EDUCATION TIPS FOR ALL STUDENTS

Classroom Management Articles

2008-07-12T07:29:00.000-07:00

This category contains classroom management articles of interest to teachers and other educators. "Classroom management is a term used by many teachers to describe the process of ensuring lessons run smoothly without disruptive behaviour by students. It is possibly the most difficult aspect of teaching for many teachers and indeed experiencing problems in this area causes many people to leave teaching altogether. It is closely linked to issues of motivation, discipline and respect." Source: Wikipedia

1: Dear teacher, what is your goal? (0.00/5)
Dearest teacher , Hello! Do you know my name? I always think my name is unique. Is it in your notebook? Do you have notes about my family background?I have a great family,surely you have one,too. Do you know our family culture and bits and pieces of my heritage that is a strong influence in the way I am? Are you familiar with my family traditions? Are you even interested in some? By the way teacher, do you know what community I come from? Do you know what the good

2: Show And Tell (Not Rated)
Imagine a classroom busy with children, arriving one by one to attend a day's class or workshop, as in the home school set-up. At the door way, a child lingers and hesitates to come in while she or he hangs on to mom's skirt or dad's shirt. Teacher looks on, approaches the child and encourages the child to come in , hoping that the child will readily agree to enter the room, hoping that not too much time will be spent doing this. Ther

3: Middle School Classroom Management: Behavior Action Plan (4.33/5)
by Adam Waxler One of the most difficult skills to master as a teacher is classroom management. Unfortunately, if you can not master this skill you are not going to survive as a teacher, especially as a middle school teacher. However, when the school year starts, many first-year middle school teachers are pleasantly surprised. All through their teacher training they were told how difficult classroom management at the middle school level can be and how important it is to have effective cla

4: 5 Classroom Management Tips To Silence A Noisy Class (Not Rated)
By Rob Johnson 1. The first thing to remember is that you are the boss. Self belief is incredibly important in this job. You can’t expect pupils to respond positively to you unless you believe, really believe, that you fully deserve their respect and compliance. The thought that you are the leader in the classroom must be at the forefront of your mind. If you give any sign at all that you are NOT in FULL CONTROL, children will sense this and exploit your weaknesses. You MUST project str

5: Effective Classroom Management Is About Getting Pupils To Follow Your Instructions Every Time (Not Rated)
by Rob Johnson When we are put in stressful situations the directions and instructions we give out to pupils who are annoying us are often very unclear and often impulsive. As such they virtually guarantee conflict when they are stated. Children become confused unless the instructions we give them are very specific - especially when they are in a state of anxiety themselves. Vague instructions give them choice, and if you want them to behave in a certain, specific way, you need to tell

6: Classroom Management Plan - Top 3 Ways to improve your classroom management overnight. (5.00/5)
by Lee Davies Classroom Management Plan - Top 3 Ways to improve your classroom management overnight. Looking for an effective classroom management plan is hard. Student behaviour is getting worse due to a variety of different factors, so it is no surprise that people everywhere are looking for an effective classroom management plan. So what should be part of your classroom management plan in your attempt to improve student behavior? Well an effective classroom management plan has many

7: The Number One Secret to Getting Your Worst Pupils to Behave (5.00/5)
by Rob Johnson There is one true key to successful behavior management. It doesn't matter how many effective teaching skills and useful behavior strategies you have in your arsenal; without this, your efforts will eventually come unstuck. The secret ingredient is... the teacher-pupil relationship. You see, when you really get to know a pupil you become aware of their triggers - the things that upset them and cause all sorts of problems in class. And when you're dealing with children w

8: An extremely effective classroom management tool (4.00/5)
by Rob Johnson An obvious fact that we're all aware of as teachers is that a student, when recognized for positive behavior, will feel less inclined to seek attention in inappropriate ways. Conversely, when a pupil's efforts are ignored, the chances of them disrupting the lesson to gain some attention are greatly increased. Young people need reassurance and encouragement if they are to continue to behave appropriately The problem we have, as teachers, is that we are told to give out pr

9: Time Management for Teachers: Why Start a New School Year with the Same Old Systems? (Not Rated)
by Denise Landers How can a teacher manage to find time during the day to get things done? In providing teacher time management training for school districts, I recognize that using time management in education at the teacher level is difficult because you face unique challenges: *Your time is booked every day. There is no leeway in altering a class schedule, so you must work within the very limited planning periods.*An important component of your job is to be available for students and

