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Are you a teacher looking for a convenient and efficient way to create worksheets for your students? Look no further than a worksheet generator free tool. These online resources allow educators to easily generate custom worksheets tailored to their specific curriculum and student needs. With just a few clicks, you can create worksheets for math, language arts, science, and more, saving you time and effort in the lesson planning process.
Worksheet generator free tools are user-friendly and intuitive, making it simple for teachers to input their desired content and formatting preferences. Whether you need a basic worksheet with simple math problems or a more complex assignment with multiple choice questions and diagrams, these generators can accommodate a variety of needs. Plus, many of these tools offer customizable options such as font styles, colors, and borders, allowing you to personalize your worksheets to match your classroom aesthetic.
One of the key benefits of using a worksheet generator free tool is the ability to easily differentiate instruction for your students. By creating individualized worksheets based on student skill levels and learning styles, you can better support their academic growth and development. Whether you need remedial worksheets for struggling students or enrichment activities for advanced learners, these generators can help you meet the diverse needs of your classroom.
In addition to creating traditional worksheets, many of these free tools also offer interactive features such as puzzles, games, and quizzes. These engaging activities can make learning more fun and interactive for students, helping to keep them motivated and focused. By incorporating these interactive elements into your worksheets, you can enhance student engagement and retention of key concepts, making learning more meaningful and memorable.
Overall, a worksheet generator free tool is a valuable resource for teachers looking to streamline their lesson planning process and create engaging, customized materials for their students. Whether you teach elementary school or high school, these generators can help you create high-quality worksheets that align with your curriculum and instructional goals. So why spend hours creating worksheets from scratch when you can use a free online tool to do the work for you? Try a worksheet generator today and see how it can enhance your teaching experience.
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Making social rights work for children
On the occasion of the International day for the Eradication of Poverty (17 October), Eurochild urges EU leaders to prioritise efforts to tackle poverty in childhood. More than one in four children are at risk of poverty or social exclusion in the European Union.
“Poverty in childhood creates a cycle of disadvantage that carries into future generations. No country, including the richest nations in the EU, can claim to be free from child poverty. The EU must use all its tools, be it the European Pillar of Social Rights, the European Semester or the Post 2020 EU budget to accelerate investment in children.” – Jana Hainsworth, Secretary General, Eurochild.
Eurochild’s latest report “Making social rights work for children” analyses the impact of the European Semester on children in 17 EU countries and offers three key recommendations:
1. Put social goals on a par with the economy and employment
The Social Scoreboard and common indicators measured by Eurostat monitor important social trends over time and between countries, for example child poverty, early school leaving, or childcare enrolment. These indicators should be given more weight when it comes to guiding Member States policies. Furthermore the EU can make better use of existing data by developing new indicators which give a more complete picture of children’s situation.
2. Make children an explicit and priority focus of the Semester
Ireland, for instance, has been recommended by the European Commission to offer affordable and quality childcare. It is helpful recognition that children’s learning and developmental needs are also dependent on adequate investment, good economic policy and budget planning.
3. Make the Semester process more transparent and inclusive
Eurochild’s Dutch members are particularly encouraged by language in the European Pillar of Social Rights which requires Member States to have national strategies on child participation that can help bring children’s voices into policymaking.
The report ‘Making social rights work for children’ also offers its own alternatives to the country specific recommendations in light of assessments by 22 Eurochild members.
For more information:
Head of Communications, Eurochild
+32 (0) 2 211 0553
Eurochild advocates for children’s rights and well-being to be at the heart of policymaking. We are a network of organisations working with and for children throughout Europe, striving for a society that respects the rights of children. We influence policies, build internal capacities, facilitate mutual learning and exchange practice and research. The United Nations Convention on the Rights of the Child is the foundation of all our work.
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Wake Tech is approved to issue I-20 forms for associate degree programs, including Associate in Science or Associate in Arts programs that prepare students to enter most four-year colleges and universities at the junior level to complete a bachelor's degree.
Wake Tech also issues I-20 forms to study English as a Foreign Language (EFL), which prepares students who want English skills for future academic studies at Wake Tech or another college or university. A full-time academic preparation EFL program is offered on the Southern Wake Campus, with beginning to advanced levels of instruction in speaking/listening, reading, composition and grammar.
Students may supplement the EFL classes in the EFL language lab, where there are materials for independent study and directed study under a trained EFL instructor. The multi-level materials focus on listening comprehension, reading, vocabulary development, pronunciation, writing and TOEFL preparation.
The academic year at Wake Tech is divided into Fall and Spring semesters of 16 weeks each and a Summer term of 10 weeks. Please refer to the academic calendar for specific academic dates.
The Wake Tech Campus Police Department is a fully sanctioned law enforcement agency dedicated to protecting the life and property of students, faculty, staff and visitors on all Wake Tech campuses. Wake Tech also employs security guards who monitor fire alarms and intrusion detection, provide escorts, identify safety hazards and offer motor vehicle assistance and other services to enhance campus safety. Campus Police and security guards work with emergency responders that have local jurisdiction – law enforcement, fire services and emergency medical services – to respond to campus emergencies.
Wake Tech does not offer financial aid or scholarships to international students. In general, only permanent residents and citizens of the U.S. are eligible for financial aid. But scholarships may be available. Check with International Scholarships, International Student and MPOWER Financing for more information.
All international students who hold F-1 visas are encouraged to purchase health insurance for the duration of their studies. The estimated cost is $500 per academic year for a single student. Brochures are available at the International Student Office. Wake Tech does not offer health insurance to students.
Wake Tech has no dormitories, residence halls or on-campus housing. All students must arrange for housing in the Raleigh area.
Wake Tech provides multiple transportation options. Wake Tech Green Trek has information on bus routes and other ways to get to and from the college's campuses.
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ALA administrators and staff are comprised of dedicated professionals who come from a variety of diverse, international, and educational backgrounds. Our team of administrators and staff have experience in English language instruction, Program Development, Business Management, Recruiting, Administrative, and Student Services fields which enable them to serve students, our partners, and the greater ALA community.
Our Leadership Team focuses on business and program development and ensures that ALA courses provide the highest quality content using the most up-to-date innovations in language teaching methodology on campus and online. Our committed staff strive to deliver quality assistance and support to all prospective, new, and current students.
ALA staff members care about the success of each individual student at ALA inside and outside the classroom and are dedicated to providing the best support and experience for all students throughout their stay at ALA.
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APABA is a co-sponsor of this program which pairs law students and mentors for five-to-six minute conversations. The law students and mentors then move on to additional pairings. The goal is to introduce students to a number of potential contacts in the legal community over the course of an hour. After the one-on-one conversations, participants socialize with food and drinks.
To participate in this mentoring opportunity, please email [email protected] by March 13, 2023.
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Table of Contents
The weight of expectations from parents, teachers, and peers contributes to this pressure, often leaving students feeling overwhelmed.
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Dr. Jane Smith, Academic Writing Expert
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One can never underestimate the benefits of reading, especially among children. A 2017 study by the University of Washington revealed that young people who read and write more are more likely to become good employees. These activities help them develop leadership or executive function skills.
Reading is a complex activity, however, and it’s not a sole responsibility of one. In fact, it takes a village. At home, the duty lies on the parents. At school, it becomes the job of a teacher. For teachers handling little ones, there are many ways to encourage them to love and appreciate reading. These ideas can be a good start:
1. Let Them Share Stories
Children as young as preschoolers can create not only imaginary worlds but also immerse themselves into the characters. This is the finding of the 2007 research by the University of Waterloo. Teachers can, therefore, begin a storytelling activity, where they set up the narrative, and the kids can fill in the gaps. Even better, teachers can publish a children’s book for free with these tales.
Children at these ages might struggle with writing, but facilitators and even parents can step in as they can provide the narrative. The little ones can make the illustrations. Then, once the books are out, they can share their stories with their friends and family, as well as other kids, boosting their social skills in the process.
2. Play Some Music
A 2009 research by Camilo Ortiz and Joseph Piro from Long Island University showed a strong connection between reading skills and music education—that is, those who developed proficiency in the latter tends to excel in the former as well. One of the possible explanations is the way people process both language and music: they tend to be similar.
During reading class, it may benefit children if they listen to music or perhaps expose them to instruments such as the keyboards. Teachers can also encourage the kids to participate in a music-related program, whether at school or in the community.
3. Understand the Reading Levels of the Children
Many children struggle with reading for a variety of reasons. For example, about 80% of the population with poor reading skills may have dyslexia. It is a learning disability characterized by the difficulty of interpreting graphic symbols including letters.
Vision problems can also have an impact. A 2018 study by the University of Waterloo revealed children whose reading abilities are below their grade levels might have binocular vision issues. This is even if their standard eye tests said they have 20/20 vision.
Since teachers spend a lot of time with the kids, they are the ones capable of spotting these types of problems, so early intervention becomes possible.
4. Intend to Read
Give the children time to practice independent reading. It can be as short as 15 minutes a day. While they’re doing it, you can also read the same material with them. This way, you can talk about what you learn later. You can use this opportunity to assess their vocabulary, comprehension, and speaking skills.
As teachers, you’re one of the best support systems for kids, especially when it comes to learning how to read. You can help them develop the skills that can boost not only their creativity but also their chances of building a good life for themselves and their future family.
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Yuganesh Gunalan is a motivated international graduate student in the Master of Business Administration program at Missouri State University. He traveled from Malaysia to pursue his dreams, complete his academic studies, and get the best experience out of this journey. His ultimate dream is to become a successful Chief Executive Officer for a successful international … [Read more...] about Graduate student from Malaysia builds on success at Missouri State
Watthanakorn Kanthakeaw is an ambitious international student improving his language in the English Language Institute. He is from Chiangrai, on the northern side of Thailand. He came to the United States to pursue his dream of teaching children in his home country. Pursuing an English education major and American Sign Language in Missouri State is the first step to achieve his … [Read more...] about Where There is a Will, There is a Way!
Fatima Zohra Khamissi is a successful international tennis athlete at Missouri State University. Her journey started four years ago when she left her hometown Rabat, Morocco to pursue her dream and become a physician. Currently, she is a senior majoring in Cell and Molecular Biology and minoring in Chemistry. Fatima not only became a Teaching Assistant, but she is also working … [Read more...] about Even the word “impossible” says, “I’m possible!”
Over 200 international students attended New International Student Orientation on August 8 and 9. Arrival Students from around the world began arriving in Springfield in early August. Missouri State staff provided complimentary airport pick-up. Student volunteers involved in Global Leaders and Mentors and the Chinese Student Leadership Program reached out to new students … [Read more...] about Orientation sets the stage for success at Missouri State
Guest post from graduating senior, Laura Velandia, a Construction Management major from Bogota, Colombia. Difficult decisions Choosing a university to attend was a difficult decision. The previous university I attended did not have the major I wanted to pursue. After researching various universities in the area, I discovered Missouri State University and the … [Read more...] about Building a Future in Construction Management at Missouri State
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Let me begin by saying that I am not anti-college. Polly and I have college educations, as do four of our children. We encouraged our children to attend the local community college. Four of them graduated from the Northwest State; one is working on his bachelor’s degree and another is finishing up her master’s degree. One of our sons is a certified auto mechanic. He currently is the shop manager for a local auto repair shop.
That said, high school counselors, parents, and well-intentioned adults are selling young adults a false bill of goods when they tell them that success in life requires a college education. It doesn’t, and young adults need to know this. Far too often, high school seniors feel pressured into attending college; vicariously fulfilling their parents’ dreams. Teens are often encouraged to go into deep debt to fulfill their “dream.” And that’s fine if they know what they want to do in life. Many eighteen-year-old teens, however, don’t. It took me two years post-high school to decide on going to college. Were those years wasted? Of course not. I spent them working full-time, learning real-world skills, including having my own car, apartment, and bank accounts. I suspect many parents fear their children will never go to college if they let them work for a year or two first. Why is that?
I live in the industrial Midwest, so what I say next will be colored by experiences living in rural Ohio. Working for a year or two after high school exposes young adults to the fact that a college education doesn’t guarantee higher income. Currently, an eighteen-year-old young person can get a job at a local manufacturing concern, making $40,000 a year with health insurance and benefits. Do your job and paths to management-level positions await, as three of our sons found out. While our oldest son is working on his bachelor’s degree, he started working at a large manufacturing concern at age eighteen –twenty-six years ago. He has made a good life for himself. Our oldest son works for the same business, as does Polly. In fact, five of our six children worked for this company at one time or another. Polly plans to retire in October, having spent twenty-seven years cleaning offices and buildings. She started as an entry-level employee and will leave as a manager. Factory work has been good to the Gerencser family, so I will never disparage the honorable (essential) work manufacturing workers perform. Personally, I HATED factory work. I worked for a number of factories in college and when Polly and I were first married. The monotony of the work drove me nuts, so two years into our marriage, I took a low-paying management position with Arthur Treacher’s. Six months later, I was promoted and became the general manager of their Brice Road store in Columbus. I found my “calling,” so to speak. From that time forward, I worked a plethora of jobs to make ends meet as a poorly paid pastor, but most of them were management positions.
Young adults should be encouraged to follow their bliss; to experience the fullness of this country of ours (and countries beyond our borders). If college is what they want to do, then fine. We need college-educated citizens to work jobs where advanced training is essential. That said, many jobs that management says require college educations don’t. As a sixty-six-year-old man, if I have learned anything, I have learned that “learning by doing” is often a good way to gain real-world skills. That’s why we need to encourage the establishment of apprentice programs — paths to well-paying careers. Our son is an auto mechanic. Everything he knows about cars and trucks comes from doing. He got his first taste of turning a wrench with his dad, mainly running for tools and holding flashlights. From there, he worked on his own vehicles, and that turned into a job at a local automobile dealership.
Young adults shouldn’t be pigeonholed, forced into post-high school paths parents and counselors want them to take. Certainly, parents play an instrumental part in their children’s post-high school futures. Local factory floors are littered with employees with college degrees. After college, they found themselves in debt, and upon learning that their chosen field either doesn’t pay well or there are no openings, they decided that factory work was a means to an end. And that’s okay too. I told all of my children that you can view factory work in one of several ways. First, it is a means to an end; the place where I earn money so I can do what I really want to do. Second, it is a good career path, one that could lead to management-level jobs if you apply yourself and do your time. Third, use your job as a way to further your education. Many companies pay for college. Several of our children followed this path. One of our sons worked in a factory for several years, and earned an associate’s degree in network administration. He parlayed his degree into an entry-level position with a local wireless internet provider. Today? He is their senior network administrator.
Different strokes for different folks, right? As a father and grandfather, I want my children and grandchildren to be happy and prosperous. The path each of them takes will vary, and I will support them in whatever they do. I am excited that two of our granddaughters are headed off to college next fall. It will be interesting to see what comes next. If one or more of my grandchildren decide to follow their parents into the factory or choose industrial trades, I will be just as excited for them too. My goal is to be their supporter and cheerleader, and not a demanding grandfather who is disappointed that they didn’t follow the path I wanted them to follow.
Bruce Gerencser, 68, lives in rural Northwest Ohio with his wife of 47 years. He and his wife have six grown children and sixteen grandchildren. Bruce pastored Evangelical churches for twenty-five years in Ohio, Texas, and Michigan. Bruce left the ministry in 2005, and in 2008 he left Christianity. Bruce is now a humanist and an atheist.
Your comments are welcome and appreciated. All first-time comments are moderated. Please read the commenting rules before commenting.
You can email Bruce via the Contact Form.
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Please join us on May 30th at 9am for our inaugural Texas Center for Arts + Academics (TCA+A) State of the School address. The TCA+A State of the School address is an opportunity to reflect on the last year and share our vision for where we are going next. This event will showcase some of our incredibly talented students from our two charter schools, Fort Worth Academy of Fine Arts (FWAFA), and Texas School of the Arts (TeSA). There will be a robust community discussion on our school’s progress, priorities, and collective efforts to move forward. This will also be a time to learn more about TCA+A’s story, who we are, who we serve, and the benefits of an arts + academics-based education.
We thank you for your partnership and commitment to our school communities, and we hope you will join us for this important conversation about the future of TCA+A, FWAFA, and TeSA in the Fort Worth community.
Light breakfast will be provided, please RSVP by May 17th!
Date and Time
Thursday May 30, 2024 9:00 AM - 11:00 AM CDT
Thursday May 30th, 9:00am-11:00am
Hyatt Place Fort Worth/TCU 3029 Sandage Ave Fort Worth, TX 76109
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The Nature Explore Classroom at
The Children’s Learning Center
at St. Paul’s School
The Children’s Learning Center is located on the campus of St. Paul’s School, a private, boarding preparatory high school.
