One 2-Minute Task That Can Drastically Boost a Struggling Reader’s Success
This is a very interesting video on the topic of positive psychology. According to Psychologist, Shawn Achor, there is a simple 2-minute task you can have your students do each day, that, if repeated for 21 days researchers have found brings the following results: intelligence rises, creativity rises, energy levels rise.
Being positive in the present turns on all the learning centers in your brain. After you watch this video, think about how using song-games regularly could be another way to create this positive learning environment.
WATCH VIDEO
Thursday, February 16, 2012
Thursday, October 14, 2010
Redefining Why We Do What We Do
Two more Canadian provinces,PEI and BC, have now moved to full day Kindergarten. I have recently been researching preschools for when my daughter turns 3. Both of these events have caused me to re-examine my own early childhood education philosophy. I find it fascinating the difference between the centers that I have visited. Some are all free play with no structured literacy or music time, while others I feel offer a curriculum very similar to that of grade one; and this is only preschool!
It seems that there is an increasing focus on early literacy acquisition skills. Of course I obviously believe in early literacy but with two important considerations. Firstly, early literacy must be developmentally appropriate and secondly it needs to be fun and explored through music and movement. And this is what Singing English Education is all about.
How early is too early?
Recent research shows that the language center in the left hemisphere of the brain doesn't form in most children until they are between the ages of seven and nine and that it is often later for boys than girls. Boys Adrift, Leonard Sax, MD, Ph.D., 2007. This research suggests that teaching children to read before this age can sometimes cause problems in spelling and reading comprehension. Research also suggests that the part of the brain that allows the language centers in each half to communicate with each other also needs to be developed in order to complete a task.
In her article, How to Determine if Your Child is Ready for Kindergarten, Renee Lannan refers to research that shows that if children are taught to read before both hemispheres of the brain are both contributing to the act of reading, the brain adapts, creating shortcuts that could later effect how their literacy skills develop. Susan Johnson, a pediatrician and certified Waldorf educator, recommends using this indicator to determine your child's readiness for kindergarten: "If a child can move her opposite arm and leg at the same time, then the right and left hemispheres of her brain are communicating with each other."
How can we ensure early literacy is developmentally appropriate?
First of all, as early childhood educators we have to ask ourselves if our language programs are fun, and filled with movement and music.
Singing English activities such as Bumpety Yellow Bus, where children are exploring the stressed syllable in their name and Dotting, a Singing English technique where students explore how the symbols they create on paper have a sound value, while having fun tracking and tracing the sound of the symbols they have created, ensure that young children are being exposed to early literacy skills that are both fun and developmentally appropriate.
There is new research developing every day. Here are three articles and a video that might help you re-define your own teaching philosophy. They may challenge what you currently believe about early childhood education and help you choose to participate in professional development opportunities that challenge you professionally. I believe it is important as educators to take time to read new research, learn new techniques and regularly redefine our teaching philosophy -why we do what we do.
Articles by Renee Lannan:
Are Schools Expecting Our Kids to Read Too Early?
Problems Arise When Children are Pushed to Read Too Early
How to Determine If Your Child is Ready to Begin Kindergarten
Video:
How Do They Do It In Sweden?
It seems that there is an increasing focus on early literacy acquisition skills. Of course I obviously believe in early literacy but with two important considerations. Firstly, early literacy must be developmentally appropriate and secondly it needs to be fun and explored through music and movement. And this is what Singing English Education is all about.
How early is too early?
Recent research shows that the language center in the left hemisphere of the brain doesn't form in most children until they are between the ages of seven and nine and that it is often later for boys than girls. Boys Adrift, Leonard Sax, MD, Ph.D., 2007. This research suggests that teaching children to read before this age can sometimes cause problems in spelling and reading comprehension. Research also suggests that the part of the brain that allows the language centers in each half to communicate with each other also needs to be developed in order to complete a task.
In her article, How to Determine if Your Child is Ready for Kindergarten, Renee Lannan refers to research that shows that if children are taught to read before both hemispheres of the brain are both contributing to the act of reading, the brain adapts, creating shortcuts that could later effect how their literacy skills develop. Susan Johnson, a pediatrician and certified Waldorf educator, recommends using this indicator to determine your child's readiness for kindergarten: "If a child can move her opposite arm and leg at the same time, then the right and left hemispheres of her brain are communicating with each other."