10: Classroom Management (Not Rated)
By Bob Roach Classroom management is one of the greatest concerns for any teacher. This is especially true when teaching Middle School. In the paragraphs that follow It is my greatest hope that I will empower you as a teacher with some powerful tools that will improve your classroom management. After all, teaching and learning really should, and can, be fun. The foundation of classroom management is the relationship that you develop between yourself and the student. After all it will ulti

SOURCE :http://www.edarticle.com/classroom-management/

2008-07-12T07:24:00.000-07:00

Parenting is the process of raising and educating a child from birth until adulthood. This is usually done in a child's family by the mother and father (i.e., the biological parents). Where parents are unable or unwilling to provide this care, it is usually taken on by close relatives (including older siblings) and grandparents, adoptive parents, foster parents, godparents, or institutions (such as group homes or orphanages). Parens patriae refers to the public policy power of the state to usurp the rights of the natural parent, legal guardian or informal caregiver, and to act as the parent of any child or individual who is in need of protection.

Parenting responsibilities during the school years include (but are not limited to) feeding, assisting with education, ensuring their safety and wellness, and providing them with a loving and nurturing home environment. Source: Wikipedia

Parents get involved in school activities at the individual, class, and school level to help support their children's experience with education.

1: Super Moms Secrets for Raising a Child With ADD (Not Rated)
Cases of Attention Deficit Disorder, or ADD, have been on the rise in recent years. Doctors are finally realizing that a true physical disability can be present in both children and adults in order to cause them to have a reduced attention span and increased hyperactivity. If you're raising a child with ADD, what are some things you can do to help him cope with this condition, to still get a proper education, to learn boundaries, and to keep you from pulling out your own hair? There are some

2: There Is Strength In A Herd (Not Rated)
I once was asked to speak to a group of teenage boys about the importance of families. I am a high school religion teacher and often speak to teens. But this assignment made me nervous because I knew it was a topic the boys weren't excited to hear. Minutes before speaking I had an unusual experience. A visual image came to my mind as though someone had turned on a television set in my brain. I clearly saw a scene you might see on the Discovery Channel -- it was a lion scattering a herd of anima

3: If you can't handle being threatened by a child, maybe you shouldn't be a teacher. (5.00/5)
The sad fact is this has become the norm for many parents who would rather criticize their child's teacher than admit that their own child is in anyway wrong. Mr. Kaye looked at the computer screen. The time read 10:25. If this class was going to be dismissed on time, he was going to have to get moving and minimize the distractions. The class had over ten pages scheduled to read aloud, as part of the curriculum for today. Still the class continued to yammer, as though it were lunch or maybe a

4: Parents, Are You Listening or Lecturing to Your Kids? Five Tips to Help You Listen (Not Rated)
Seattle, WA – The knowledge that our children are safe, happy and emotionally sound is one of our greatest concerns. If they were being traumatized by something at school or, even worse, the attentions of a predator, we would want to be the first to know. The only way we can truly be sure that they are all right, or if something is troubling them, is if they feel they can confide in us on a person-to-person basis. But are we actually listening to them as equals, or are we listening to them with

5: A day in my summer shop class (Not Rated)
A day in my summer shop class My summer class was set up in a double garage. The workbenches were inside but with the door open we were able to use the outside area in front of the garage, all in al a nice space. Although the class is woodworking, I always have a table of puzzles (mechanical, electrical, wood) my marble roll and builder boards. I bring these extra things so kids can have something to do before everyone arrives, if they finish their projects early, or if they just want or need a

6: Parent choice, Vouchers, and Public Education (5.00/5)
The public school system in America is based on ideology dating back to the founders of our country; that all men are created equal, a democratic society must prevail, and that the only way to accomplish these altruistic ideals is through an educational system designed to promote these fundamental concepts. Due to the current state of crisis in our public school system, (i.e., failing schools, falling test scores, urban reformation needs, under-funding, high needs students, overwhelmed

7: Summer Amnesia: Avoid The Brain Drain (Not Rated)
By: Craig Bystrynski Every child knows the feeling, and what adult can forget it? When the textbooks are turned in and the classroom doors closed for the summer, there's a sweet sense of freedom.But those weeks of fun can have real consequences for learning. Call it the summer slide or summer amnesia: Children lose as much as two months of reading and math skills during that time, according to the Center for Summer Learning at Johns Hopkins University.For teachers, that means a lot of lost