St. Paul’s School students participated in and worked to complete volunteer projects in support of the playground renovation. They have played a meaningful and active role throughout the three year project.
Parents have also been taken an active role, volunteering to create and install the many features in the natural playscape, while spearheading development effort to raise capital.
The Sand Area is enclosed with a roof. Pine needles from the natural forest floor, pavement and grass help to define areas. Wooden signs, purchased from Nature Explore, identify each of the areas and blend beautifully with and compliment the playground.
A variety of natural materials were used to clearly delineate and separate activity areas in the classroom. Over a third of the playground is an open, wooded forest area of both evergreen and deciduous trees. Gardens are located throughout the playground. Raised planting beds and tight arrangements of tall perennials provide a natural barrier to surround areas.
The first and immediate comments made by all visitors to the Nature Explore Classroom, have to do with its natural beauty. This classroom is fortunate to have a large outdoor area with a climbing and sledding hill as a crowning center piece.
The classroom was personalized with ideas from students and teachers. Large boulders and lengths of pine tree trunks have been incorporated. A riverbed made of field stones and granite rocks, with a small wooden bridge spanning it, was installed and is now one of the favorite activity areas. Children are able to build and create with an endless supply of natural items.
Teachers wanted a way for children to “get wet” and stay cool during warmer weather and also wanted easier and more creative, open ended play. This was the genesis for the Misting Area. A beautiful, warm weather water feature surrounded by raised perennial gardens with an arbor entrance. Professionally installed irrigation systems with eight pop-up sprinkler heads provide a variety of moving water sprays into the area. A large, flat topped, bench-like boulder provides the center piece for the area.
The Nature Explore Classroom is helping to engage Children’s Learning Center educators and children in nature rich learning at all levels.
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Supporting children's transition to secondary school
This resource provides tips for parents and carers whose children are transitioning from primary school to secondary school.
Moving from Year 6 to Year 7: tips to help parents and carers support young people
Here are some tips for parents and carers whose children are starting secondary school. They were provided by parents and carers with lived experience of supporting young people struggling with their mental health.
Remind them they are not alone
Although your child may feel overwhelmed about starting secondary school, every other student in their year is in absolutely the same situation, and there’s a lot of comfort to be taken from that. Remind them they are not alone in this new experience, and whatever they’re feeling will be shared by many others.
Provide some familiarity
So many changes occur at once: a new building, new teachers, new uniform…try and keep some things the same, even just for a few weeks through the initial settling in period. For instance, could your child use an old lunch box, pencil case, coat, skirt or trousers?
“We held on to my daughter’s old, tired shoes from primary school for the first few weeks, and she said they felt like a comfy pair of slippers as she got used to her new uniform, and she didn’t have to contend with the risk of blisters or discomfort on top of everything else.”
“One thing that was suggested by our daughter's psychologist which really helped was spraying my wife's perfume on the cuff of her jumper. Smell is such a primary sense that it helped cut through her anxiety and panic and took her to place of calm, safety and connection with home.”
“My child called on day one and has called at the same time almost every day throughout year 7. We generally have the exact same, very brief conversation lasting no more than a minute or so, but it works for them, and I can gauge how their day has really gone by their tone of voice.”
Remind them to be patient
Remind your child to be patient through the transition stage. Everything is new to them, and that can feel overwhelming, but the staff have a whole new intake of students to familiarise themselves with, and that takes time.
If your child has a SEND diagnosis or other physical or mental health needs, the school will know, but it will still take time for everything to fall into place.
The most important thing is that your child feels safe. It may take a number of weeks or months for a child to trust new adults, especially if they have experienced trauma. If this is the case, make staff aware of it; help them understand that it is not personal to them.
"What we did for our daughter was to contact the SENDCO and ask how we could work together to support staff to best understand and support our daughter. For instance, we provided a one-page profile of her for all staff, with examples of self-soothing techniques, ‘how to help me feel safe’, and ‘how to communicate with me".
Give them a packed lunch
If you are able to, consider providing a packed lunch for the first few days or weeks. School canteens can be loud and overstimulating and daunting to navigate initially. A packed lunch with a favourite sandwich can eliminate a lot of stress until your child feels ready to explore what hot food the school has to offer and how the lunch system works.
Help with organisation
Starting secondary school brings with it a whole lot of new information, so look for ways to support your child as they get to grips with admin. Make a note of their new school email address and password and ensure you have downloaded any relevant apps the school may use for setting homework and so on.
Choose appropriate devices with log-in and password details kept safe (maybe a password management system). Some find it helpful to have the school app that tells them about their homework on their phone; others might find that unhelpful and hard to navigate on a small device.
Your child might appreciate you helping them to manage their time and tasks while they settle in.
“I still help my daughter check on her school emails after I realised she had lost all control of her inbox, and I keep an eye on her homework tasks to ensure she hasn’t missed anything.”
“I watched a TED talk by a researcher who has some helpful advice on this. Their suggestion was to reach out to a few other parents and carers you know – say, three to five – and suggest you all make the same agreement so your child isn't socially isolated as the only one without social media. They also suggested the group could arrange positive activities for their children to do so they didn't feel they were being 'punished' or missing out.”
The first few weeks or months of secondary school can be tough, but the positive moments will be there, even if you have to dig deep looking for them to begin with. It may be helpful to get into a routine of validating the hard parts of your child’s day and then find one or two good things about it – perhaps something that made them smile or laugh. You could do this at dinner, before bedtime, before going to sleep – whatever works best for your child.
“The first three weeks of Year 7 were incredibly difficult and stressful for my daughter (and me!) but slowly the good things started outweighing the challenges. Before she went to sleep at night, I would ask her to tell me good things about her day. Initially these would be based on the lunch I provided and the fact it didn’t rain, but slowly that changed, and she’d comment on a teacher remembering her name, or getting a question right in maths, or a funny story from break time.”
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The momentum for early learning and care, and child well-being in Oregon is growing, and Children’s Institute’s work is at the center of these conversations. From advocating for more health supports for parents during and after pregnancy, to expanding investments in family support services, our work is making headlines!
Don’t miss the latest media coverage, featuring Children’s Institute and our partners, below.
In this op-ed, Dana Hepper (Children’s Institute) and Alejandro Queral (Oregon Center for Public Policy) urge Oregon lawmakers to expand Employment Related Day Care (ERDC) and increase the Earned Income Tax Credit (EITC). These investments would make child care more affordable, ease financial stress for families, and improve outcomes for young children across Oregon. Read more.
A six-part report finds Oregon needs to modernize its decade-sold funding formula to meet statewide goals for student success, especially in schools that serve a concentration of students from low-income families. In this article, Dana Hepper, director of policy and advocacy at Children’s Institute emphasizes the need for both increased funding and accountability, so resources lead to better educational outcomes. Read more.
Former Oregon governors John Kitzhaber and Ted Kulongoski joined early childhood advocates from across sectors at the Choose Children Day of Action to push for increased state funding for young children and families. Organized by Children’s Institute, the effort supports investments in child care, early education, and health care, including the Momnibus package. Read more.
Former Oregon governors and early childhood advocates convened on February 17 to push legislation that will support early childhood education, child care, and family supports that will help set a strong foundation for young children in Oregon. Read more.
Children’s Institute CEO, Kali Thorne Ladd, and Senator Lisa Reynolds joined KOIN 6 AM Extra co-hosts to talk about Oregon’s Momnibus Act and the impact that these policies will have on infants, young children, and families. Watch here.
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As a parent, our child is always special to us. No matter if nature has discriminated against them, a parent never does. From their education, and lifestyle to their daily activities, we want them to be raised exactly how a normal child is supposed to be. However, in some special cases, parents are expected to raise their child with some extra care and attention. One such scenario is with children suffering from Hearing Loss.
According to SpringerOpen, “India is home to the highest number of children with hearing impairment in the world. 1.57 million children are hearing disabled in the educable age group 0–19 years”.
If you are a parent to a child with hearing loss, here are some additional tips you can incorporate in your parenting to make them feel more valued.
Communicate Like a Normal Person:
Don’t hesitate to make a conversation with your child just because you feel they won’t understand. Children with hearing disability need to feel involved just like a regular child. Your family members can try different tips to create a communicative environment such as speaking to them while being in the same room, speaking one person at a time to avoid any confusion, taking out time for face-to-face activities, etc.
Encourage them to Wear Hearing Aids:
Every child wants to feel normal amongst a group of friends. They fear the difficulties of acceptance they might face after wearing a hearing aid. However, as a parent, we need to make them understand and accept the responsibility of wearing a hearing aid and how it can make their daily life communication better.
Help Them Understand Their Hearing Aids:
The more you hide, the more rigid your child will be towards not wearing an aid. Once your child understands the care, uses and benefits of a hearing aid, they will surely start wearing it more responsibly. Hearing aids are different based on the age, hearing condition and needs of your child. ClearSound Hearing & Speech Clinic offers a wide range of hearing aids that can make your child’s life a normal one.
Add Activities to their Routine:
Adding activities to challenge their abilities will help your child push their limits and learn something new. You can add games like charades storytelling, Pictionary, etc to help your child understand and enact words better.
In the end, the best you can do to your child is to be patient with them and show them some extra empathy and attention. Being restless or annoyed with their lack of catching up on conversations will make the situation even worse. Being kind to them will encourage them to learn things quickly.
When it Comes To Your Child, Only Trust is the Best!
Hearing aids come in a variety of options based on the level of hearing loss and specific needs of a child. Assisting a professional is always advised in such scenarios, therefore, at Clear Sound, we ensure to deliver advanced hearing aids tailored right according to your fit.
So, don’t wait anymore, help your child to live their life to the fullest. Book an appointment with us right away!!
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How Much Does Being a "First-Gen" Applicant Help Admission Odds?
Question: How much does being, "first generation" help in getting into various schools? Does it help more in the selective schools than in the mid range school? And is it a "tipping" factor or is it more significant?
I think you hit the nail on the head when you said that being first-gen means more in a selective college than in a "mid-range" institution. That's because the snazzier places have drawn students from well-heeled families for generations and are seeking diversity, while the less-celebrated schools are more apt to attract those from more modest means, which can often include the first-gen applicants.
Typically being first-gen carries the most clout when the admission folks feel that the student will bring the aforementioned diversity to campus. In other words, the child of a middle-class real estate agent and an insurance salesman who never earned four-year degrees may not offer as much admissions "currency" as the offspring of factory workers, hotel maids, or coal miners.
Most colleges, however (highly selective or not) will evaluate their candidates in the context of both where they go to high school and their home environment. So if a first-gen applicant has test scores that are slightly below the norm or perhaps didn't select the most demanding classes or take part in exotic extracurricular activities, admission officials will allow some wiggle room. They understand that these students may not have had the same exposure--or push--at home that the children of college grads have had.
Colleges' efforts to recruit and admit first-gen students can vary from school to school and even from year to year, as enrollment statistics wax and wane. Thus, the pluses of being first-gen may be greater at some of your child's target schools than at others. But these pluses rarely compare with those that come from being a strong athlete or an underrepresented minority student (although being first-gen AND a minority student or athlete can be a biggie)
Overall, in response to your question, I'd have to go with "tipping factor" rather than "significant" hook, but --as in most things admissions-related--you shouldn't expect consistency across the board.
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By Annette Kirk/campus editor
Effective communication requires verbal and non-verbal connections between professors and students, a SE instructor said.
SE speech instructor Stephen Brown said he believes it is important for students and professors to connect so the professor can prepare form to teach students in the class.
“One of the key components of effective communication is setting the tone of the class on the first day,” he said.
After that, Brown said he believes each student should visit the professor during office hours to address concerns and get acquainted within the first two weeks of the class. This helps the student and professor to speak with each other over important school matters like grades or understanding assignments.
Brown said each TCC professor and instructor undergoes training a week before school to ensure they are equipped with all the necessities to understand their students, what is affecting them and how to communicate best with them. However, there can still be cracks.
SE student Blake Ingram said he feels that some professors focus more on getting all the information out rather than teaching and do not give students enough time to write down all the information.
“Sometimes, the professor gets distracted during the lesson as well,” Ingram said. “They’ll be talking about what they did over the weekend and then time runs in class and it is still up to us to know what should be on the test.”
Ingram stressed how a professor’s actions and distractions can impact students’ grades. When the professor does not care how the students learn and simply repeats what is on a slide, it does not work for interactive learners.
To ensure students do not feel like this, Brown keeps in touch with his nonverbal communication skills.
“Eye contact is very important when teaching with students,” Brown said. “I also try to know their vibe and how they are feeling and adjust to that.”
Brown makes sure his students get individual projects as well as group projects and has students present finished work. He also tries to make office hours available at all times.
NE student Austin Peake said professors have been on par with meeting his learning needs. However, he said when attempting to connect with professors, some shy away or do not adjust their teaching approach.
“I make sure I make eye contact with my professors and be involved in the classroom, but sometimes it doesn’t work,” Peake said. “I am not shy. I like making the connection. But I can only do so much.”
Some professors have strict rules. For instance, students have to call them doctor and write and speak formally to them which can be intimidating and makes it harder to approach that type of professor or to want to learn from them, Ingram said.
Non-verbal communication makes up the majority of effective communication and professors, students and others tend to forget that. It is important to make verbal and non-verbal connections. This means setting the tone, acknowledging facial expressions and reading body language, Brown said.
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Initial emotional reactions to any unexpected display of creativity may bring feelings of surprise, amazement, delight, or perhaps even our favorite British expression – gobsmacked! Imagine turning a corner in the grocery story and being presented with a “smiling” wall of peppers. Stopping you in your tracks. Making you smile. Causing you to exclaim “Cool!” “Awesome!” All these reactions, quickly followed by a laugh, create a happy moment squeezed into a mission of grocery shopping.
Creativity is all around us! Perhaps you feel challenged or unsure of its place and purpose in your classroom. Wouldn’t it be interesting to bring those accompanying feelings of surprise to learning environments? The first step is to help students be more open to new encounters and perspectives. Making them aware of things that may have previously gone unnoticed. For instance, you could have walked up to the “smiling” vegetable display and thought, “Oh, I see the one I want – the yellow one. It’s on the middle ‘shelf’.” Having a conversation about this photo of “smiling” vegetables might be a fun place to start.
“Discovery consists of looking at the same thing as everyone else and thinking something different.”
~ Albert Szent-Gyorgyi
Learning and honing the skill of being more observant is the second step. Encourage students to go on Wonder Walks on their way to school, at the mall, around their neighborhood, in the science museum, or in the heart of a big city. A fun one to do is a Wonder Walk of their favorite color. Here’s one we did of everything yellow on our way to and through Denver Botanic Gardens.
Challenge your students to continue to seek and find example after example of creativity everywhere – using their open, unboxed imaginations. Start building a Wonder Wall (sketches, photos, and ideas) to capture their observations and insights. A great place for students to visit for future inspirations as they design and create their own products
After the initial burst of emotions (following creative encounters), students’ curiosity and wonderment immediately take over. Spurring questions. “Why did they do that?” “How did they come up with that idea?” And as in the case of the “smiling” peppers, “I wonder who actually stacked the peppers that way?” “Are there any other creative displays in the store?” I wonder conversations are great places to jump start students’ imaginations and to create a buzz of engagement.
Dendrites in High Gear
Creativity throws our dendrites into high gear! You see, the brain craves novelty! Just the stimulus to inspire students to want to know (and do) more. They might begin to think of other ways they could display merchandise. Cans could be stacked to create a flag around the 4th of July. Cereal boxes could be arranged to form a Christmas tree. All these experiences prepare their minds for the type of thinking needed to creatively solve problems and design projects. Making them future-ready thinkers!
It continues to get more exciting as students mind-jump from one idea to another in response to a simple photo or display. They quite naturally make connections to past creative encounters, such as a halftime college football show of bands making elaborate kaleidoscopic human formations (like the pepper display). And the best part . . . at this juncture . . . students begin to ponder, “Hmmmmmm, I could do something like this in my work.”
Now that students have had a bit of practice recognizing creativity, ask them to share the most fascinating creative encounter they’ve had so far. Celebrate! Congratulations are in order! They observed it. Discovered it. Spun off new thoughts and ideas! Grab on to their emotions and celebrate the moments together. Have them focus on the creative wealth brought into their lives! Reminding them creativity once discovered will be there again tomorrow, And forever. They just have to seek it out! And don’t we all feel a bit of excitement and appreciation caught up in the sharing of creative endeavors? Hope it was an AWESOME feeling!