How can we ensure early literacy is developmentally appropriate?
First of all, as early childhood educators we have to ask ourselves if our language programs are fun, and filled with movement and music.
Singing English activities such as Bumpety Yellow Bus, where children are exploring the stressed syllable in their name and Dotting, a Singing English technique where students explore how the symbols they create on paper have a sound value, while having fun tracking and tracing the sound of the symbols they have created, ensure that young children are being exposed to early literacy skills that are both fun and developmentally appropriate.
There is new research developing every day. Here are three articles and a video that might help you re-define your own teaching philosophy. They may challenge what you currently believe about early childhood education and help you choose to participate in professional development opportunities that challenge you professionally. I believe it is important as educators to take time to read new research, learn new techniques and regularly redefine our teaching philosophy -why we do what we do.
Articles by Renee Lannan:
Are Schools Expecting Our Kids to Read Too Early?
Problems Arise When Children are Pushed to Read Too Early
How to Determine If Your Child is Ready to Begin Kindergarten
Video:
How Do They Do It In Sweden?
Tuesday, June 1, 2010
What's wrong?
Okay, so I never really thought about this until
a friend of mine brought it up. He asked me:
"Have you ever woken up, agitated or even shaking
and terrified... looked at the clock and it's
3AM...
And you have no idea what's wrong?"
Well as a matter of fact - yes. And it's happened
far more than once.
Has this ever happened to you? Or perhaps you've
found that some days you feel numb or vaguely
upset - and you can't figure out why. Know what I
mean?
If so... What gives?
The answer might surprise you. It sure surprised me.
Get it here:
http://www.thepassiontest.com/offer/ptprofile?af=52070
Not only will you discover the cause of those numb,
hollow or broken moments we all encounter, you'll also
have access to a F-R-E-E profile analysis that will
provide massive insight into your current situation
as well as advice for getting to wherever it is you're
heading.
It's pretty cool! Check it out here:
http://www.thepassiontest.com/offer/ptprofile?af=52070
a friend of mine brought it up. He asked me:
"Have you ever woken up, agitated or even shaking
and terrified... looked at the clock and it's
3AM...
And you have no idea what's wrong?"
Well as a matter of fact - yes. And it's happened
far more than once.
Has this ever happened to you? Or perhaps you've
found that some days you feel numb or vaguely
upset - and you can't figure out why. Know what I
mean?
If so... What gives?
The answer might surprise you. It sure surprised me.
Get it here:
http://www.thepassiontest.com/offer/ptprofile?af=52070
Not only will you discover the cause of those numb,
hollow or broken moments we all encounter, you'll also
have access to a F-R-E-E profile analysis that will
provide massive insight into your current situation
as well as advice for getting to wherever it is you're
heading.
It's pretty cool! Check it out here:
http://www.thepassiontest.com/offer/ptprofile?af=52070
Friday, November 6, 2009
Tuesday, November 3, 2009
Wednesday, October 28, 2009
CRISIS IN THE KINDERGARTEN
Here's some interesting news that I received from the BCTF E-News today:
A report published by The Alliance for Childhood in the USA warns of the dangers from the change taking place in Kindergarten towards didactic instruction and standardized testing. A powerful statement calling for a play-based approach to learning opens the report which examines extensive research evidence into the negative effects of scripted curriculum, testing, and arbitrary imposed standards and expectations on the ability, achievement, and development of young children.
"The withering of imagination in childhood is a looming catastrophe.... Just as decisive action is needed to reverse the process of climate change, we must change course now to restore child-initiated play and learning to our schools and communities."
The full report can be downloaded at www.allianceforchildhood.org.
A report published by The Alliance for Childhood in the USA warns of the dangers from the change taking place in Kindergarten towards didactic instruction and standardized testing. A powerful statement calling for a play-based approach to learning opens the report which examines extensive research evidence into the negative effects of scripted curriculum, testing, and arbitrary imposed standards and expectations on the ability, achievement, and development of young children.