8: Getting To Know Your Child's Teacher (Not Rated)
By Connie Ragen Green When your child first starts school your life changes overnight. Suddenly they are spending more waking hours with the teacher than they do with their own family. If this is your first child the adjustment can be difficult. Up until now you have been the most influential adult in your child’s life. Now they are coming home each day and telling you what the teacher said about everything from brushing teeth to going to bed early to have how to hold a pencil. Most parents

9: Parenting Advice: What if My Child Won't Go to School? (Not Rated)
by Dr. Noel Swanson "I need help! My 9 year old daughter has started resisting school. She misses several days every week, complaining of tummy or head aches. When I try to talk to her she screams and cries. She acts as if she's terrified to go." Situations like this require a firm hand. Do not be tempted to wait and hope that she will eventually go to school by herself. If left too long, she may never go back. However, don't be angry with her as her anxiety and distress are r

10: Parental Involvement During The High School Years: Just What Is It And Why Is It So Important? (Not Rated)
by Linda Hinkle It seems that when our children are in the elementary grades, parental involvement in their day to day school activities is easy. Attending PTA meetings and school plays, serving as homeroom mom, and even helping with homework assignments keep us connected to school life and help us keep a close watch on our children's progress. But for most parents, as their students progress through school the monitoring of their schoolwork and activities gets a bit more complicated. Whe

SOURCE :http://www.edarticle.com/parent-involvement/

Parents, Are You Listening or Lecturing to Your Kids? Five Tips to Help You Listen

2008-07-12T07:21:00.000-07:00

Seattle, WA – The knowledge that our children are safe, happy and emotionally sound is one of our greatest concerns. If they were being traumatized by something at school or, even worse, the attentions of a predator, we would want to be the first to know.

The only way we can truly be sure that they are all right, or if something is troubling them, is if they feel they can confide in us on a person-to-person basis. But are we actually listening to them as equals, or are we listening to them with condescending ears and, in the process, inadvertently breaking these lines of communication between parent and child – leaving them unwilling to come to us for help?

“Children don’t seem to get as much respect as other members of society,” says Julie Scandora, teacher and author of the book ‘Rules Are Rules.’ “They experience the same emotional obstacles as adults, but this is often overlooked by grown-ups. Parents need to treat children with respect and ensure a trusting relationship.”

Here are five of Julie’s tips to help you communicate more effectively with your children:

1. Listen. It sounds obvious, but if your children don’t think they will be heard, they won’t go to you with the hard questions or problems.

2. Create opportunities for interaction with your kids. Families spend so much time apart these days. Use ‘car time’ – such as the 20-minute drive to school – as a time to communicate with your children.

3. Lead by example. Far too many parents opt for the ‘do as I say not as I do’ method. But this sends mixed messages to children regarding important situations.

4. Respect the child’s intuition. We all have ‘gut feelings,’ and if kids are encouraged to trust theirs, they will be able to heed their intuition in dicey situations when we aren’t around to help.

5. Don’t confuse ‘respect’ with ‘giving in.’ It is important that the parental role is not usurped. Don’t give in to kids just to diffuse a problematic situation. Instead communicate with them and let them know why rules are rules.

By showing our children that we are receptive to what they have to say and that we are willing to talk with them, not just at them, we can help them gain confidence and maturity, but we need to make sure we are practicing what we preach.

“Perhaps we need to start with ourselves, don’t we!” laughs Julie, “But if we give our children the respect we give our peers, they will be better prepared to deal with whatever life throws at them. And when they encounter something for which they are still too young to deal with by themselves, they’ll naturally come to us for advice.”

SOURCE :http://www.edarticle.com/parent-involvement/parents-are-you-listening-or-lecturing-to-your-kids-five-tips-to-help-you-listen.html

Designing a Communications Plan for Effective School Leadership

2008-07-12T07:09:00.000-07:00

Communications Plan
Want to develop a plan for communicating with your staff using a variety of methods? Interested in looking for a way to maximize your limited resources of time and energy to create an optimal school climate where communication is NOT your number one stumbling block?

I have composed a “why and how to design” a plan, what key elements need to be considered in the plan design, and the different audiences and classifications of information that needs to be communicated. The work here has two components; the first takes a look at the semantics and systematic development of a communication plan. The second component is the direct application and transfer of plan development to the communication needs of the school setting.