“Creativity is contagious – pass it on.”
~ Albert Einstein
FOR YOUR CLASSROOM
It may be useful to examine photos of classic works (art, music, architecture) to encourage and inspire students to 1) observe more closely, 2) think more critically, and 3) make new connections. During the activity, students freely share different observations, perspectives, and viewpoints.
A second activity is to take students on a group Wonder Walk around your school building or outdoor areas. Give students a blank sheet of paper. Ask students to jot down or sketch their creative observations. What is something they never noticed before? What is something they now think of as creative? When finished, return as a group to reflect and discuss. Build an on-going Wonder Wall of sketches and ideas to use as springboards for future creative projects.
LET’S REFLECT & REMEMBER . . .
Future-ready educators look for creativity in all content areas and find ways for students to explore and express their creativity – maximizing student engagement.
First recognizing and appreciating creativity helps students practice being open to new experiences. Honing the skill of observation is the next step.
Creativity throws our dendrites into high gear! You see, the brain craves novelty!
AWESOME CREATIVITY CONUNDRUM
Awesome . . .
comes in so many flavors . . .
innervating our minds with wonder . . .
dendrites crackling asunder . . .
tingling, mingling, jumbling . . .
pinnacles and feats like no other . . .
jubilant creative plunder.
Live, learn, and lead creatively!
Rick & Patti
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Mr. Milan Hans, Founder & CEO of Class ON and an esteemed Admission Booster Coach, has launched a groundbreaking video in Hindi. This video is aimed at helping school owners across India select the right School ERP Software, providing crucial guidance to empower them in making informed decisions.
Choosing the right School ERP Software is crucial for improving how schools operate efficiently. Milan Hans’ video breaks down key considerations that school administrators should focus on when deciding on software designed specifically for Indian schools.
“Selecting the right School Management Software can greatly impact your school’s effectiveness,” says Milan Hans. “Our goal is to give school owners the knowledge they need to choose wisely.”
The video covers important steps to follow:
1. Identify Your School’s Needs: Start by listing exactly what your school needs from the software—like managing student data, communicating with parents, or handling administrative tasks.
2. Decide Between Offline or Online Software: Choose whether you prefer software that works online through the internet or offline on your school’s computers.
3. Easy to Use: Look for software that is easy for everyone—teachers, parents, and school staff—to use without needing a lot of training.
4. Check the Company’s Reputation: Research the company that makes the software. Make sure they have a good reputation and a history of working well with schools.
5. Keep Data Safe: Make sure the software keeps your school’s information safe and has a plan for what to do if something goes wrong.
6. Grow With Your School: Choose software that can grow as your school grows, so it can keep working for you even if your school gets bigger.
7. Get Regular Updates: Make sure the software gets updated regularly. Updates can add new features and fix problems to make the software work better for you.
8. Get Help When You Need It: Find out how easy it is to get help if something goes wrong or if you need to learn how to use the software better.
9. Affordable and Good Quality: Look for software that fits your budget but still does everything your school needs it to do.
10. Try Before You Buy: Take advantage of any chance to try the software for free before you decide to buy it. This way, you can see if it really works well for your school.
Milan Hans’ video is a valuable resource for school owners navigating the complexities of choosing the best School ERP Software. It aims to empower administrators to make smart choices that enhance school operations and promote academic success.
Milan Hans’ initiative demonstrates Class ON’s commitment to advancing education technology in India. By following these simple tips, school owners can confidently choose School Management Software that meets their school’s unique needs and helps them achieve their educational goals.
For more information: https://www.classonapp.com/
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As more and more low-earnings households move into neighborhoods that once catered to the middle or higher class, one must be on the lookout for his personal private safety and report any criminal activity occurring of their environment. Some of the educational games available on the market take children on as wild a journey as any standard video game. An affiliate degree is mainly a two 12 months program equal to the primary two years in a bachelor’s program. Special schooling personnel might cost a reasonable copying fee, though you should ask for the school policy on parents receiving free information.
She has two bachelor’s degrees and is finding out towards a grasp’s degree. Subsequently, all the schools positioned in the Union Territory of Chandigarh, Andaman and Nicobar Islands, Arunachal Pradesh and the state of Sikkim now have affiliation with the Board.
You’ll be able to print out coloring pages of underwater animals in your kids to paint as nicely, which is ideal when you’re dwelling education or making an attempt to keep your kids productive throughout the summer time. Ng believes that Coursera provides faculties the potential to enhance that interplay by placing their lectures on-line.
Get your degree – there is a good chance that this primary step will be the most challenging of all attributable to the fact that there are very few colleges and universities that provide curriculum in Particular Education Relying on which learning establishment you might be hopeful of enrolling in, your only choice may be getting a Bachelor’s Degree in English, Math, Psychology, or Sociology.
As a younger baby my parents have always instilled it into me that I needed to complete high school and then go on to school. Most people would in all probability pick the game, simply because it supplies entertainment while additionally being a studying instrument. The most commonly offered online tutorial applications are Business, Computer Science and Engineering, Schooling, Engineering, Library Science, Nursing, and Public Health.
This is undoubtedly an space by which the public schools excel. Using manipulatives like Cuisenaire Rods can be sure that very younger children are able to understand mathematical concepts we often think about far too advanced for the extent of improvement of preschool and kindergarten kids.
Letter Of Intent
To remedy the matter, Jefferson – who at various occasions argued with equal vigor for small and large government – urged that tax dollars be used to fund a nationwide educational system.
I imagine it is the duty of every faculty board in America to advertise multiculturalism in its colleges. The next September, after a federal courtroom ordered the desegregation of Central Excessive School, situated in the state capital of Little Rock, Faubus known as out the Arkansas National Guard to prevent 9 African-American college students from getting into the college.
The ruling constitutionally sanctioned laws barring African People from sharing the identical buses, colleges and other public facilities as whites—known as Jim Crow†laws—and established the separate however equal†doctrine that may stand for the next six a long time.
Earning a 2-12 months degree first can maximize personal incomes potential with out accruing educational debt for a four-year program that may not be accomplished. Your little one will create a quantity sentence as she counts stars to find single-digit addends on this math worksheet.
Counting the change in Daddy’s pocket every night can a fun in addition to rewarding game to play together with your youngster. Members pursue their degrees on-line, and full-time learners typically graduate in four semesters. The curriculum also supplies a platform for college kids to proceed on to further examine and gives contributors the choice of incomes certification in applied conduct evaluation.
Is College A Necessity In At the moment’s World?
By the point youngsters attain third by way of fifth grade, word processing becomes an imperative ability. If mother and father aren’t enjoying, youngsters have to resolve ground guidelines, adhere to a set system of guidelines and take turns to keep the game working. Public faculty academics and principals are endowed with a position of energy in shaping our next generation.
All applications have differing necessities however typically start with a few core courses earlier than shifting into specialised research. The general public faculties of our nation are mandated by federal law to be atheistic. The game helps kids develop their memory, maths, studying, logic and downside-fixing skills amongst others.
Dangerous Credit Loans
Persevering with training for psychologists is out there in lots of varieties and its importance cannot be overstated. Whereas going by their own education, lecturers are tasked with developing an educational philosophy , which is a instructor’s personal assertion detailing her guiding principles about such training-related issues as how college students study greatest, in addition to the position of educators within the classroom, school, community, and society.
As a PE trainer you is perhaps anticipated to be able to coaching and dealing with student workforce athletes on completely different strategic approaches. The concept of children learning by enjoying could appear outrageous to some dad and mom and educational establishments, which firmly believe that learning is all about getting good grades in school.
masters in educational psychology online, education quotes for students with explanation, education quotes inspirational and motivational
The previous few years have been probably the most economically trying that the world has witnessed. Property lessons put together college students for the state and national licensing examinations, so some of the real estate lessons will likely be particular to the state that they are given in. If a licensed realtor moves from one state to another they’re required to pass the state examination within the new state that they’re moving to so as to follow as a licensed professional.
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A Change.org petition titled “Protect Immigrants and Undocumented Students at the University of Maryland” has garnered more than 600 signatures since it became public Thursday morning.
The petition was sponsored by the group #UmdDreamers and inspired by recent comments from President-elect Donald Trump, where he “vowed to deport up to 3 million undocumented immigrants from the United States,” the petition read.
The petition goes on to say, “The University of Maryland has an obligation to provide a supportive educational environment to the students it admits.” It later reads, “That obligation is even more important when students face serious policy-related threats and widespread social hostility. The election of Donald Trump has generated a campus climate of fear and vulnerability.”
Yvette Lerma Jones, the coordinator for Latina/o/x Undocumented Student Involvement and Advocacy, said she signed the petition as form of support for undocumented students on campus. Although she is not a part of the group that created the petition, she said the petition and the Multicultural Involvement and Community Advocacy office have similar ideas on how to ensure these students stay safe on campus.
“[MICA] and students have been asking for there to be a full-time coordinator to support and advise undocumented students; [it] has been a part of the larger conversation on how we serve them for over a year now,” said Lerma Jones. “It’s not like we haven’t been given the answer or the belief that it could happen, it’s always been a matter of being a long path that you have to wait in order for this to be a possibility.”
The petition asked university President Wallace Loh and Provost Mary Ann Rankin to “support immigrant members of our community and undocumented students” through various actions.
Among their requests was to ensure that students with Deferred Action for Childhood Arrivals status prior to Jan. 20 would be able to receive in-state tuition if DACA is eliminated, according to the petition.
Another request was for university administration to “issue a strong, public statement reinforcing the university’s support for immigrant rights and the protection of immigrant students, including those who are undocumented.”
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The purpose of this paper is to document when and how the use of clinical interviews may have impacted a prospective teacher enrolled in a mathematics methods course within an elementary education certification program. In particular, we present changes or shifts in the ways in which she: (1) reflected on the clinical interview videos she viewed (using VITAL software); and, (2) applied the ideas to her own clinical interviews with young children. Preliminary results point to an increased sophistication in the nature of observations made about the children in the VITAL videos. In addition, there is a progression in the ways in which this teacher was able to follow student thinking and ask follow-up/extension questions while conducting her own interviews.
Providing prospective teachers with opportunities to gain insight into children’s 2 mathematical thinking should be an important component of teacher education programs. One way to do that is to expose them to situations in which they can observe and interact with children, thereby providing them with the opportunity to better understand and appreciate the ways in which the children interpret, internalize and represent various mathematical concepts (Schorr & Ginsburg, 2000). In particular, they can become better acquainted with children’s thinking through the use of the clinical interview method. Ginsburg (1997) notes that prospective teachers’ understanding of children’s mathematical thinking can be enhanced through clinical interviews—whether by actually interviewing the child themselves, or critically observing another do so. The clinical interview method was used extensively by Piaget (1952). His use of the flexible style of questioning allowed him to observe children’s problem-solving behaviors as they worked on tasks, and then ask questions that were tailored to the child’s observed behavior. This type of interview has the potential to provide prospective teachers with modes of observation and questioning we believe can be transferred to their actual instruction (Ginsburg, Jacobs, & Lopez, 1998).
While this paper is limited to a case study of one teacher, the larger study involved 17 prospective teachers, all of whom were enrolled in an elementary/middle grade level Mathematics Methods Course at Rutgers University. Two of the main research questions guiding the overall study are: what (if any) types of changes occurred in prospective teachers’ reflections on the archived clinical interviews, and how, if at all, did they revise their ways of understanding young children’s thinking as reflected in their own interviews with children?
The subjects for the study were enrolled in the mathematics methods course during the Fall 2008 semester (September through December). A mixed-methods design was used for the larger study, with quantitative data coming from a survey (White, Way, Perry & Southwell, 2006) measuring attitudes towards mathematics and mathematics teaching and perspectives on what that teaching entails. This 20-question survey was a composite of subscales from the Fennema-Sherman Mathematics Attitudes Scales (Fennema & Sherman, 1976) and parallel scales to measure Attitudes to Teaching Mathematics, as used by Nisbet (1991). The survey was given to the prospective teachers at the beginning and end of the course in order to document if indeed the teachers’ ideas about what it means to know and teach math might have changed, and if those changes reflected an increased or decreased willingness to teach math.
The qualitative data for this study came primarily from the prospective teachers’ written work and audio-recorded classroom discussions. Their written work consisted of lesson plans, field observations, reflections on the archived videos (using VITAL), and their reflections on their own clinical interviews with children. The VITAL reflections were assigned weekly, totaling 11 throughout the semester.
This paper looks closely at the VITAL assignments and clinical interviews of one particular teacher. For the mathematics methods course, the prospective teachers conducted their own clinical interviews at least twice, and often three times, throughout the semester. They were asked to include either audiocassettes or videotapes of the interviews, along with a written account of their experiences, observations, and insights gleaned from the interview(s). The first clinical interview assignment occurred approximately six weeks after the prospective teachers began to work with the VITAL software. This time frame allowed them to view others engaged in the practice of clinical interviewing, read about particular techniques used, and then prepare and conduct their own interviews.
Our preliminary analysis has begun to reveal several findings based upon responses to the VITAL essays and clinical interviews. One major finding relates to the type of assumptions that the teachers made regarding the mathematical thinking of the children they observed. More specifically, early on, with almost no exceptions, most of the teachers felt that children either “knew” or “didn’t know” a whole range of mathematical ideas based upon very little actual evidence. So, for example, if a child could recite several number facts, the teachers often were willing to state that the child “knew 7 addition”. Over the course of the semester, these types of conjectures continued to occur, but with less frequency and the prospective teachers were more careful to support their ideas with evidence (based upon assigned readings/literature). Another major finding related to when and how the students analyzed the VITAL interviews. The teachers began noticing critical aspects of the interview as time went on (to be described in detail below). Further, they were able to apply some of this knowledge in their own interviews.
As noted above, we focus this report on the work of one prospective teacher (Tania1 ) who was chosen because she exhibited a notable change in her own beliefs about what it means to know and teach mathematics (per the survey results) and she also showed marked change in her own understanding of the mathematical ideas of the children that she interviewed and viewed using VITAL. In looking at her VITAL essays over time, Tania’s observations became increasingly sophisticated, revealing a deeper level of analysis and explanation. As an example, we noticed a shift in the ways in which she described what she thought the young children were capable of doing. As time went on, she recognized that many of her initial thoughts were quite inaccurate. For example, in the third VITAL assignment of the course, the teachers were asked to respond to a writing prompt on Numerical Operations (using five associated VITAL videos, as noted in Table 1). We describe her analysis of Rufus, a young boy being interviewed in the VITAL video. Rufus, a 1st grade boy at the time, was responding to the interviewer’s probe: “Emily and Ginger have 12 cookies. And they want to split them all up… so both girls get the very same number… they want to split them between the two of them so that each girl gets the same number of cookies.” In the video, Rufus began by drawing twelve dots on a piece of paper. He then drew two boxes to represent the two girls. Next, he drew a line from each dot (cookie) to each box (girl) and counted as he was doing this, to show that each girl would end up with 6 cookies. The interviewer followed this with an extension question: “Now, let’s pretend that their friend Paul comes over, and he wants some cookies too. So how many would each child have, if these two girls each give some of their cookies to Paul.” Rufus responded by drawing twelve new dots to represent the twelve cookies along with three boxes to represent the three children. Then, using the same strategy he used in the initial question, he started to draw lines from each dot to each box. The lines started to get a bit messy, so Rufus redrew the dots as circles (so the cookies appear larger and can be distributed easier). His strategy to distribute the cookies was essentially the same as before (drawing lines to connect cookies to children), but he added in an additional piece—drawing a ring around each group of three cookies, and then drawing the lines from each cookie to a child. The instructions guiding this writing prompt were: Tying in connections to Van de Walle [the text for the course] & the other readings, talk about the numerical operations expressed in each video, the tasks that students worked on while exploring the operations, and what you can tell about the students’ understanding of these numerical operations through the clinical interviews & group lesson posed.
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The purpose of the study is to determine socioeconomic factors affecting low income and high income families’ choice for a public school or a private school, to investigate their state of satisfaction with the school their children are attending and to determine the factors affecting their state of being satisfied or dissatisfied with the school. To this end, the “Life Satisfaction Survey” B micro data set issued by the Turkish Statistical Institute for the year 2018 was used. The scope of the study consists of the data set of 1,939 households in the school choice model and 2,021 households in the school satisfaction analysis. In the analysis of the data, a two-level Nested Logit model was used in the school choice stage and three-level Nested Logit model was used in the school satisfaction stage. As a result of the school choice analysis, the number of people who bring income to the household, the household head’s marital status, education level and age and household size variables were found to be influential on school choice. As a result of the satisfaction analysis, it was determined that the variables of the quality and number of educational materials in the school, the general approach of the school administration, the attitude of teachers towards students and the number of students in the classroom are the predictors of the satisfaction/dissatisfaction with a public or a private school.