"The withering of imagination in childhood is a looming catastrophe.... Just as decisive action is needed to reverse the process of climate change, we must change course now to restore child-initiated play and learning to our schools and communities."
The full report can be downloaded at www.allianceforchildhood.org.
Wednesday, September 23, 2009
The Serious Need for Play
Free, imaginative play is crucial for normal social, emotional and cognitive development. It makes us better adjusted, smarter and less stressed....
read the full article here! Do you agree? Do we provide enough time for children to just play?
read the full article here! Do you agree? Do we provide enough time for children to just play?
Wednesday, February 4, 2009
Student-Centered Classrooms Are What, Exactly....?
What exactly does a teacher mean when he or she says that they have a student-centered classroom?
I remember throwing this phrase around when I started teaching and now, years later, I wonder if I really knew what I was talking about! Here is a detailed definition described by Leo Jones, an internationally recognized authority on English language teaching.
'A student-centered classroom isn’t a place where the students decide what they want to learn and what they want to do. It’s a place where we consider the needs of the students, as a group and as individuals, and encourage them to participate in the learning process all the time. The teacher’s role is more that of a facilitator than instructor; the students are active participants in the learning process. The teacher helps to guide the students, manage their activities, and direct their learning. In a student-centered class, the teacher is a member of the class as a participant in the learning process.'
The above exert is taken from a paper called:
The Student-Centered Classroom ©Cambridge University Press
This article also addresses:
Autonomous Learning
Classroom Management
Motivation
Fluency and Accuracy
Teacher as Facilitator
Different Kinds of Activities
Please see the PDF below to read the whole article.
Do you agree with the above definition of a student-centered classroom? Do you have a student-centered classroom? I think I thought I did but to be truly honest, I don't think I achieved it on a regular basis. My first instinct as a new teacher was to have as much control as possible, which at the time meant teacher-lead activities. I think it takes more energy and planning to have a student-centered classroom, but in the end, I think it better learning environment for children.
Check out this 20 minute video called: How Kids Teach Themselves. This researcher proves how learning occurs naturally among children without the presence of a teacher.
Let me know what you think!
Jones-Student-Centered.pdf
I remember throwing this phrase around when I started teaching and now, years later, I wonder if I really knew what I was talking about! Here is a detailed definition described by Leo Jones, an internationally recognized authority on English language teaching.
'A student-centered classroom isn’t a place where the students decide what they want to learn and what they want to do. It’s a place where we consider the needs of the students, as a group and as individuals, and encourage them to participate in the learning process all the time. The teacher’s role is more that of a facilitator than instructor; the students are active participants in the learning process. The teacher helps to guide the students, manage their activities, and direct their learning. In a student-centered class, the teacher is a member of the class as a participant in the learning process.'
The above exert is taken from a paper called:
The Student-Centered Classroom ©Cambridge University Press
This article also addresses:
Autonomous Learning
Classroom Management
Motivation
Fluency and Accuracy
Teacher as Facilitator
Different Kinds of Activities
Please see the PDF below to read the whole article.
Do you agree with the above definition of a student-centered classroom? Do you have a student-centered classroom? I think I thought I did but to be truly honest, I don't think I achieved it on a regular basis. My first instinct as a new teacher was to have as much control as possible, which at the time meant teacher-lead activities. I think it takes more energy and planning to have a student-centered classroom, but in the end, I think it better learning environment for children.
Check out this 20 minute video called: How Kids Teach Themselves. This researcher proves how learning occurs naturally among children without the presence of a teacher.
Let me know what you think!
Jones-Student-Centered.pdf
Sunday, November 2, 2008
What Teachers Make
I love this story:
One man, a CEO, decided to explain the problem with education. He argued, "What's a kid going to learn from someone who decided his best option in life was to become a teacher?"
He reminded the other dinner guests what they say about teachers,
"Those who can - do... Those who can't - teach."
To stress his point, he said to another guest, "You're a teacher, Bonnie. Be honest. What do you make?"