Values of a Communication Plan
· Gives daily work a sharp focus as it provides direction for leadership and management duties/responsibilities as it allows dissemination of information

· Helps leadership set priorities…short, moderate, and long range

· Helps solicit and accrue support from “superiors” and staff to support the program and to buy into the mission and vision of leadership

· Avoids or minimizes “last minute winging it” phenomena from staff and others

· Provides a modicum of stress reduction and reduces the sense of being overwhelmed as demands “fly in” from all over

· Communicates expectations, standards, and protocol

The Communications Plan Document
· Describes the mission, vision, and objectives of the school and team

· Includes methods and processes by which these will be accomplished

· Identifies the target audiences, stakeholders, and recipients of the communication process/proper information and feedback

· Disseminates methods for making the plan organic, includes the tools, timelines, and responsibilities for information processing

· Provides for measurement and a feedback vehicle to adjust, modify, or overhaul the communications plan

Communication Vehicles and Opportunities
· Newsletters

· Mailings

· E-mails

· Local Media Outlets

· District offices

· Memoranda

· Staff/Faculty Handbook

· Announcements

· Exterior/Interior Message Boards

· District/School Media Personnel

· Auto-Dialer

· Computer Programs

· Teachers and Staff

· Quick Notes

· Thank You’s

· Presentations

· Faculty Meetings

· Surveys

· Reports

· Data Dissemination

· Branding (school colors, mission/vision, display the message)

· Honors, Award and Successes of Students and Staff

· Open House

Plan Development: Timeline, Sources, How To
· Develop an initial plan prior to entering a job, but learn the school culture and current climate to “integrate” both plans….yours (mine) and existing plan

· Develop and modify as culture and circumstances warrant. Improving communication even in small, initial steps is something everyone notices.

· Needs of the plan can be found in mission and vision statement

· Develop a formal/informal communication audit

· Do staff/student/community surveys as viable and as needed

· Staff leadership, building committees solicited for input

· Conduct department discussion and individual discussions with staff…a great addition to learning the culture, increasing visibility, by doing walk throughs

Establishing Goals and Objectives
· Establish and post in plain sight what you hope to achieve and what the communication priorities are

· Recognize the successes and accomplishments of students-honor rolls, acceptances into college, scholarships won, athletic successes, community involvement of students in ACS, Red Cross, Habitat, etc.

· Recognize the successes and accomplishments of staff-years of service, excellence, and awards, facilitate teamwork, identify special projects, create visibility and respect for staff

· Improve standing in the community by fostering a positive school image

· Improve climate and culture of school…make it a place where people want to be at on a daily basis

Identify and Engage Audiences
· Staff

· School Official

· Students

· Parents

· Strategic Partner development (Leaders and Shakers of the Community)

· Community Organizations

· Business and Industry/Chamber of Commerce

· Media Outlets

· Institutions in Community

· Colleges, Technical, Trade, Vocational, and Business Schools in Community

· Educational Hierarchy

· Alumni Groups

Tactics
· Training/Media Kits for All Point People (District and Building administrators/coaches/others as identified)

· Newsletters from Multiple Levels (District/Building/Department/Academic)

· Video Postings on the Internet/District Website

· Employee Newsletters

· Mailbox Messages/Pay Stub Stuffers

· Student Plan incorporates morning announcements, school and grade level newsletters, message boards, and daily broadcasts (school TV station, Parent communication-monthly calendar. Parent –partner e-mails

· Miscellaneous (could be used in all aspects) brochures, press releases, letter writing campaign

· DEVELOP AND STAY ON MESSAGE

Communication Impementation: “A school based application”

LEVEL: LOW LEVEL

AUDIENCE: ALL STAFF

· Examples of Issues: Smaller, seemingly unimportant, minutiae of the building. These are the small things that can build relationships, trust, and leadership. They include important dates, birthdays, weddings, events around holidays, and knowing a person’s “story” or names of spouse, children etc. While they are “secondary” to the operation of the building, they build bridges people will cross when we move up the communication mountain. Small details matter to people.

· Communication Methods: E-mails, card, notes in boxes, quick news flashes, monthly newsletters listing personal column details, wishing happy birthday or other public acknowledgments of success and importance.

· Feedback Plan: Personalized requests, developing a personal inventory, delegating a place such as a personal recognition box in the mailroom. Pay attention to anecdotal feedback and observing personal relationships develop. Be out and about and listen to what others are saying.