Low income and high income groups, Private school, Public School, School choice, School satisfaction, Choice theory, Nested logit model
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TIME FOR TEA: STUDENTS SHOW THEY CARE FOR AGE CONCERN
STUDENTS from Exeter College’s Health, Care and Public Services faculty are holding a Spring Tea Party at Wonford Community Centre in Exeter today, from 2.30pm to 5.30pm.
The organisers, who are currently in Year 2 and working towards their Level 3 National Diploma in Health and Social Care, have financed the event entirely with money raised through donations.
The funding will pay for around 40 residents of Age Concern to be transported to and from the Spring Tea Party, where they will be welcomed by the students, and served tea, coffee and cakes. Entertainment will also be provided.
Speaking on behalf of herself and colleagues Tim Payne, Sam Brindley and Antonia Schofield, Year 2 Health and Social Care Tutor Anna Rawles says: “The pressure has certainly been on the students and they have worked extremely hard to raise the money needed to make this happen.
“They have risen to the challenge admirably and have been busy baking and selling cakes, donating their spare change on a weekly basis, and even took part in a sponsored silence. In addition, they have spent time decorating the hall with spring-themed decorations in readiness for their guests.
“We are extremely proud of them and would also like to thank all the people who have given generously to help make this afternoon a great success.”
Ellie McEvoy, aged 18, of Uffculme, said: “I have really enjoyed being involved in this event and all our hard work fundraising has been worth it, as we have raised over £300.
“I’m looking forward to spending time with older people this afternoon. It is going to be a great experience for everyone and will be a chance to bridge the gap between old and young. Older people are a big part of the community and should not be left out.”
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Prof. Shagdaryn Bira, Fukuoka Prize 2006 Academic Prize laureate, has passed away on 13th February 2022.
Prof. Shagdaryn Bira is a Mongolian historian who has won international acclaim for his multifaceted research that examines the history, culture, religion, and languages of the Mongols. This research covers a wide cultural area, including India and Tibet. He also has made noteworthy contributions to the organization and spread of Mongol research on an international level.
When he received his award in 2006, he talked about the grand story of past, present and future of Mongolia which dashed through the Eurasia Continent, transcending peoples and boundaries, in his speech at the public lecture entitled ‘Beyond Nations and Boundaries’ He also interacted with many Fukuoka citizens through the official events such as school visit where he presented photographs of the traditional Mongolian dwellings and songs, as well as enjoyed the Japanese school meal with the students.
In memory of his many achievements, we would like to send our sincere condolences to his family.
Secretariat of Fukuoka Prize Committee
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Last September, in his inaugural blog post, Provost Robert Groves wrote to the student body that we live in a time of transition in higher education and he declared his goal to examine ways to increase efficient learning and incorporate the best methods as soon as possible. Over the last six months, Groves has taken many steps to implement this reassessment of Georgetown’s academics and his next step is the reorganization of his office.
In an email to the student body last Wednesday, as well as in an accompanying blog post, Groves announced he will be creating three new vice provost positions which will be filled by existing faculty. The vice provosts will specialize in education, faculty, and research, and each position will rotate every three years. A selection committee is currently in the works and will be composed of faculty members from multiple schools who are highly respected across campus. Groves is also creating the new positions of Vice President for Finance and Program Analytics and Chief Operating Officer for the main campus.
Currently, Groves is the only faculty member in his office, which in Groves’s opinion is unsustainable. “Not having faculty members down the hall isn’t good for me,” Groves said. “I really need to be able to walk into someone’s office and say, ‘What do you think about this idea?’ and have it be answered by someone who knows the faculty.”
Groves is seeking to bridge the gap between faculty and academic administrators common to many universities. In an email to the Voice, Prof. James Collins, who has 27 years of experience at Georgetown, wrote that although he is always suspicious of adding another level of administration, he approves of filling spots with rotating members of faculty. “That way,” Collins wrote, “the ex-administrator has to live, as a faculty member, with decisions he or she took.”
Prof. Robert Lieber, described the idea of rotating vice provosts from faculty as “advantageous … it means they will know a great deal about the University.”
Groves admitted there are potential setbacks to his plan, including the fact appointed faculty would have less time to teach, narrowing student access to talented professors. Additionally, the rotation of the vice provosts means that new training will be required every three or six years.
One of the biggest challenges to Groves’s reform efforts is a lack of hard data. “If a program wants to get better … and they say, ‘How are we doing?’ we haven’t actually assembled the data for them to answer that question,” Groves said.
Collins agrees this is a problem that needs to be addressed. “We do not seem to have what I consider to be sound information about our various programs,” Collins wrote. “For example, what sort of return are we getting for our investment in the History PhD program? Without such data, we are just guessing.” By appointing a new Vice President for Finance and Program Analytics who oversees both the main campus Finance Office and the Office of Assessment and Program Analytics, Groves aims to integrate financial and academic performance data.
The reorganization of the office also includes the appointment of a main campus COO to report to both the provost and Georgetown’s current COO Chris Augostini, which Groves describes as the “instantiation” of the integration of administration and academia.
The main campus COO will be concerned more with common student issues. For example, Groves recently met with representatives from disabled students who pointed out accessibility issues on campus. “[They gave] a bunch of examples, and with each added example, it became more embarrassing,” Groves said. With the creation of the new COO position, Groves will be free to focus on big picture issues.
Groves’s overarching concern is adapting Georgetown to a rapidly developing economy and role of academia. “The hardest thing to know … is what is the knowledge set that we should preserve and promote for students to learn as knowledge itself greatly expands and diversifies?” Groves said. “At a certain point, we really have to talk about the organization of knowledge.” He emphasized the significance of faculty involvement in these discussions, stating that “any change has to be really accepted and hopefully led by [faculty].”
All of this is laying a foundation for broader changes to come. Groves wants to expand undergraduate research and interdisciplinary opportunities; strengthen science, technology, engineering, and math education, and cultivate a more diverse faculty—but these changes will not come at the expense of any one program or school. “It’s not a zero-sum game,” Groves said. “It’s interdisciplinary. If there’s a niche for Georgetown, that’s it—blending together the disciplines.”
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It’s undeniable that social media has become a vital marketing channel for organizations of all types and sizes. However, you may be contemplating its effectiveness regarding school promotion.
Can you really leverage social media to stand out in the educational landscape? Absolutely, you can!
A survey by the NAIS shows that 63% of elementary schools regard social media as one of the most effective digital marketing channels for driving new student leads. Using social media for schools helps significantly helps in boosting enrollment, make stronger community partnerships, and increasing parent involvement.
On the flip side, every school – private or public – has been using and knows the power of social media for schools. This means it is extra challenging for your school to stand out from the crowd and build its presence.
But don’t worry!
This guide will revolutionize your social media strategy, helping you engage with your community more effectively and elevate your school’s online presence.
Let’s dive right in!
Why is Social Media Marketing Important for Schools?
Whether you represent a public school, a private institution, or a district seeking to expand youxr reach, the benefits of social media marketing are undeniable.
Utilizing social media for schools goes beyond the scope of just admissions. You can establish your school as a dynamic and influential presence in the community by showing its values, achievements, and overall brand identity.
Still unsure if social media is the appropriate platform for your school? Let’s delve into some key benefits to dispel your doubts:
1. Highlight Your Best Side
Social media is a powerful tool to highlight the best facets of your school, effectively transforming it into a recognizable brand. You may think branding sounds ostentatious for a school, but that’s precisely what your competitor schools have been aiming to achieve through their social media presence.
A solid social media presence invites prospective students and parents actively seek school-related information. Keep your school at the forefront of their minds by sharing success stories, student achievements, extracurricular activities, and other highlights of your school life.
As an established school brand on social media, you attract prospective students and parents who are actively seeking information about schools. You can stay on top of their mind by sharing success stories, student accomplishments, extracurricular activities, and other positive aspects of your school.
2. Make a Connection With the Parents
As a school, your aim stretches beyond attracting parents to admit their children to your school. You need to involve parents in their child’s educational journey actively.
That’s where social media platforms offer an accessible and convenient means of communication between schools and parents. With social media, you get a direct line of communication with parents, leading to improved parent engagement and satisfaction.
Start by sharing vital updates, academic calendars, or event details on your school’s Facebook page. Post visual content on Instagram capturing parent-teacher meetings, workshops, or parent participation in school events. This active interaction allows parents to feel more involved in their child’s school life, enhancing overall satisfaction.
3. Connect With Students
Beyond parental engagement, social media serves as an effective communication tool with students.
Suppose your email and class announcements aren’t gaining traction. In that case, social media becomes an alternative communication channel. Use platforms popular among students, like Instagram and Snapchat, to post class activity updates, share homework reminders, or celebrate student achievements.
Moreover, sharing posts about school events, field trips, or student achievements allows students to engage in discussions and express school pride. This can improve communication and foster a stronger sense of community among your students.
4. Encourage Social Proof
Social proof plays a critical role in shaping your school’s reputation and attracting new admissions. Effective social media use can build a community that drives social proof effectively.
Trust is a vital factor for prospective parents, and 54% of people in a survey claimed that feedback from other parents on social media influenced their decisions.
But how do you prove this on social media?
Schools can share testimonials, reviews, and feedback from students, parents, and community members on social media platforms to reinforce their credibility.
4 Social Media Platforms for Schools to Reach Audiences
Understanding the potential of social media is crucial. Let’s explore which platforms can best serve your school’s promotional needs.
1. Harness the Power of Facebook
If you could only select one platform for your school’s social media promotion, it should be Facebook.
Despite various emerging platforms, Facebook remains dominant among all age groups, particularly adults. An impressive 81% of all U.S. adults possess a Facebook account, making it an exceptional platform for parent communication. Unsurprisingly, 93% of schools utilize Facebook for marketing.
Its expansive user bases, familiarities, and diverse features, such as groups, reviews, and live videos, make it the perfect launchpad for your school promotions.
2. Engage With Instagram’s Visual Appeal
While Facebook primarily attracts parents, Instagram provides the opportunity to connect you with parents and students. Its visual orientation provides an ideal space for showcasing school life, student achievements, and events via images and short videos.
Instagram has a balanced Gen-Z and millennial user base, with 70% of users under 34. Its vibrant environment particularly appeals to these younger demographics. That’s why If your school district includes middle school, junior high, or high school students, it is worth using Instagram to foster stronger connections and enhance engagement with them.
You should also know that overall, the education industry is exploding on Instagram, with higher education having the highest engagement rate out of any industry on Instagram, at 2.99%. So, placing your bets on Instagram will be a fair decision.
3. Leverage YouTube for Educational Content
Did you know that YouTube ranks second in popularity among social media platforms in the US, only surpassed by Facebook?
YouTube is a fantastic platform for schools to connect with prospective parents and students. The video-centric platform makes it easier for parents to get in-depth information about schools and foster trust.
But that’s not it.
YouTube is also popular among students; recent statistics reveal 96% of Gen Z and 87% of Millennials in the US have YouTube accounts.
You can leverage the platform by creating informative and engaging videos on school events, student performances, and educational videos.
4. Enhance Communication With Twitter
Twitter, as a platform, is known for its nature to provide information quickly and concisely. Many school districts use the platform to share important information with parents as most of Twitter’s audience (38.5%) belongs to the 25 to 34 age group.
You can use Twitter to share quick announcements, news, and educational resources with students and parents. Twitter also recommends using the platform’s accessibility to make things easier for parents and students by sharing safety, availability, finance tips, and nutrition info.
Now that we’ve explored the best social media platforms to boost your school’s online presence, it’s time to build a comprehensive strategy to make the most of these platforms. So, let’s dive into seven helpful tips that can help you create a social media strategy for schools.
7 Tips To Create a Fool-Proof Social Media Strategy for Schools
Crafting a solid social media strategy is not merely about having a presence on the platforms; it’s about utilizing them in the best possible way. To assist you in this endeavor, here are seven foolproof tips to guide your school toward creating a compelling social media strategy.
Let’s explore this one by one.
1. Set a S.M.A.R.T. Marketing Goal
Setting a marketing goal is the first step you need to take to create a successful social media marketing strategy for your school.
So, what will your social media marketing goals be?
Firstly, your social media goals must be aligned with your overall business objectives. Here are some common goals for schools to consider:
- Increasing enrollment
- Improving parent communication
- Enhancing brand awareness
- Showcasing student achievements
Secondly, you must set specific, measurable, achievable, relevant, and time-bound (SMART) goals to guide your strategy.
2. Learn from Competitors
An essential part of creating a compelling social media strategy is keeping track of what your competitors are doing on social media. Observing how comparable schools utilize social media can provide you with a wealth of information.
Look for schools in your local area or those with a similar target audience and observe their strategies, content types, and engagement tactics. The process will give you valuable insights to implement in your strategy to help your school stand out from the crowd.
For example, if a competitor school’s posts about their sports teams are getting high engagement, it might be worthwhile to spotlight your own sports program. Conversely, if you notice a competitor receiving criticism for not responding to comments or queries on their social media posts, it highlights the importance of proactive communication in your own strategy.
Additionally, competitor analysis can help you identify gaps in your competitor’s strategies that you can leverage. Perhaps there’s a platform they’re not utilizing, a type of content they’re not creating, or a segment of the audience they’re not addressing. By filling these gaps, your school can stand out and provide unique value to your target audience.
3. Choose Your Social Media Platforms
We have already covered every social media platform where you can start doing social media for your school. But it doesn’t mean that you must start on them together.
While it can be tempting to establish a presence on every platform, it’s more beneficial to focus your efforts on a few key platforms that align with your school’s goals and demographic.
For instance, if your only objective is to attract new students, platforms like Instagram and Snapchat, which have a younger demographic, could be effective. Facebook, with its broad user base, is excellent for building and nurturing a community of parents, students, and staff. LinkedIn, meanwhile, can be an excellent platform for connecting with alumni and potential staff hires.
Start by analyzing the demographic data of different social platforms and align these with your target audience’s profile. This will ensure you’re dedicating your resources to the platforms where you will most likely reach and engage your target audience.
In addition, consider the nature of the content you plan to share. If your school frequently holds events and you have plenty of photos and videos to share, a visually driven platform like Instagram would be an excellent choice.
Remember, it’s not just about being on the platform; it’s about how effectively you can engage your audience on it. By focusing on fewer platforms, you can better understand the nuances of each and optimize your strategy accordingly.
4. Come Up With Different Content Ideas
Social media is where people log in to gobble funny, entertaining, and engaging content they like. So tailor your content to each social media platform’s format and audience preferences.
Also, you need to try out a variety of content to capture the attention of parents, students, and your community.
But that’s the tough part – keeping things exciting every time.
To help you out, here are some amazing content ideas you can use for your school’s social media marketing:
a. Put Your Students in the Spotlight
Your current students can be your best selling point.
Highlighting their achievements, sharing their stories, and focusing on their experiences can help parents see the benefits of enrolling their child in your school.
But it’s not just about showcasing academic prowess.
Highlight many accomplishments, such as sporting achievements, artistic talents, community service efforts, and more.
This way, prospective parents will get a sense of how well the current students of your school are doing. This also further demonstrates your drive and commitment to nurturing well-rounded individuals.
But that’s not it.
Acknowledging these achievements can inspire other students and reinforce a sense of school pride.
Here’s an example:
Roosevelt High frequently spotlights its students’ diverse achievements, from science fair victories to volleyball championship wins. Here is a post on their Instagram where they celebrate one of their student’s achievements.
b. Take Your Audience Behind the Scenes
Showing behind the scenes of your school makes it easier to connect with prospective parents and students and show them your educational environment. Additionally, this peek behind the curtain can demystify your school’s operations, making it feel more accessible and welcoming.
Share images and videos from different parts of your school – hallways, classrooms, labs, fields, and more and show how vibrant and dynamic life is at your school. Make sure you’re highlighting both academic and extracurricular activities, emphasizing the balance of learning and fun in your institution.