Bonnie, who had a reputation for honesty and frankness replied, "You want to know what I make?" She paused for a second, then began, "Well, I make kids work harder than they ever thought they could. I make a C+ feel like the Congressional Medal of Honor. I make kids sit through 40 minutes of class time when their parents can't make them sit for 5 without an I Pod, Game Cube or movie rental... You want to know what I make?" She paused again and looked at each and every person at the table.
"I make kids wonder. I make them question. I make them criticize. I make them apologize, and mean it. I make them have respect and take responsibility for their actions. I teach them to write, and then I make them write. I make them read, read, read. I make them show all their work in math. I make my students from other countries learn everything they need to know in English while preserving their unique cultural identity. I make my classroom a place where all my students feel safe.
Finally, I make them understand that if they use the gifts they were given, work hard, and follow their hearts, they can succeed in life.
Bonnie paused one last time, and then continued, "Then, when people judge me by what I make, I can hold my head up high and pay no attention, because they are ignorant. You want to know what I make?
I MAKE A DIFFERENCE. What do you make?"
One man, a CEO, decided to explain the problem with education. He argued, "What's a kid going to learn from someone who decided his best option in life was to become a teacher?"
He reminded the other dinner guests what they say about teachers,
"Those who can - do... Those who can't - teach."
To stress his point, he said to another guest, "You're a teacher, Bonnie. Be honest. What do you make?"
Bonnie, who had a reputation for honesty and frankness replied, "You want to know what I make?" She paused for a second, then began, "Well, I make kids work harder than they ever thought they could. I make a C+ feel like the Congressional Medal of Honor. I make kids sit through 40 minutes of class time when their parents can't make them sit for 5 without an I Pod, Game Cube or movie rental... You want to know what I make?" She paused again and looked at each and every person at the table.
"I make kids wonder. I make them question. I make them criticize. I make them apologize, and mean it. I make them have respect and take responsibility for their actions. I teach them to write, and then I make them write. I make them read, read, read. I make them show all their work in math. I make my students from other countries learn everything they need to know in English while preserving their unique cultural identity. I make my classroom a place where all my students feel safe.
Finally, I make them understand that if they use the gifts they were given, work hard, and follow their hearts, they can succeed in life.
Bonnie paused one last time, and then continued, "Then, when people judge me by what I make, I can hold my head up high and pay no attention, because they are ignorant. You want to know what I make?
I MAKE A DIFFERENCE. What do you make?"
Wednesday, October 29, 2008
Music education is Essential to Development!
I like this article from www.marionstar.com because it brings up the important fact that music helps develop the left side of the brain; the part of the brain that processes language.
Singing English is an easy way we can make sure we are including music in our daily teaching.
Here is an excerpt from the article:
Music education is not an extra. Music education is essential.
Some will argue that the problem with schools is that they don't spend enough time on the basics and that music is something parents should provide.
Music, we say, provides so many benefits that are applicable to the more traditional academic subjects, that it is a basic.
Consider this:
Studies show that musical training physically develops the left side of the brain. That's the part of the brain that processes language.
Students that study the arts learn to think creatively. That makes them excellent problem-solvers.
Music study teaches the value of sustained effort. Excellence is only achieved through hard work.
John Sykes, who was the force behind VH1's "Save The Music Foundation" said, "in every successful business ... there is one budget line that never gets cut. It's called 'Product Development' - and it's the key to any company's future growth. Music education is critical to the product development of this nation's most important resource - our children."
We could not agree more.
Singing English is an easy way we can make sure we are including music in our daily teaching.
Here is an excerpt from the article:
Music education is not an extra. Music education is essential.
Some will argue that the problem with schools is that they don't spend enough time on the basics and that music is something parents should provide.
Music, we say, provides so many benefits that are applicable to the more traditional academic subjects, that it is a basic.
Consider this:
Studies show that musical training physically develops the left side of the brain. That's the part of the brain that processes language.
Students that study the arts learn to think creatively. That makes them excellent problem-solvers.
Music study teaches the value of sustained effort. Excellence is only achieved through hard work.
John Sykes, who was the force behind VH1's "Save The Music Foundation" said, "in every successful business ... there is one budget line that never gets cut. It's called 'Product Development' - and it's the key to any company's future growth. Music education is critical to the product development of this nation's most important resource - our children."
We could not agree more.
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