responds to the recent political controversy surrounding federal endorsement of academic standards, specifically Common Core.
Reading critically is different from reading for pleasure. Students read critically to discover information. Often classroom libraries are set-up by teachers in a corner of the classroom and filled with a variety of books for students to choose from. It has been my experience that these libraries are not effective. I have observed that students choose their book of choice for independent reading either through an online source, such as Big Universe or at the library, hence the basket of books in the classroom seems to collect dust and seldom are rotated throughout the year. In order to teach students to read critically, it is necessary that the reading material in the classroom library be arranged so that students can independently practice the following SEVEN READING STRATEGIES:
Whenever we as educators try to delegate work to our students, in hopes that they will peacefully and quietly work independently, we are sure to encounter some roadblocks. However, while the 100% serenity and engagement reading groups of our dreams may still be a bit out of reach for most…