Northbrook/Glenview School District often give their followers a look inside their music class, highlighting the interactive and fun learning process.
c. Share Events and Celebrations
You know that the events and celebrations happening at your school are pretty fun. But the world doesn’t. Sharing moments like upcoming school events, celebrations, or special days such as open houses, graduation ceremonies, or themed days on social media can help create a sense of excitement and belonging among your audience.
Use these posts not only to report on the event but also to thank participants and acknowledge the effort behind the scenes.
d. Use Interactive Content
Every social media platform has many features to make your content interactive and encourage participation. Such content can boost audience engagement and foster a sense of community.
You can use Facebook and Instagram story stickers or simple feed posts to Incorporate polls, quizzes, contests, and challenges into your social media strategy. Use these features to run contests or crowdsource opinions.
You can also create education-related quizzes to engage both students and parents, making learning a fun and shared experience.
For instance, a history quiz on Instagram stories, or a math problem challenge on Facebook, can create an engaging learning experience while also encouraging users to share the content with their own networks, thereby broadening your reach.
5. Create a Social Media Calendar
You can only be consistent on social media with pre-planning. A social media calendar enables you to create a well-documented posting plan in advance.
With a calendar, you get an overview of all the upcoming dates and events relevant to your school. Be it holidays, school activities, important deadlines, community events, or national observances, you can plan and define a content strategy for each occasion in advance.
Inside the calendar, you will have to create:
- A separate tab for each social platform
- Post copies and creative assets
- Best date and time to post
- URLs and hashtags included in the posts
Are spreadsheets incapable of holding your multi-platform posting plan? Don’t worry. SocialPilot will make it a breeze!
Use SocialPilot’s calendar feature to organize and overview weeks and months of posting plans for all your social media platforms under a single dashboard. Its drag-and-drop feature makes it easy to change any post’s time and date quickly.
6. Engage With Your Audience
Social media platforms require more than just posting to make your school stand out. If you need to build a prolific community on social media, then you need to engage with your followers; make them feel seen, heard, and valued.
At the very least, you must encourage your followers to like, comment, and share your post. If they interact with your posts in such a way, then social media algorithms will show the same post on the timeline of other people they follow, which expands your community.
So how do you boost engagement?
- Prompt response: Reacting swiftly to comments or direct messages shows your audience that you value their input. Even a simple acknowledgment can go a long way in fostering goodwill and loyalty.
- Encourage participation: Ask your followers about education, school activities, or general interest topics. This encourages them to share their opinions and experiences, creating a vibrant, interactive social media community.
- User-generated content: Invite followers to share their experiences, photos, or stories about your school. This kind of user-generated content can offer authentic insights into your school culture and encourage a sense of ownership and participation among your followers.
- Use live features: Live videos are an excellent way to share real-time updates and behind-the-scenes moments or even host Q&A sessions. They provide an authentic, in-the-moment interaction that can uniquely engage your followers.
- Seek reviews: Request your students’ parents to leave a review on your Facebook page. These reviews can serve as credible testimonials for prospective parents and help foster trust.
Tired of juggling between different platforms to respond to the messages and comments of your followers?
You can do better.
Use SocialPIlot’s Universal Inbox to bring the comment section and inbox of multiple social media channels under one roof. Easily streamline all your interactions from reviews, ratings, visitor posts on your pages, comments, messages, and more.
7. Make a Facebook Group for Families and Students
Almost every school creates a separate Facebook group to connect with parents, students, or staff members to share experiences, ask questions, and support one another.
Facebook groups provide an excellent platform for nurturing a close-knit community around your school.
Here’s how you can leverage this feature for your school:
- Parent groups: Create a group for parents to share experiences, ask questions, and support one another. For example, Aldama Elementary has a Facebook group specifically for parents, allowing them to engage in open dialogue and receive school updates directly.
- Engagement in groups: Apart from sharing school-related information, encourage active participation within the group. Invite members to start conversations, ask questions, and share their thoughts. This makes the group a lively forum for discussion rather than just a broadcast channel for announcements.
- Student groups: Consider creating separate groups for students. These can be used as virtual classrooms where you can live-stream lectures, discuss academic topics, assign homework, and provide important class updates. Such groups can help create a cohesive classroom culture, even when students are not physically together.
All this talk about social media strategy across so many platforms can be daunting for one school to handle, isn’t it? But what if we said there’s a simple and easy tool to handle all your social media accounts?
Well, here is…
SocialPilot: The Best Tool to Manage Your School’s Social Media Marketing
Managing social media marketing for schools can be time-consuming. Schools often have accounts on multiple social media platforms, which makes it challenging to manage all of them effectively.
To make it tougher, putting a district in the equation makes things more overwhelming.
The complexity multiplies as the district oversees multiple schools, each with its unique social media presence. Managing all these individual accounts under the district’s umbrella can be even more challenging.
That’s where a tool like SocialPilot comes in!
SocialPilot is a social media management tool that helps you hit all your social media marketing goals.
- Multi-platform support: Easily connect and manage all your district’s or school’s social media accounts on a single dashboard.
- Social Media Scheduling: Plan and schedule posts in advance for multiple social networks of your school at once. This saves you time and ensures a consistent presence on social media. You also get customization options to tailor your content to suit each platform’s specific requirements of each platform.
- Analytics: Understand the performance of all your social media platforms to make newer strategies quickly.
- Collaboration: Invite and collaborate with your team on individual social media posts. You can also assign different roles to team members to create a smooth approval and feedback workflow – all inside on tool.
One thing is for sure – social media is a pivotal marketing platform for schools. Its influential role extends from driving enrollments, fostering community partnerships, and enhancing parent engagement.
So, whether you’re just starting your social media journey or looking to enhance your school’s existing strategy, embrace the power of social media for your school.
Take the insights and tips from this guide, and don’t forget to leverage the power of SocialPilot to manage and optimize your school’s social media efforts effectively.
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The purpose of the Montessori education is to help each child develop within him or herself skills for a lifetime of creative learning. It is to develop the basic ideas, attitudes and skills essential for success in school and life! A thirst for learning: habits of concentration, sense of order, independence, control of movement, functional creativity and self confidence. In the Montessori classroom there are two ways to approach this: first, by allowing each child to experience the excitement of hands-on jobs by exploring his own choice rather than by being forced; second, by helping to perfect all of the child's natural tools for learning, so that his or her ability will be at a maximum in future learning situations. The Montessori materials have this dual, long range purpose in addition to the immediate purpose of giving specific information to the child.
Freedom is a prerequisite condition for learning. Freedom is a goal, not a starting point. A free child (or adult) is one who has developed his/her potential and prefers to work out problems for him or herself but is capable of asking for and receiving direction when necessary. An undisciplined and unsettled child (or adult) is not free, but is a slave to his/her immediate desires and is excessively dependent on others. (Whether parent, teacher, wife, or husband) The free child, of course grows into a free adult. Freedom within the classroom means, that the child is free to move about the room at will, to talk to other children, to work with any equipment whose purpose the child understands, or to ask the teacher to introduce new material to him/her. The child is not free to disturb other children at work or abuse the equipment that is so important to his/her development. Montessori allows each child to develop skills as they become ready for them at their own pace.
All certified teachers have completed a year long combination theory internship program; and have successfully completed oral and written examinations in early childhood education, by either A.M.S. or A.M.I. schools. The teacher's task is to work with individual children, introducing materials, and giving guidance when needed. The competent Montessori trained teacher creates an environment with hands on jobs, for individual and group work. One of the primary tasks is careful observation of each child in order to determine his/her needs and to gain a knowledge he/she needs in preparing the environment to enhance the child's growth. The teacher's method of teaching is indirect in that he/she neither imposes upon the child as in direct teaching nor abandons the child as in a non directive permissive approach. Rather, she is constantly alert to the direction in which the child has indicated his/her wishes to go, and the teacher actively seeks ways to accomplish the child's goals.
The following books are available at most libraries:
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The COVID-19 pandemic has had a profound impact on the education sector, with Texas bearing the brunt of a critical shortage of teachers.
Over 45,000 educators in Texas retired, resigned or chose not to renew their contracts during the 2021-22 academic year, accounting for 12% of the state’s total educators. The attrition rate for first-year teachers increased to 20%, intensifying the shortage crisis.
This deficit of skilled educators poses significant challenges to delivering quality instruction and jeopardizes the well-being of both students and teachers. This chronic problem was identified even before the pandemic, with Texas ranking poorly in terms of teacher attractiveness and turnover, according to a report by the Learning Policy Institute.
Amidst this persistent shortage, over 60 North Texas school districts are set to convene at a joint teacher hiring fair in Arlington on Monday, aiming to recruit committed, long-term teaching staff. However, these efforts have not yielded enough qualified educators, forcing schools to rely on provisional measures such as deploying substitute teachers.
In a bid to address the crisis, a Plano-based Republican has proposed an innovative strategy that could involve utilizing the skills of military veterans, thereby bypassing the conventional teacher certification process and associated degree requirements. By tapping into the unique capabilities and experiences of veterans, the proposed strategy aims to bridge the gap between the demand for educators and the available supply while also providing a viable career alternative for veterans transitioning from military to civilian life. Although the proposal has been met with controversy, this approach has already been implemented in the state of Florida, aimed at attracting former military personnel to serve as educators.
The efficacy of this proposal hinges on striking a balance between acknowledging the unique skill sets that veterans bring to the table while also ensuring that students receive a comprehensive education. This is an exciting opportunity to address the shortage crisis currently faced by Texan school districts and contribute to the enhancement of educational standards across the state. The state of the education sector in Texas remains a central concern as the sector seeks to recover from the aftershocks of the pandemic.
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Permission for Prescription Medications-Doctor’s Signature Required
Permission for Over the Counter Medications-Parents’/Guardians’ Signature Required
Allergies requiring EpiPen Action Plans
Southeast Texas Resources developed by the LCM School Health Advisory Council 4-19-2023.
Have you ever been asked if Orange has a food bank or learned about someone who needed assistance with paying their utility bills, but had no idea who could help?
Our Southeast Texas Resource Guide will help you answer those questions and so much more.
Coordinated School Health is a process which brings a school community together to teach children healthy life style behaviors. Effective school programs reinforce positive healthy behaviors in a school setting and makes clear that good health and learning go hand in hand.
CATCH stands for Coordinated Approach To Child Health (formerly known as the Child and Adolescent Trial for Cardiovascular Health).
It is a Coordinated School Health Program designed to prevent sedentary behavior, poor dietary choices, and tobacco use through changes at the elementary school level. CATCH sought to determine if multi-component health promotion efforts targeting both children's behaviors and the school environment, including classroom curricula, food service modifications, physical education changes, and family reinforcement, would reduce chronic disease risk factors.
CATCH demonstrated that behaviors such as eating food high in fat and physical activity can be changed. CATCH was the largest school-based health promotion study ever done in the United States.
CATCH has been approved by the Texas Education Agency as a program schools may use to meet the requirements of Senate Bill 19 (now known as Senate bill 1357).
CATCH was cited in the Surgeon General's Report on Physical Activity as a "Program that Works."
The Texas State Board of Education approved the CATCH materials as a diabetes education program that a district may use in their health curriculum.
CATCH meets the Texas Education Knowledge and Skills (TEKS) guidelines for both Health Education and Physical Education guidelines.
(All information taken from CATCH Program Information Packet, 2003)
If you have any questions about CATCH, please contact one of our campus nurses.
It is the policy of the Little Cypress-Mauriceville CISD Health Services Department that all students will be provided with a campus health clinic, staffed by a professional nurse (or in her absence, a designated district employee), to provide care for students who may be injured or become ill during the school day. The following information related to use of the nursing clinic:
Emergency forms, which are to be completed and signed by parents, are distributed to each student at the beginning of the school year. At least three emergency contacts should be identified on the form. Any special health needs should also be listed on this form. Health information on the emergency form may be shared with faculty or staff so that they may appropriately respond to the student's health needs.
Procedure for emergency visit to the nurse:
Students may come at any time if a life-threatening health concern is noted. No pass is needed if student has a special health need, difficulty breathing, severe chest pain, or is bleeding. Students having an emergency will be seen immediately on arrival to the nurse office. Parent will be notified and student will remain with nurse until parent arrives.
Procedure for non-emergency visits to the nurse:
All students must have a pass from his/her teacher, indicating teacher permission to see the nurse. Students will be seen in order of arrival to the nurse office. Students who are in the clinic without a pass from a teacher will be subject to disciplinary action unless an emergency situation exists.
If a student feels ill and wants to call home, he/she needs to report to the nurse to call home. STUDENTS ARE NOT TO USE CELL PHONES OR GO TO OTHER SCHOOL OFFICES TO CALL PARENTS. Students going to the nurse will be evaluated and then parents will be called. Students who go home after contacting parents without seeing the nurse will be given an unexcused absence for the classes missed and is subject to disciplinary action.
For health purposes, students having a fever (100 degrees Fahrenheit or greater) are not to be sent to school. They should remain at home until they have been fever free, without the use of medication, for 24 hours.
Physician's Excuse for Absences:
After a student's tenth absence in a school year (excused or unexcused), a physician's excuse is required. As an alternative, if a student is sick and needs to stay home, he/she should see the nurse before the tardy bell rings that morning to have his/her absence that day verified or denied for an excused absence.
Medicine at School:
District employees will not give a student prescription medication, nonprescription medication, herbal substances, anabolic steroid, or dietary supplement with the following exception:
Authorized employees, in accordance with policy FFAC, may administer:
Prescription medication provided by the parent, along with a written request, and in the original, properly labeled container.
Medication from a properly labeled unit dosage container filled by a registered nurse or another qualified District employee from the original, properly labeled container.
Nonprescription medication provided by the parents, along with a written request, and be in the original, properly labeled container.
Herbal or dietary supplements provided by the parent if it is required by the student's individualized Education Program (IEP) or Section 504 Plan for a student with disabilities. All herbal or dietary supplements must be accompanied by a physician's order.
In certain emergency situations, the District will maintain and administer to a student nonprescription medication, but only if:
A student with asthma who has written authorization from his or her parent and physician or other licensed health care provider may be permitted to possess and use prescribed asthma medication at school or school-related events. The student and parents should see the school nurse or principal if the student has been prescribed asthma medication for use during the school day. (For further information, see policies at FFAC.)
The nurse designee may not give oral medication (including Tylenol) unless it is sent to school by a parent/guardian. All medications to be given at school should be accompanied by a note from the parents.
If possible, all medication should be given at home by parents. However, if a student needs to take any medication during school hours (including Tylenol, Advil, etc.), the medication should be brought to the nurse's office, with written permission from a parent or guardian. The student shall not carry medication with him/her or administer it to himself/herself unless specified by a physician.
Prescription medication should have affixed a prescription label-including the student's name, the name of the drug, and directions concerning dosage. For legal purposes, written permission must be obtained from both a parent or guardian and a physician if medication is to be taken longer than ten school days. Non-prescription medicines, such as Tylenol, Advil, etc., should be brought to the nurse's office in the original container labeled with the student's name. Those students who may need to take non-prescription drugs on a frequent basis should bring a small, sealed container of the medicine, labeled with student's name, to keep in the nurse's office during the school year. A note from the parent/guardian authorizing the administration of the medicine shall accompany the medication.
Students who need to take medication at school will observe the following guidelines:
Long Term Medication (2 or more weeks)
Short Term Medication (less than 2 weeks)
Prescription medication must be in original prescription bottle with proper label. (Note from parent indicating the amount of medication being sent to school is required.)
Non-prescription medication must be in sealed, original container.
If a student must carry medication, such as an asthma inhaler, a physician's request should be filled in the nurse's office.
Students are advised that it is against state and federal laws to be in possession of controlled medication (medicine that requires a doctor's prescription) while on a public school campus; therefore, it is important that these guidelines are followed.
A school health advisory council (SHAC) is an advisory group of individuals who represent segments of the school and community. The group acts collectively to provide advice to the school system on aspects of their school health programs.
School systems often use advisory councils to provide advice to them on a variety of topics. It is important to emphasize that such councils are advisory in nature; formed to provide advice to school districts. These groups are not part of the administrative structure of the schools. They do not have any legal responsibilities within the school system.
The SHAC addresses all components of a comprehensive school health program (health instruction, healthful school environment, health services, physical education, school counseling, food service, school site health promotion for faculty and staff, and integrated school and community programs). It is also instrumental in: educational program planning, liason between school and community, and development of health activities in the district (health promotion, health fairs).
SHAC membership can include: parents, students, medical professionals, social service agencies, business/industry, volunteer health agencies, churches/synagogues, hospitals/clinics, public health agencies, civic and service organizations, colleges/universities, public media, attorneys and law enforcement officials, schools, youth groups, professional societies, and government officials.