LEVEL: MAINTENANCE ISSUES

AUDIENCE: STAFF, STUDENTS, SUPPORT PERSONNEL

· Examples of Issues: Information that is needed for people to perform their duties, responsibilities, and perform as best as possible. These are the bureaucratic details. This would include bell schedules, marking period dates; progress reporting dates, testing schedules, and similar nuts and volts information people need to know.

· Communication Methods: Faculty and staff handbook, weekly bulletins, e-mail reminders, building calendars, supplying updates of events to department chairs and using broadbills.

· Feedback Plan: Overlooking basic maintenance leads to staff inconsistency and not being on the same page. Staff will let you know via e-mail and other ways. Sending out a monthly or quarterly “how are we doing” and “what can I do to help you” simple response tool or survey that culls comments and feedback. A suggestions box would be a possible start.

LEVEL: SHARING KNOWLEDGE THOUGHTS
AUDIENCE: STAFF, DEPARTMENTS, CENTRAL OFFICE< PARENTS

· Examples of Issues: Teaching and learning methods such as cooperative learning, authentic assessments, designing varied lessons, more use of the multi-intelligence teaching theory, book groups, curriculum design, and data applications for improving instruction. Some of these may on the next level up the mountain as well depending on local culture and the history of the building.

· Communication Methods: In person type of information processing through faculty meetings, some e-mail correspondence to staff, use of support staff, group meetings and other more personal “face time” approaches.

· Feedback Plan: Suggestion box in office, open door policy, surveys, being visible and listening to what people are saying and how they are saying it.

LEVEL: SHARING FEELINGS
· Examples of Issues: This would include items and topics that may be change related, program related, or changing key, traditional values of the school. These could include curriculum modification, changes in teaching schedules, change in the structure of the day (block scheduling), new textbook adoption, changes in discipline policy, grading policies, discipline problems, and issues that cause struggle and anxiety in the staff.

· Communication Methods: As much as possible this should be face to face with individuals as needed and determined by the issue. Meeting with departments, conducting small and whole group settings, training in small groups, show visibility, leadership, and a willingness to listen to those that disagree, have fears and questions, or flat out oppose the idea. This shows leadership, courage, and commitment. People cannot stand to hear major issues from an errand boy or by way of some indirect process.... it shows weakness, cowardice. and insecurity

· Feedback Plan: This is direct and person-to-person or person to group(s). Seek out and invite the greatest skeptics in for a chat or better yet go down to their room for the discussion. It shows courage, trust and leadership as the person is on their own turf. They may not agree with you, but may give you respect for being open.

LEVEL: PEAK “Make or Break”M AJOR EVENTS

TARGET AUDIENCES: Staff, Students, Parents, Community, Central Office, The Media

· Examples of Issues: These are the big issues, problems, difficulties that develop. In a negative sense it could be an illness of a staff member, a tragic situation with a student, drug overdose or a student suicide. In a positive sense these are academic success, school organizations being successful.

· Communication Methods These should be communicated through a face- to-face meeting with the faculty, or other groups as needed. The building staff should be met face to face, the community and parents may be sent a letter (recent health situation), the central office should be contacted by phone ASAP in an adverse situation

· Feedback Plan: Pay attention. The major crises should be followed by a debriefing session, committee meeting, or solicitation of written or –e-mail input from the staff. This asks for what we did well, and what we did that needs to be looked at and improved. A short e-mail, a quick thank you, coffee and donuts in the lounge or other communication vehicle when a staff handles a crisis particularly well should be done

·

CRISIS COMMUNICATION PLAN
· Plan and pre-plan for the unexpected and the worse possible scenario. Have a crisis plan that informs the faculty of what to based on a Color code and that has the building crisis team go into action.

· Use communication plans when responding to a crisis should have a plan built on:

ASSESSMENT OF THE CRISIS:

· What is known?

· What is possibly true but not verified?

· What is the cause of the event?

· What is the immediate harm or potential for harm?

· Where is the problem?

· What we are doing to help/control/keep people safe?

PREPARATION FOR INFORMATION FLOW:

· Act quickly,

· Inform upper management immediately (and personally),

· Determine who the ONE official spokesperson is,

· Prepare a written statement that is brief, accurate, and has the proper tone or expressions (sympathy or concern).