In the 2013-2014 School Year our School Health Advisory Council met for 2 regular meetings and 1 electronic meeting. For the electronic meeting the SHAC shac members were sent information and were requested to respond with questions and comments to Susan Bayliss the Director of Health Services and serving as the SHAC coordinator for the school district. There was also 1 electronic meeting with conducted with the coaches/pe teachers concerning wellness policy update. Input was received from the staff and is being used as we update our Wellness Policy.
If you are interested in participating in the LCMCISD School Health Advisory Council, please contact Kelly Meadows, RN, at Little Cypress Intermediate School (409-886-4245, ext. 5) or one of the campus nurses. Names of potential members are being collected at this time and will be submitted to the school board for approval on October 13, 2014 for the 2014-2015 LCM SHAC.
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Bachelor's of Science Degree in Film Studies
Adobe Certified Professional
Mr. Devin L. Cooper
Teacher & Director // High-Tech Video Production
Hello students, parents, and colleagues! My name is Devin Levi Cooper, and I’m excited to be starting my 5th year with the Madison County Schools family. I am a teacher and the director of High-Tech Video Production (HTVP). I teach HTVP 1, 2, 3, & 4 at Madison Central High School.
I was born in Germany as an Army brat, then my family moved to Baton Rouge, Louisiana for a while, before we settled in Kansas City, Missouri, where I was raised. My passion for video production, which began at Blue Springs High School, inspired me to pursue higher education at Full Sail University in Florida, where I earned a Bachelor of Science in Film Studies. Upon graduation, I immersed myself in videography, traveling globally as a freelancer. My work spanned various projects, including commercials, promotional videos, and travel films across New Zealand, Thailand, Laos, and Europe. Additionally, I have contributed behind the scenes and on-set to more than 100 films, music videos, and documentaries during my 15-year tenure in the industry. I have a deep passion for teaching by sharing the life experiences I've gained throughout my career in education.
As a teacher of film production and multimedia, I am thrilled to share my expertise with Madison County Schools, aiming to inspire your children just as I was inspired during my high school years! During my leisure time, I engage in hobbies such as photography, drawing, playing board games, watching movies, cooking, and creating memories with my wife and three children, our two daughters and a son.
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UniSA Online courses have been designed for 100% online learning. With UniSA Online, you can take full control over your study and plan your study to fit around your life.
You can access online tutor support services seven days a week and view your learning resources 24/7 at a time that's convenient to you. You’ll find all of your course content including everything from videos, readings, weekly activities, quizzes and assessment tasks in the interactive online learning environment which you can access anytime on any device.
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Asian Americans United was founded in 1985 by a group of people who were college students or young adults in the late 60’s and early 70’s and had been politicized to Asian American politics. This group of young adults wanted to fight oppression against Asian Americans living in this country.
AAU was formed during a time where there was a growing population of refugees who had been displaced by the wars in Southeast Asia. They were settling down in Philadelphia in big numbers and their needs were not being met.
In 1985, people saw what was happening to the Southeast Asian refugees and noticed that no one was addressing the injustices that were happening to this community. So, the politicized young Asian Americans felt the need to come together.
“Asian Americans have their own specific history and experiences that are different from each other,” said Ellen Somekawa, a former AAU executive director. “People want to talk about and have realized this pattern of oppression that has happened against Asians. They see the similarities.”
Somekawa, now 59, began her activism and volunteer work with the organization in 1988. After her involvement as a volunteer and student intern, Somekawa became the executive director of AAU in 1996. She held the position for 18 years. In October of 2014, she resigned and transitioned to becoming the executive director of the Folk Arts–Cultural Treasures Charter School.
“I had been involved in progressive politics, and had this inclination to be more involved and felt this need to use my voice,” said Somekawa.
She had planned to become an academic, but then found AAU and saw that she missed working with other people to make a change.
Somekawa was attracted to the model AAU was following – using the potential of young people and their growing bilingual and cultural skills to organize the community. In turn, Somekawa learned a lot about youth leadership, how new communities were forming and also the extreme poverty and neglect the communities were facing.
“AAU has a lot youth projects,” said Wei Chen, a youth organizer with AAU, “and we are trying to be more influential to the Asian youth group.”
There is solidarity among people and they are willing to try to learn the lessons from the past, and to come together to address these issues collectively.
“Coming together can be really powerful.” said Somekawa. “Our track record speaks for itself.”
Some of the wins: getting a Department of Justice settlement against the School District in South Philadelphia, and stopping the city from building a casino near Chinatown.
It was AAU’s experience in strategizing and forming coalitions that allowed them to rally support against the building of the casino.
“It had to do with creating a citywide multi-racial coalition to stop it,” said Somekawa. “By being strategic and learning how to create coalitions based on principles, you can increase your power.”
Another major victory was the creation of the Folk Arts-Cultural Treasure School. Asian American students were not necessarily being well served by the public system and they often faced discrimination.
Before the Phillies built Citizen’s Bank Park, there was talk of their new stadium being located near Chinatown. AAU protested that location vigorously.
Somekawa said if the baseball stadium had won, FACTS would actually be the parking lot to the stadium.
“That win was super gratifying,” said Somekawa.
Currently, AAU has a few projects in the works, including the Chinese Youth Organizing Project, a program that develops immigrant high school students into community leaders.
Another summer program being organized is AAU’s Asian American United Summer School Program. With this program, AAU will recruit high school students who show leadership potential, and train them to become better leaders. They will also invite students from the 2nd grade to 9th to join the program. In this program, students will learn to build up their communication skills and to connect with the neighborhood.
The breadth of what AAU has done has covered many communities in the Philadelphia area. From West Philadelphia to Chinatown to South Philadelphia, AAU is a growing organization that have people like Somekawa and Chen helping Asian American voices to be heard.
– Text, video and images by Abby Chang and Yuxuan Jia.
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MOUNT ETNA IS RASPBERRY SHAKING!
18 December, 2019 – Written by Philippe Danré – Master’s student at Laboratoire de Géologie, Ecole Normale Supérieure de Paris
I discovered Raspberry Shake during the American Geophysical Union (AGU) Fall Meeting 2018. I was immediately impressed by how this small and low-cost seismometer is easy to use and efficient. I wanted to install some of them in an active area where seismology and citizen science could be merged together!
OBSERVATORY AT SCHOOL
With the support of the Geo4D ERC Starting Grant (PI Romain Jolivet @ ENS), five Raspberry Shake model RS1D’s were acquired by the Geosciences department of Ecole Normale Supérieure (ENS). In July 2019 I took them on the yearly field trip to Mount Etna (Italy) along with the students from our department (Fig. 1).
Figure 1: Mount Etna is the highest and most active volcano in Europe, located on the east coast of Sicily, Italy and a great place of interest for Earth sciences! [© Anna Vayness]
We installed the stations across the Pernicana fault. This fault (Fig. 2) is one of the most active shallow faults in Europe.
Figure 2: Roxane Ferry and I looking at a place where the Pernicana fault is crossing a road [© Pierre Briole]
The deployment of our Shakes was made in collaboration with several schools (Fig. 3) and institutions participating in the InsegnaciEtna array. This project is coordinated by Pierre Briole, Senior Scientist at ENS, who was accompanying us during the field trip. It is also managed and operated jointly with the EDUMED team, who is a major actor of InsegnaciEtna.
Figure 3: Installation of a Raspberry Shake in the School Santo Cali of Linguaglossa on July 11, 2019 [© Pierre Briole]
I hope that the Raspberry Shake will provide school teachers from the Etna region and their students with a better understanding of the volcanic and seismic events happening next to them.
Figure 4: During our field trip we visited the village of Fleri, severely damaged by the Mw = 5.0 earthquake of December 26, 2018 [© Pierre Briole]
Our Raspberry Shakes were installed (R signs in Fig. 5) in:
- Two schools at Fiumefreddo di Sicilia (College Giovanni Verga) and Linguaglossa (College Santo Cali)
- One home (in Vena)
- One municipality building (in Presa, part of Piedimonte Etneo)
- A mountain resort (clan dei Ragazzi)
The instruments are installed on both sides of the Pernicana Fault (shown in black in Fig. 5) and near to the fault. We expect our instruments to be able to detect very small earthquakes occurring on the fault. Of course, they will also record other signals associated with volcanism (explosions at the craters, volcanic tremors,etc), broad scale tectonics (earthquakes on Etna and western Sicily, etc.), as well as all large earthquakes occurring worldwide.
Figure 5: Location of the schools currently participating in the InsagnaciEtna array (see http://ietna.eu), and our five Raspberry Shakes (blue R) installed in July 2019. The Pernicana fault is shown in black and the arrows indicate the relative motion between the blocks.
Installing the instruments in the schools was a very interesting experience for me. Several students of ENS were there. The Italian teachers (despite some language difficulties!) were interested in seeing what we were doing and listening to our explanations.
Our discussions with the teachers and the local inhabitants demonstrated that the local community is well aware of the seismic hazards in the area.
Figure 6: A Raspberry Shake in the municipality building of Presa (part of Piedimonte Etneo). [© Alexandre Barboni]
The deployment of these Raspberry Shakes allowed ENS students to become familiar with how seismic stations work, how they can be installed, and also gave more understanding of how citizen science functions. It will provide very useful teaching material to local schools thanks to the EDUMED network.
Figure 7: Presa (part of Piedimonte Etneo). The Raspberry Shake is installed in the building left of the pharmacy. The fault is very close to this station, approximately 150 m opposite to the angle of view of the picture. Earthquakes on the fault can be extremely hazardous for the buildings and inhabitants of that village. [© Pierre Briole]
LIVE STREAMING FROM MOUNT ETNA
In the first days after the stations had been installed, the volcano was very active. It was very exciting for us to show recordings of seismic events to the teachers, so soon after installation. Thanks to the EQInfo app (Android) we could even show the live waveforms on smartphones.
During our visit the volcano entered an eruption episode allowing us to record many earthquakes (low magnitude and not felt), tremors and even some explosions!
Figure 8: A daily plot of the earthquake activity recorded by the RDD8D station, provided by the EDUMED website. Several earthquakes can be seen, around 18:40 and 21:30 as well as other smaller ones.
Since our return, and now that the devices have been on site for a while, we have noticed that activity rises and falls on a regular basis. Sometimes we can record up to twenty earthquakes per day, but even in times of “low activity” we are likely to record at least a few quakes.
The goal now is to provide teachers and students from the area with some content and knowledge about the local seismic events, to raise their interest and maintain their awareness.
Thanks to the EDUMED program, the data is stored and explained to teachers from Sicily and all around the Mediterranean Sea. During a seminar on 12-13th October 2019, local high school teachers and students were able to attend conferences about the local seismology, which the deployment of our instruments helped improve understanding!
Figure 9: Etna’s surroundings are very prone to seismic activity. Here is a small cartoon (in Italian) aiming at explaining to students the good behavior in case of an earthquakes. We hope Raspberry Shakes will also raise the awareness! [© Pierre Briole]
Our Raspberry Shake devices are currently online on Mount Etna and you can see their feed on the Station View map on the following links:
In the first months of 2020 I will carefully examine the data, which I am really looking forward to. Meanwhile we will be keeping a close eye on things to track every signal that might be of great interest!
A special thanks to Rosa Pino, Veruccia Emmi and all the teachers from Linguaglossa school, all the teachers from Fiumeffredo School, Ugo and Roberta from the Clan di Raghazzi, and to the town of Piedimonte di Etneo.
At Raspberry Shake we love hearing about all the fascinating ways our little seismographs are being used, and it is truly exciting to know that there are now Shakes on Mount Etna! Thank you so much to Philippe Danré for making this possible and for sharing the details of this awesome project.
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Love Where You Live
Christ Together Greater Austin, Austin Bridge Builders Alliance, and Eco Club organizations are teaming up to sponsor the Love Where You Live day. LWYL is an event where people come together to beautify an area within their community, and this time around they’ve decided to work on the courtyard and campus.
“On Sunday, from 9 to 12, we are going to be refurbishing the garden area in front of the cafeteria,” president Abby Glenn said. “Currently, the garden is a tad unhappy, trash is being thrown on the grounds, and people are constantly trampling through the grass. With the help of Rouse students, we can renovate and rebuild this area into a new wildflower garden.”
The intention is to plant a butterfly garden in the courtyard and cultivate native plants within the grounds.
“The abundance of wildflowers planted in this garden will also create a home for butterflies,” Glenn said. “With the love and care from Rouse students, this garden will flourish and be a representation of our love for the area we live in. You can even bring your own seeds to plant in the garden.”
Students are encouraged to attend and bring friends to help out Eco Club. But ultimately this club has set its sights on helping the environment and make a difference in the world.
“As students of Rouse, we should be working in unity to make this school the best it can be,” Glenn said. “Rouse High School strives everyday to help students grow and prosper. I believe, as students of this school, we should help Rouse grow and prosper in return.”
If you’d like to join Eco Club, there’s a meeting during advocate on Nov. 3.
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This video shows a team of educators in Los Angeles and a facilitator in New Hampshire using the Question Formulation Technique (QFT) with groups of parents. They work together to generate key questions about students and schools. The video provides a step-by-step guide – in condensed form – to using the QFT in a group setting.
Julene Spinosa, a fourth-grade teacher in Los Angeles, tells one group, “You’ve been in workshops where people in front of you stand, and they’re the expert. Well, that’s not happening tonight folks, because you’re going to be the experts.”
Parents in Rochester, New Hampshire, use the QFT to address a Question Focus: “Your child might be held back in the same grade for one more year.” In Los Angeles, parents consider a different Question Focus: “Your child’s school environment.”
The video addresses rules for producing questions, open- and closed-ended questions, prioritization, and action plans.
Parents work collaboratively and reflect on the value of asking questions, and parents and educators share insights on the value of the QFT for building school-family partnerships.
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Love to Learn
Learning to Learn
‘Make of us the hero warriors we aspire to become. May we fight successfully the great battle of the future that is to be born, against the past that seeks to endure; so that the new things may manifest and we may be ready to receive them.‘
In order to fulfill one of the main objectives of promoting education in the light of Sri Aurobindo’s vision of man & society, the Institute of Human Study (parent Society) established Sri Aurobindo International School in 1967, at Hyderabad.
Inspired by the educational vision of Sri Aurobindo and The Mother, the School has sought to implement the curriculum of Integral Education within the ICSE/ISC framework. The school is an English medium coed school. Every child is considered unique and his/her interest is valued. We have no school uniforms; it being one of the expressions of this concept. Education is stress free as there are no examinations till grade 7 and children are evaluated through a variety of assessment tools. There are no textbooks till grade 4 except for languages as play way method is adapted through various means.
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For Growing Hyperlocals, Investing in Better Tech May Beat Staffing Up
[Ed. Note: Tom Grubisich was recently laid low with the uncommon central nervous system disease Guillain Barre Syndrome, which is why he’s been absent from the Street Fight lineup for the past two months. We’re so glad that he’s mended and resuming his column this week.]
You’re a hyperlocal news publisher who has just come off a pretty good year. The clicks through your digital screen door are steadily increasing, you’re getting more than a trickle of ad squares, and you didn’t have to borrow against your credit card once in the past six months to pay bills — a first. But you know in your entrepreneurial bones it’s time to take your two-year-old enterprise to that “next level.”
So what should you do? Maybe give yourself a break from 60-hour weeks and invest in your first full-time reporter? Maybe not. Maybe the better choice would be to focus on technology that exploits social media. Fast-improving digital technology can lead to better content, more engaged users and open the way to new advertisers, including sponsors. Technology is also less expensive than staff.
Social media like Twitter and Facebook have become de rigeur for most publishers, but they’re not enough to get to the next level. In order to really interact with your community, you have to tear down the walls of your newsroom, and recreate that newsroom outside, among the people and places you cover. This isn’t as radical as it sounds if you’re dedicated to building a closer bond of trust with your contributors.
Invite readers not just to comment on articles you publish but write their own articles on topics that keep animating your community week after week.
Take food choices on the menu at your local schools – a controversial topic that is often a hot-button local news issues. The conventional way to approach this topic is quote the school system’s nutritionist and reel off some sample menus featuring more vegetables and fruits. That’s okay, for starters. But it ignores the people who matter the most — the students who have to eat the artichokes and apples that replace the french fries and potato chips. In that situation, why not invite some seniors from the high school to conduct their own tasting session on video, and let those students upload clips directly to the site?
If the high schoolers have opinions that diverge from the nutritionist’s, that’s okay. It can lead to further discussion on the site — maybe a riposte from the student guinea pigs — and possibly a compromise that accommodates teenage palates but also recognizes the importance of healthier school lunch menus. If you can achieve this, you’re sure to see a spurt in user engagement, which current and potential local advertisers will notice.
But none of this can happen if your content management system isn’t powerful and flexible enough to allow contributors to create articles and even whole pages without going through your site’s editorial gates — and many entrepreneurial local publishers aren’t prepared to make radical changes to their daily publishing operations. A recent survey of Chicago area publishers by Knight found many local publishers to be less than confident about what to do about technology.
If you’re unsure about the social-media potential of your CMS, send some queries to the platform host so you can develop some best practices. If your platform is open source, you may have to pay a premium to add self-publishing options. But any fee will be a lot less expensive than hiring editorial staff.
Another alternative is checking out alternative platforms, like the Django-based open-source platform, Project Armstrong, that’s being developed by Texas Tribune and Bay Citizen with funding from the Knight Foundation. (Armstrong member discussion group is here.) This software is being rapidly revised based on a steady flow of suggestions from initial users — including some on serving ads — so it’s definitely worth checking out if you want to stay close to the leading edge.
Tom Grubisich authors The New News column for Street Fight. He is editorial director of LocalAmerica, which is developing a Web site to rank communities on their livability across 20-plus categories. The rankings will be dynamic, going up and down daily as they are updated through a combination of open data, journalism and feedback from local experts and users of the site.
Image courtesy of Flickr user sskennel.
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Top Notch Taekwondo in Southaven, Mississippi, is a martial arts gym that provides a supportive environment for students of all ages and skill levels to learn and grow.
The gym's experienced instructors and variety of classes make it an ideal destination for individuals and families seeking a comprehensive martial arts education.
Our weighted 10-point scoring system for martial arts academies prioritizes instruction quality, training environment, and overall student experience.
We consider factors like instructor expertise, class structure, and facility quality. Our assessment combines student feedback, expert reviews, and website information.
Scores above 9.00 denote world-class quality, signifying premier martial arts training experiences.
Public Review Sentiment
The instructors at Top Notch Taekwondo are experienced, patient, and knowledgeable, providing a supportive and challenging learning environment for students of all levels. They offer a range of classes and workshops, from fundamentals to advanced techniques, ensuring that each student receives personalized attention and guidance.
The gym's facility is clean, well-maintained, and equipped with high-quality mats and equipment, providing a safe and comfortable training environment for all students. The facility also features amenities such as showers and changing rooms, making it a convenient and practical choice for students with busy schedules.
The gym's pricing structure is competitive and offers good value for the quality of instruction and facilities provided. However, some reviewers have noted that the gym's pricing and membership policies can be inflexible, so it's essential to carefully review the terms and conditions before signing up.
The gym offers a free trial class or intro program for new students, allowing them to experience the gym's classes and instructors before committing to a membership.
Monday | 3:30PM - 9PM |
Tuesday | 3:30PM - 9PM |
Wednesday (Today) | 3:30PM - 9PM |
Thursday | 3:30PM - 9PM |
Friday | 3PM - 6PM |
Saturday | Closed |
Sunday | Closed |
Top Notch Taekwondo is conveniently located in Southaven, Mississippi, with ample parking and easy accessibility, making it a great choice for students from surrounding areas.
Frequently Asked Questions
What types of classes does Top Notch Taekwondo offer?
The gym offers a variety of classes, including taekwondo, Brazilian Jiu-Jitsu, and kids classes, as well as workshops and specialty classes.
Do I need to have prior martial arts experience to join the gym?
No, the gym welcomes students of all levels, from beginners to advanced practitioners, and offers classes and instruction tailored to each student's needs and goals.
Are the instructors at Top Notch Taekwondo experienced and qualified?
Yes, the instructors at the gym are experienced, patient, and knowledgeable, with a strong focus on providing a supportive and challenging learning environment for all students.
Does the gym offer any amenities or services beyond classes and instruction?
Yes, the gym features amenities such as showers and changing rooms, making it a convenient and practical choice for students with busy schedules.
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Tashkent, Uzbekistan, June 14, 2024 – (ACN Newswire via SeaPRwire.com) – Since unveiling plans for a significant reform in its education sector, the Ministry of Preschool and School Education of the Republic of Uzbekistan has partnered with Singapore’s Marshall Cavendish Education to introduce a robust action plan to train and upskill school leaders, education trainers and teachers throughout the country while introducing the world-topping Singapore Mathematics and Science curriculum.
The partnership seeks to guide educators in Uzbekistan to transition schools to adopt the curriculum and introduce relevant textbooks and resources. Titles from the Marshall Cavendish Education Science series from grades 5 to 11 will now be available in Uzbekistan with the recent appointment of Novda Edutainment LLC as Marshall Cavendish Education’s key distributor in Tashkent. The action plan also seeks to conduct professional development (master trainer’s training) programmes that acquaint educators with relevant competency frameworks to sustain a dynamic learning environment for schools.
Schools would also be introduced to AI solutions that allow a real-time and personalised learning journey. Marshall Cavendish Educations is set to conduct three training modules covering topics such as leadership, Mathematics and Science. Trainers from Singapore will present modules to help educators and teachers understand key concepts such as problem-solving skills and scientific inquiry, ultimately working towards the goal of students in Uzbekistan to attain a sustained academic success when placed on a global platform.
The official launch of the curriculum and training programmes saw more than 300 attendees at the Hyatt Regency Hotel in Tashkent on 7 June, consisting of school leaders, educators and teachers from across the country. The event was also attended by Ms Saida Shavkatovna Mirziyoyeva, the First Assistant to the President of Uzbekistan, Mr Shavkat Miromonovich Mirziyoyev.
The event jointly held by the Ministry of Preschool and School Education of the Republic of Uzbekistan and Marshall Cavendish Education introduced the key theme of ‘Effective Reforms – Sustainable Results’, emphasising the importance understanding the key trends in teaching and including technology such as AI in the classroom.
The partnership will see through the training of more than 400 school leaders across schools nationwide that will subsequently become master trainers and centers for other teachers and educators to receive training throughout Uzbekistan.
“As we embark on this journey in Uzbekistan, Marshall Cavendish Education is determined to guide educators in understanding the key strategies to make learning joyful and enriching. Our veteran trainers would be present to help the ministry master techniques and adapt to latest teaching resources, allowing a seamless online and offline solution to elevate its teaching and learning experience,” shared Mr. Siew Peng Yim, CEO, Times Publishing Limited.
“You cannot teach children of the 21st century using the approach of the 20th century, this is why teachers have to always be ready to change and learn” said Ms. Khilola Umarova, Minister of the Preschool and School Education of the Republic of Uzbekistan.
The training programmes began on 10 June and its first phase is expected to be completed by this July.
About Marshall Cavendish Education
Marshall Cavendish Education (MCE) is a global education solutions provider dedicated to nurturing the joy of learning and preparing students for the future. We believe the best way to do so is by simplifying learning and listening to the needs of schools, teachers, students, and parents. MCE makes world-class educational content more accessible through a seamless experience that integrates both print and digital resources. We provide holistic and end-to-end solutions customised to the school’s requirements, with professional development to help educators implement the curriculum. We’ve worked with ministries, policymakers, educators, and parents in over 90 countries, designing education solutions in 14 languages for Pre-K to 12. MCE is the only Asia-based publisher that is an endorsement partner of Cambridge International Education.
Marshall Cavendish Education
Ang Hsien Ming
Ministry of Preschool and School Education of the Republic of Uzbekistan
Head of Press service of the Ministry of Preschool and school education
SOURCE: Marshall Cavendish Education Pte Ltd
Copyright 2024 ACN Newswire via SeaPRwire.com.
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After adopting a baby, parents are responsible for the care and well-being of that child until it reaches the age of 18 when they are considered a legal adult. Many parents think they need to treat their adopted kids differently than kids they had on their own, but this is not the case for all situations. Children will thrive as long as they are being given adequate attention, and are being genuinely cared for.
Treat Them Equally
As an adoptive parent, you should make an effort to treat all your children equally. Sometimes it can be hard to manage, but relying on your spouse will help a lot. If you have biological children in your household, treat your adopted kid(s) the same as you would your biological children. This is the best policy for any parent who is wondering what to do in this situation. Unless your adopted child has some sort of medical condition or complication that creates a situation where they need more attention, you should be able to do this without much trouble.
Teach Them Life Skills
Teaching your children valuable life skills is something every parent should be concerned with. By teaching your kids life skills, you enable them to live a full and complete life, especially when they become adults and have to fend for themselves. Parents have the responsibility to teach their kids all the skills they will need to be able to excel and progress in life. As a parent, you want your kids to be ready for the big world out there. By teaching them what they need to do and how to conduct themselves, you are creating a bright future for them.
Show Genuine Love and Care
You should always make an effort to show love and care for all your children. Whether you are thinking about adoption in Idaho or other places, remember to be consistent with all your children. Be genuine and show them that you love them from the deepest corners of your heart. Kids need to know that they’re loved, they feed off of it. Be sure to allow them to feel your genuine love each and every day as best you possibly can. By showing your children genuine love and care, you in turn teach them how to love others around them as they go through life. This can make all the difference in the lives of all of your children.
When it comes to adopting a new child, parents should make every effort to treat their adopted kids the same as they do their biological children. Maintaining consistency in a family is incredibly important, especially when raising kids.
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The first sign that Twyla Joseph’s college application process was not going to go as planned came on March 13, 2020, when, a day before her scheduled SAT, she learned the test had been canceled. The May and June tests were also canceled as coronavirus cases surged.
Joseph never got to take the admissions test. She barely knows her high school teachers now that she takes all her classes online at home in Islip Terrace, N.Y. She missed out on seasons of varsity cross-country and track, and lost contact with the coach who “used to give us really good life advice.” During the five months she was furloughed from her job at Panera Bread, she spent the money she’d been saving for college. And while she’s back at work now for about 28 hours per week, often dealing with customers who refuse to wear face masks, she is worried not only about whether she will be able to afford college in the fall but also about whether it even makes sense to enroll if she’ll be sitting at home taking classes online.
“I can’t go to college with $900 in my savings account,” says Joseph, 17, a senior at Central Islip High School. “I literally just thought, What if I took a year off, maybe a year or two, and tried to wait till things were back to normal? I definitely thought, Maybe I just shouldn’t go. Maybe it’s not worth it.”
Millions of students across the country are wrestling with similar decisions. Estimates from U.S. Census Bureau surveys conducted biweekly since Aug. 19, 2020, indicate that anywhere from 7.7 million to 10 million adults canceled plans to take postsecondary classes last fall because of financial constraints related to the pandemic. The number of high school graduates who immediately went on to college in fall 2020 declined 6.8% compared with the previous year, according to the National Student Clearinghouse Research Center. The drop was more stark at high-poverty high schools, where the number of graduates enrolling in college fell 11.4%, compared with a drop of 2.9% at low-poverty high schools.
It’s the latest example of how the pandemic is hindering educational opportunities for the most vulnerable students, likely limiting their career options and earning potential. And as more people lose access to higher education, the country will feel the consequences of a less educated workforce. “Our economic recovery is at stake,” says Sara Goldrick-Rab, founding director of the Hope Center for College, Community, and Justice at Temple University in Philadelphia.
The drop is being felt most by community colleges, which educate more than a third of U.S. college students and which serve as an entry point to higher education for many first-generation and low-income students. (Applications are actually at record levels at many of the country’s most selective universities this year after they suspended SAT and ACT requirements.) In the fall 2020 semester, freshman enrollment across all colleges plummeted a record 13% from a year earlier, and at community colleges, the drop was 21%, with declines concentrated among Native American, Black and Hispanic students, according to the National Student Clearinghouse Research Center.
The same troubling pattern is discernible in who is now applying for college. According to data from Common App, which is used by more than 900 colleges, total applications grew this academic year, but the number of first–generation applicants dropped.
“It’s a lost senior class,” says Sara Urquidez, executive director of the Academic Success Program, which provides college counseling to 15 public and charter high schools with large low-income populations in Dallas and Houston. For the students thwarted by the pandemic, she says, “it’s a cycle of poverty that will continue for another generation, because the Class of 2021 didn’t get the same opportunity that their wealthier counterparts are going to get to be able to go to college.”
The number of students completing the Free Application for Federal Student Aid (FAFSA) also declined 9.1% by March 5 compared with this time last year, and fell more sharply at high schools serving large populations of low-income students and students of color, according to a tracker by the National College Attainment Network (NCAN). FAFSA completion is “the proverbial canary in the coal mine,” an indicator of whether students will enroll in college, says Kim Cook, executive director of NCAN. “We’re afraid they’re just taking themselves out of the game,” she says. “They have decided it’s just not possible.”
Across the U.S., campus tours have gone virtual. Counselors who once displayed seniors’ college acceptance letters in school hallways and who organized celebratory pep rallies have resorted to emails and slideshows to try to motivate students. Many high school seniors are isolated from friends, teachers and counselors and are taking on extra jobs or caregiving roles at home to help their families. In this lonesome environment, they’re expected to plan their post-graduation future.
At times, Joseph has felt as though she has to do everything on her own, with little help from the adults in her life. Her mother, who grew up in the Caribbean island nation of St. Lucia, didn’t attend school in the U.S. and can’t offer much guidance. It’s been tough to get one-on-one attention from school counselors who are outnumbered by hundreds of students, and she can’t stop by a teacher’s classroom to ask for a recommendation letter. “It’s like no one’s there to check in on us. We only have ourselves,” says Joseph. “And I get that older people are stressed out too, so it’s really hard to figure out what to do right now.”
For those from affluent families, the option may be a gap year to take an unpaid internship, explore a hobby or start a community-service project until things get back to normal. Outdoor-education programs like Outward Bound, which can cost thousands of dollars, saw a surge in demand over the past year.
But that’s a “romantic idea that really gets under my skin,” says Cook, who warns that low-income students who delay college might never enroll once they lose the resources they had access to in high school. “I don’t even want to call it a gap year because I don’t believe they’re coming back.” Studies show that students who delay college are less likely to earn a bachelor’s degree than students who enroll in college directly after high school.
On top of school-related challenges, many high school seniors are feeling the weight of the country’s simultaneous crises and juggling multiple roles to keep their financially strapped families afloat. In Boston, 17-year-old Kimberly Landaverde’s family has worried about making rent since her parents lost work at the beginning of the pandemic. Landaverde, a senior at Boston Latin School, is communicating with their landlord because her mother and father don’t speak English, all while attending virtual classes, staying up late to submit college applications and then poring over her parents’ tax forms to apply for financial aid.
“I go from filling out my college applications to then checking in and filling out our rental-assistance applications,” Landaverde says. She cried out of relief when she got her first college acceptances.
For much of this school year, Milan Powell looked after her little sister and her cousins’ children during the day at home in New York City, sometimes tuning in late to her own online classes because of the time spent helping the younger children. “This is probably the worst year to be a senior,” says Powell, who attends the Young Women’s Leadership School of East Harlem and who finds it difficult to focus on school when her world is in such turmoil.
“If your grades have been impacted because you’ve been panicking every day about the fact that you’re in a pandemic, and not worrying about your schoolwork, well, your scholarship opportunities are kind of down the drain,” says the 17-year-old. “For a lot of people, myself included, if they don’t get that grant or scholarship, they just can’t go.”
Countless high school seniors have lost contact with their schools or given up on college, at least for now. In Miami, Othniel Rhoden was on track to be the first in his family to attend college this fall, but the 18-year-old senior at Booker T. Washington Senior High School grew discouraged after a year of not seeing friends or being able to pursue his passions for dance and video-game design, which he’d planned to study in college. He’s decided not to apply for the fall semester after all.
“This pandemic has really killed my ambition for school and other stuff I had a passion for,” says Rhoden, a participant in First Star, a nonprofit that helps students in foster care apply to college. “It’s like a part of me is missing.”
Rhoden also feels a responsibility to help support his family. He spends weekdays tuning in to virtual classes in the same room as his six younger siblings, then works weekends as a beach attendant at a Miami Beach hotel, making $9 an hour. “It was bills on top of bills, and my mother needed help with that, so I stepped in,” he says.
His mom and his First Star counselor have been encouraging him to apply to college in the fall, and he has promised to think about it. “Maybe going to college could open another doorway for me to help my family out,” says Rhoden.