· Determine the best method to release the information

· Plan for media interviews

· Open communication lines

· Keep the team and leadership updated

· Provide phone numbers/ web site for further information

ACTIVATING THE PLAN

· Be open to request from media and others

· Respond in brief, factual answers

· Do not speculate

· Express concerns for those impacted by the crisis

· Be open, honest, and forthright

· Let other groups speak for themselves

· Do not point fingers or place blame

SOURCE :http://www.edarticle.com/school-improvement/designing-a-communications-plan-for-effective-school-leadership.html

Alternative Settings for Students

2008-07-12T07:07:00.000-07:00

Alternative Night School and Credit Recovery are new programs that have been added to Elmira City School District’s already existing alternative day high school. Elmira City School District recognizes that students have varying learning styles. They also understand the difficulty that some students face when they become credit deficient. In response for the need to prevent increased drop out rates, and attempting to increase their graduation rates, the Elmira City School District added Alternative Night School and Credit Recovery programs.

It is the belief of the Elmira City School District (ECSD) that “Every Student Succeeds”, when in reality we know not every student succeeds in a traditional school environment (classroom settings, or even in a traditional school day). As a result, the Elmira City School District has organized and developed two additional alternative settings for high school students in their Credit Recovery and Night School also referred to as “Twilight” school. The addition of Credit Recovery and Twilight School brings the total number of alternative schools in Elmira to three, including an alternative school setting during normal school hours. These alternative settings assist in meeting not only student’s needs, but also the needs of the district to meet New York State graduation requirements and federal mandates such as No Child Left Behind.

Elmira’s Credit Recovery Program began in October 2007. Initially the program was offered in a central location, but as it expanded it was moved from the Alterative High School and offered at both Elmira Free Academy and Southside High schools. Classes meet for two hour sessions with two sessions an evening offered. The first session runs from 3:30-5:30 and the second session runs from 5:30-7:30. All sessions are Monday thru Thursday. Students receive approximately 26 hours of instruction for each course, which is six hours more than the State Education Department requires for credit recovery. Elmira City School’s alternative programs are funded through grants and a program entitled “Contract for Excellence”. As of June 2008, 195 credits have been awarded, thus reducing potential summer school enrollment and class size in day school by not repeating courses. Course offerings include, but are not limited to: English 9-12, Global Studies I & II, U.S. History and Government, Participation and Government, Economics, Algebra A, Geometry, Health, Living Environment, Biology, and Physical Education.

Credit Recovery is a collaboration of administration, teachers, students, and parents. The district provides students who meet strict eligibility requirements the opportunity for two credit recovery classes each afternoon. The class focuses on core content in the subject areas. Students and their parents sign an agreement to abide by the guidelines, which include attending all classes and completion of all work until proficiency is met. Credit Recovery instructors determine when a student reaches proficiency in the course to provide a passing grade.

Students who enter the Credit Recovery programs are assessed to determine areas of mastery and learning gaps. Their instruction will focus on individual areas of need. In some cases these courses may also provide opportunity for success on Regents exams. Research indicates that students who are unsuccessful at school are at a greater risk of dropping out. It is the belief and hope, that a Credit Recovery program will help those students identified as possible drop outs obtain academic success while having the potential to meet graduation requirements.

The following is a list of characteristics and best practices utilized by the ECSD as a foundation for Credit Recovery.
An assessment of student’s strengths, weaknesses and instructional needs.
Personalized learning plan and student goal-setting initiatives, with parents involved if possible.
Flexibility in scheduling to meet the needs of a broad range of students.
Computer assisted instruction is augmented by top notch teachers. This technology is effective but is no substitute for teacher centered instruction.
Students enrolled may remain at their home schools.
Credit received is applied towards graduation requirements.
Appromixemtently190 credits have been awarded this school year. Of these credits nearly 20-25 seniors from both Elmira Free Academy and Southside High school will graduate this June as a result of taking one or more Credit Recovery courses.

The second alternative school concept adopted by Elmira City School District is Night School or also referred to as “Twilight” school. This concept offers students supplement instruction allowing students to attend in a different setting and time. Many of the students attending night school are credit deficient, and utilizing Credit Recovery would not be an option. These students typically are several years behind. However, Night School is not limited to just these types of students. Some students have taken Night School classes to advance the number of credits needed to graduate, to either graduate early or free up time to take elective courses being offered at the traditional setting.

Night School is designed to supplement and/or replace academic classes available in day school. Eligibility for Night School requires students to be enrolled in one of the districts high schools, be credit deficient or academically ineligible to graduate with their cohort, and be referred by and administrator or school counselor.