Lyndsey C. Wilson, the CEO of First Star, says there was a drop in the program’s Class of 2020 students who went on to two-year or four-year colleges and an increase in those who instead took jobs or joined the military. “It’s incredibly worrisome,” she says. “If the numbers continue to play out the way that they are, we’re going to have a lot more young people working for jobs that aren’t providing a living wage.”
Students in low-income households were much more likely to cancel plans to take college classes than those in high-income households, according to the Census Bureau surveys, which is why experts worry that the students who are forgoing college are the ones who need higher education most. A growing number of jobs now require a post-secondary degree, and nearly all jobs created during the recovery from the Great Recession went to workers with at least some college education, according to a Georgetown University report. Americans with just a high school diploma face higher rates of unemployment and earn $7,300 to $26,100 less each year than those with an associate’s or bachelor’s degree, based on median weekly earnings.
Urquidez, the college counselor in Texas, has struggled to reach students online and get them to tune in to virtual sessions on financial aid. In some cases, she doesn’t know where students are, and neither do their teachers. On average at her schools, 85% of students have applied to college so far—down from 95% to 98% in a typical year. Just over a third of seniors at one of her Dallas schools attended a recent in-person event to take yearbook photos, order their cap and gown, and discuss post-graduation plans with counselors. “Everybody’s talking about the enrollment drop for 2020,” Urquidez says. “I think that it’s going to slide further for 2021.”
Typically, during an economic downturn, college enrollment goes up as people who are unemployed return to school. Last spring, Goldrick-Rab expected community colleges wouldn’t be prepared to accommodate an influx, but it never came. That’s hurting colleges, which need students and the tuition they pay to keep classes going. Ted Mitchell, president of the American Council on Education, said colleges are facing “a crisis of almost unimaginable magnitude” because of declining revenues and the new costs of operating during a pandemic.
It falls to people like Erica Clark to try to reverse that enrollment trend. Clark, a guidance counselor at Booker T. Washington High School in Atlanta, is shepherding nearly 90 seniors through their college applications, largely at a distance, hosting virtual college visits and career talks every week, sending reminders about looming deadlines. She can’t pull students out of class or ask them to stop by her office anymore, so she tries to gauge how they’re feeling over Zoom, and she has lost countless nights of sleep worrying about them. She tracked down one student on the job at Foot Locker to get her to complete a missing form. “I know it sounds crazy,” Clark says, “but I just have to meet them where they are.”
“It becomes very overwhelming when you know that this student was destined for greatness, and now I can’t reach them,” she says. Perhaps because of the extra effort, more of Clark’s students have applied to college this year than last, but she’s now concerned about getting them to actually enroll. As graduation nears and they await scholarship decisions, more of them are having second thoughts about college and considering working full time instead or joining the military to cover tuition costs. “It’s like doors are being closed a little bit more to them,” she says. “I just don’t want them to give up the idea of going to college.”
Ellen Peyton, a college and career readiness teacher at Madison Shannon Palmer High School in Marks, Miss., shares Clark’s concerns. In October, she organized a drive-in event to help families submit applications for college financial aid. Students and their parents pulled up to a computer in the school parking lot and filled out the required forms from their cars, while counselors offered help from 6 ft. away. But by March, 34% of her students had completed the FAFSA, half as many as last year at this time, she says, and about 40% of seniors aren’t on track to graduate on time. She worries the pandemic will create a generation of students who don’t get the opportunities they deserve. “These are young adults, and they’re coming into their place in society,” Peyton says. “This is a big change in their life, and it has the ability to make or break their future.”
The State University of New York (SUNY), one of the country’s largest public higher-education systems, saw applications fall about 11% overall as of March 1 compared with last year, and even more among students of color. In response, SUNY eliminated application fees for low-income students, started offering free online job training and college prep to low-income New Yorkers, and launched an outreach program to get under-represented high school students to apply. “If you throw barriers in their way, they’re not going to come. And it’s going to hurt the university system, and it’s ultimately going to hurt society writ large. You’re just going to further the economic inequality all across the country,” says SUNY chancellor Jim Malatras. “And that’s a moral failure on our part.”
At Compton College, a community college in Compton, Calif., serving mostly Black and Latino students, enrollment fell 27.5% in fall 2020 compared with the previous year. “I expected a decline in enrollment,” says college president Keith Curry. “But I didn’t expect this.” The school is working on outreach to students who had been enrolled at Compton in spring 2020 but withdrew during the pandemic, offering them more financial aid, and improving partnerships with K-12 districts to connect with prospective students.
Congress directed nearly $40 billion to colleges and universities, which must spend half the money on emergency financial aid for students, as part of the $1.9 trillion relief package passed March 10. Higher-education advocates had asked for $97 billion, and many argue that improving college accessibility and affordability is critical if today’s high school seniors are to become the country’s future leaders. President Joe Biden has also proposed making community college tuition-free to boost college access for more students and rebuild the economy. “We’re supposed to be the future,” Rhoden says of his generation. “And I’m not sure how the future will be for us.”
These days, when she isn’t working or taking classes, Twyla Joseph is watching YouTube videos with her mother or binge-watching Criminal Minds while waiting to hear back from the colleges she applied to. She’s looking forward to the day she can once again go to concerts with friends and volunteer with the immigrant-rights group Make the Road New York.
The pandemic has forced her to rethink her plans and expectations for the future. Because she never was able to take the SAT, she applied only to schools that did not require it. She once considered applying to historically Black colleges and universities in other parts of the country, but to save money and stay closer to her family, she’s now set her sights on the City University of New York or SUNY colleges. It will depend on how much financial aid she receives. She’s also reconsidering her original career goal of becoming an occupational therapist; it would require grad school, and the additional expense and years of schooling are not something Joseph wants to commit to when the future is so uncertain. Instead, she’s planning to study social work or psychology.
One thing that hasn’t changed is her excitement about what college could bring: psychology classes, dorm life, more independence. “I actually want to go to college and learn and meet new people and have different experiences and just make memories,” Joseph says, “if I can do that in a pandemic.”
Cover: Styled by Marcus Elliott; Hair by Naeemah Lafond; Make-up by Cherry Le; Prop Styling by Jessica Oshita
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McNairy County Schools becomes possibly the first school district in Tennessee to announce it is closing for the remainder of this school year, according to a story in the Jackson Sun.
The McNairy County School System won’t be returning to school for the rest of the semester and will be utilizing online instruction under the Tennessee Department of Education’s recently approved instructional plan.
The decisions come as districts around the state continue to respond to the ongoing COVID-19 public health crisis.
On Thursday, the McNairy County board of education accepted the Continuing Instructional Plan (CIP) at the recommendation of superintendent Greg Martin, who said the recommendation stemmed from the rural county’s inability to test for coronavirus.
Many districts have indicated they will be closed until May 4th as Gov. Bill Lee has recommended the state’s residents stay home when possible until the end of April. Reports indicate Lee will be making recommendations regarding schools at his daily COVID-19 briefing tomorrow (April 15th).
For more on education politics and policy in Tennessee, follow @TNEdReport
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The Eastern Illinois University Department of Music invites applications for the position of Instructor of Applied Trombone (full-time) to begin in August 2018. The department expects to conduct a tenure-track search in this area during the next academic year. Duties include teaching applied trombone and recruiting students for an established, comprehensive undergraduate and graduate music program. The ability to teach and perform classical trombone required, additional abilities in jazz performance preferred. Based upon the needs of the department and special skills and interests of the candidate, the successful candidate will likely teach in an additional area which could include music theory, music history, or general education courses.
Salary range per year: $38,700-$42,300
Qualifications: Candidates are expected to have a Master’s Degree in Music, Doctorate in Music preferred. Must be an accomplished teacher and musician. Collegiate teaching experience with demonstrable success working with undergraduate and graduate students preferred. An engaging teaching manner and outstanding interpersonal skills for recruitment and collaboration are essential. Demonstrated commitment to diversity and experience with promoting inclusive excellence is required.
Start Date: August 16, 2018
Application deadline: Until filled. Review of applications will begin immediately. For full consideration, complete application by March 30, 2018. Applicants should submit a letter of application, curriculum vitae, contact information for five professional references, and undergraduate and graduate transcripts (unofficial copies are acceptable initially). In addition, submit a document with web/media links to selected, recent, and representative performances. Applications and any questions regarding the search may be submitted via email to Dr. Andrew Cheetham.
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Grow your leadership skills to bring out the best in your school!
Hallways, parking lots, staff rooms—these are all places where you and your staff have conversations every day. What if you could use these opportunities to build your staff’s resiliency and empower them to reach their goals. The Leader’s Guide to Coaching in Schools offers a proven, accessible, and usable framework to increase your interpersonal effectiveness and grow your ability to coach your staff to overcome obstacles and create their own solutions. Coaching experts John Campbell and Christian van Nieuwerburgh demonstrate how coaching is not just for formal coaching relationships, but how a coaching approach can be applied throughout a school day to create a culture of growth. Through sample questions, video examples, and tools this step-by-step guide shows you how to:
- Introduce a coaching approach into a wide range of conversational contexts
- Use the GROWTH coaching conversation framework to improve both staff and student success and well-being
- Use coaching approaches in areas that school leaders typically find challenging: in formal performance reviews, when giving informal feedback, and when working with teams
Help your staff get “unstuck” no matter what challenges they are facing by using solutions-focused coaching techniques that help them envision desired outcomes and the actions needed to achieve them.
“The GROWTH coaching model should be in every administrator’s hand as their bible for school improvement. Having this guide will guarantee success and getting the best out of all stakeholders.”
—Elizabeth Alvarez, Principal
John C. Dore Elementary, Chicago, IL
“The book is just what the doctor ordered for busy leaders—short and concise.”
—B.R. Jones, Superintendent of Education
Tate County School District, Senatobio, MS
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The Hospitality Management program at CDI College introduces students to several areas of the hotel and food services industry. Each course is designed to introduce students to different aspects of the hospitality field such as housekeeping management, food and beverage services, hotel security, and much more.
Graduates have found work locally and abroad in restaurants and hotels as managers, supervisors, and other key hospitality management positions.
Successful graduates will not only receive a Hospitality Management diploma, they’ll also earn an American Hotel & Lodging Association (AHLA) diploma, which is transferable to many colleges and universities. Students also receive certification in BC FoodSafe and Serving It Right.
*From an English-language teaching institution.
**19 years of age upon starting classes and Pass the college’s English admissions test.
This program has been approved by the registrar of the Private Training Institutions Branch (PTIB) of the Ministry of Advanced Education, Skills and Training.
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Cavaliers, as you know - we will be creating a true middle school next year when we bring our 6th grade up to join our 7th and 8th grade at our current JH/HS campus. We are excited - we truly believe this is what is best for the development of our students. Please take a few moments to read this fantastic article written for our Cavalcade by Paige Schmidt, one of our Journalism staff:
MIDDLE SCHOOL, NOT JUNIOR HIGH
Roncalli reorganizes for educational, space benefits
By Paige Schmidt
In an effort to do what’s best for students, better serve their educational needs, and meet the mission statement, ACSS will reconfigure to include a sixth through eighth grade middle school at the high school building.
This upcoming modification will be an adjustment for many people, but there is also a great deal of support and excitement.
Space constraints, due to large numbers of incoming kindergarten students, sparked the original need for change.
“We have been on-boarding kindergarten classes that are 50 or above which has required us to create three sections for those kindergarten classes,” ACSS President Tim Weisz said. “We were looking for the proper space in our buildings, so one of the solutions is that we move the second grade up to the elementary building and the sixth graders up to the high school building.”
Although the initial reason for the plan was the need for space and the desire to grow Roncalli, there has also been significant research that shows it will benefit students, especially the moving grades and those surrounding them. Having a middle school would allow for the sixth, seventh, and eighth graders to be eased into the high school level learning more gradually.
“The middle school concept really works to prepare them [6-8 graders] at a slower pace to be ready for high school,” Principal Paula Florey said. “Right now, it’s more like a mini high school, and we expect a lot out of our seventh and eighth graders.”
Because of how monumental this change is, there are a few concerns that have surfaced.
“I think, from what I have heard, the hesitancy with bringing the sixth graders up is that they will be treated like the seventh and eighth graders now, and they don’t think they are mature enough yet for that,” Florey said. “But they have to understand that it is a totally different concept.”
Despite the slight unease, there are many teachers that have expressed their approval and enthusiasm surrounding the middle school.
“I would be excited to have the 6th grade join us,” religion teacher Cherie Shishnia said. “I think it would be good to give the 6th, 7th, and 8th graders more opportunities and to focus on them as a group separate from the high school by focusing specifically on their needs and by providing age-appropriate activities along with a tailored middle school education system.”
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Peacefulness. Pride. Joy. These are just a few of the good feelings that result from young people participating in the arts, particularly for those who struggle with issues that can erode confidence and happiness. Marianne Daley, Education Director/Owner of Abrakadoodle of Howard County partnered with the Howard County Public School System’s Homewood Center to engage students in developing problem solving and communication skills through a six-week creative art program delivered at no cost to the school. Marianne launched classes for at-risk middle school students in late February with instruction provided by her teacher Victor along with two high school student mentors and faculty participation and support. Abrakadoodle is proud of its Arts for All program that seeks to provide inclusion in the arts.
Abrakadoodle Corporate created and began funding its Arts for All program in 2008, which has served hundreds of children who might not otherwise receive quality arts education. Marianne answered that call this year when she learned about students at the Homewood Center, who struggle with a variety of mental health challenges from autism to depression, anxiety and more, and she worked with Homewood Center staff to create a free trial program to serve their students. Abrakadoodle provided weekly art instruction, and the students learned about artists, art forms and techniques and enjoyed using their imaginations to create original works. The very act of creating art is often therapeutic for participants. Student art was featured at a special Art Gallery Event held at the Homewood Center on March 29th. The event was attended by a number of school district administrators, as well as Homewood Center faculty and administrators, Homewood students, as well as Marianne Daley and her teacher Victor Obasogie, who provided art instruction. Marianne commented about the Art Gallery Event, “It was a phenomenal day that I will remember forever!” She said, “The kids were proud to have so many people come and praise their creativity. These kids inspire me, as do the staff and teachers at the Homewood Center.”
As a result of the successful program, which culminated with a student Art Gallery Event, the HoCo Public School System’s Homewood Center signed a formal partnership with Abrakadoodle on Thursday, March 29th in which Abrakadoodle will collaborate with Homewood staff to implement an arts education program for middle school students that promotes critical thinking, creativity and discovery. According to the press release issued April 3, “Abrakadoodle will share resources with teachers including instruction, lessons and materials and will provide opportunities for high school students to serve as classroom assistants. Students and their creations will be featured at an annual Student Art Gallery Exhibit at Homewood.”
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Tasmania is Australia’s island state, also known as “Tassie” by Australians. Tasmania is located just south of Victoria. Tassie is now attracting a large number of international students and visitors craving for the ultimate wilderness escape mixed with great food and wine. Here are some of the reasons why.
Tasmania is Exceptionally Beautiful
Hobart, the capital of Tasmania, offers a healthy blend of heritage, scenery and culture, with world-class activities and attractions for international students. The second oldest capital city in Australia, after Sydney, Hobart offers a wide range of interesting and unique places and festivals. You can visit the famous Salamanca Market every Saturday from 8.30 am to 3:00 pm. Enjoy Bruny Island or Mount Field National Park.
If you enjoy snow-capped mountains, hiking paths, sprawling green glads, and boundless adventure, you will love Tasmania.
More Affordable than Bigger Cities
For international students, looking a cheaper city in Australia to live in, Tasmania offers a refreshingly affordable alternative. Rent in Hobart ranges from AUD$120 – $300 per week, depending on where you stay. Finding accommodation is easier as Tasmania hosts far fewer international students than Melbourne and Sydney. It is also great that you do not have to pay for water bills in Tasmania. Isn’t that a sweet deal?
Understand and Interact with the Australian Culture
Tassie is the perfect place for studying. With less traffic, bustle and people, and more wilderness, there is a relaxed vibe. As there are fewer international students compared to other cities in Australia, you’ll learn a lot more about Australian culture. You’ll most likely have more interactions with locals, speak more English, and enjoy a unique study experience.
Want to explore courses in Tasmania? Want to apply for permanent residency in Tasmania?
Contact one of our certified education counsellors or registered migration agents by calling us at 0452295909
Why You Should Study in Tasmania
Found it helpful? We can help you take it further. Contact us and get all your queries on PR, visas, migration, scholarships, and others answered today!
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