Night School began in February 2008, upon approval from the Board of Education. Initially, approximately eighty students were recommended for the program. Each student receives an entrance interview by the superintendent, building administration, school counselor, and parent /guardian. Students receive 96 hours of instruction for 1 credit courses and 48 hours of instruction for .5 credit courses. Students attend from 3:30 to 7:30 Monday - Friday. Each student receives 3 hours of instructional times as well as 1 hour of physical education instruction. Courses meet for 32 instructional days for one credit course and 16 days for half credit courses. In addition each student who attends night school is eligable to receive a bagged lunch.

Half credit course offerings include, but are no limited to; Computer Applications, Careers, Art, Music Theory, and Health. A full credit course includes; English 9-12, Global I & II, U.S. History and Government, Participation in Government, Economics, Wildlife, Biology, Earth Science, Math A/ B and Geometry.

While meeting these goals Elmira City School District will provide quality schooling and education throughout the day and school year. These alternative settings will also help the district to successfully meet their vision that “Every Student Succeeds”, while understanding not every student succeeds in the same way. I believe that while these programs are great opportunities for our students, they also should not be a crutch. As these programs fall under the microscope of the community, I urge the community to realize that today’s students come to us with varying issues, and do not resemble students of ten or twenty years ago. It is our job as educators and the community to provide the best and least restrictive environment to educate our youth.

SOURCE :http://www.edarticle.com/alternate-education/alternative-settings-for-students.html

Super Moms Secrets for Raising a Child With ADD

2008-07-12T07:03:00.000-07:00

Cases of Attention Deficit Disorder, or ADD, have been on the rise in recent years. Doctors are finally realizing that a true physical disability can be present in both children and adults in order to cause them to have a reduced attention span and increased hyperactivity. If you're raising a child with ADD, what are some things you can do to help him cope with this condition, to still get a proper education, to learn boundaries, and to keep you from pulling out your own hair? There are some things you can remember when raising a child with ADD that will help with all these issues.

First, it's important to have a proper diagnosis when raising a child with ADD. Just because your child is inattentive or has a tremendous amount of energy doesn't mean he necessarily has ADD. If your child can sit and play video games for half an hour, chances are he doesn't have true ADD. Make sure you get a diagnosis from a doctor rather than just assuming you know what your child has.

Setting boundaries is still important when raising a child with ADD. It's tempting to think that since your child has an illness then he should just be allowed to run amok, but this is a mistake. Everyone needs to learn self-discipline and control regardless of how difficult it might be, and this is true when raising a child with ADD. While those boundaries may be more lax than with other children - you have them sit and do homework for five minutes instead of 30, for instance - you still need boundaries nonetheless. Talk to your child openly and honestly about these expectations. Tell him he needs to sit still for another few minutes before he can go play or do anything else. Set boundaries on their free time as well; this too is vitally important when raising a child with ADD. They may resist some structured activities or having to sit still but they need to understand that despite how difficult it is, they need to sometimes buckle down and show some self-control.

Every parent wants their child to be properly educated and this is true when raising a child with ADD, even though this presents some special considerations. It helps to break up lessons in shorter bursts of time rather than expect your child to sit still through hours of the same lesson. Schooling also needs to be more absorbing for a child with ADD as he will have a hard time allowing himself to be caught up in the lessons. Using visual aids and hands-on materials is always helpful for any child but even more so when raising a child with ADD. Getting out of the classroom and taking field trips helps to keep them involved with the lessons and attentive.

And as for yourself, remember that your child has a situation that is difficult. It's never easy raising a child with ADD but you need to show that much more patience every single day. Resist the urge to blame him for his lack of attention and remind yourself of how difficult it must be for him as well. Give yourself frequent breaks; walk away and do something else for a few minutes if you feel yourself getting irritated or impatient. It might also be beneficial to ask for some help; remember that you can't do everything by yourself. Let your child have some free time to himself where he can learn and explore on his own rather than thinking you need to structure every minute of every day. And don't hesitate to ask your doctor for help when raising a child with ADD. While you might hesitate to use medication, he or she can offer some further suggestions as to dietary changes and changes to your schedule that can help. Since they are always learning new information about children with ADD every single day, you may find that you can get some additional help for raising a child with ADD that you never expected.

source :http://www.edarticle.com/parent-involvement/super-moms-secrets-for-raising-a-child-with-add.html