Environmentalists are alarmed by the rapid decline of biodiversity over the last century, with species becoming extinct at a rate that outpaces science's ability to discover, let alone study, them. The same is true of languages the world over. A 2007 study by the Living Tongues Institute for Endangered Languages painted a dire picture, identifying five "hotspots" (eastern Siberia, northern Australia, central South America, Oklahoma and the U.S. Pacific Northwest) where languages are vanishing at a pace that outstrips that of species extinction. So what's to blame? Colonialism, technology, industrialization, the (gulp) English language itself? All of them, actually.
1 The Last Speakers: The Quest to Save the World's Most Endangered Languages, by K. David Harrison (National Geographic, $27). A linguist at Swarthmore College, K. David Harrison helped conduct that 2007 survey. This chronicle is as much an homage to noble elders who often struggle to surmount indifference in their own communities as it is an op-ed by the author, who sounds the alarm among a skeptical public, and even other scientists, about the incalculable loss posed by a language's extinction.
2 The English Is Coming! How One Language is Sweeping the World, by Leslie Dunton-Downer (Touchstone, $24). Fascinated since childhood by words (especially compound ones), the author aims to decipher something much more complex: the entire English language. Today, with more nonnative speakers than native ones, English has become the world's lingua franca, the preferred choice in entertainment, science, business and (much to the chagrin of the French) diplomacy. We're given a tour of English's remarkable rise from its Anglo-Saxon roots through the Renaissance (and all the words Shakespeare added to the lexicon) to Modern English and the 21st century's texting variety. Chockablock with facts, figures and interesting tidbits, this is no stodgy history lesson.
3 Through the Language Glass: Why the World Looks Different in Other Languages, by Guy Deutscher (Metropolitan, $28). The thrust of this title, that language does indeed mirror culture, is one of the arguments that linguist Harrison makes for preserving language diversity. Guy Deutscher confidently asserts that a language influences how its users perceive the world. The book is a thrilling and challenging ride, and in the end you may find yourself agreeing with Frenchman Étienne de Condillac that "each language expresses the character of the people who speak it."
-- Christopher Schoppa
Monday 18 October 2010
Friday 15 October 2010
Leads University U.K Issues iPhone to Medical Students
Leeds University UK is issuing iPhone 3GS models to its students within the Department of Medicine for learning purposes. The devices will be used to complete assessments and to access various course materials.
This will be the first time that a UK medical school has provided undergraduates with all the tools they need to study off-campus via mobile phone technology. According to the University, the provision of tools such as an iPhone 3GS to the students in the fourth or fifth years makes sense because in their final years students spend extensive time off campus, working in hospitals and clinics which makes it difficult for them to maintain regular contact with teachers.
Access to Medical Mobile Applications: According to Professor David Cottrell, Dean of the School of Medicine at the University of Leeds: “Copies of key medical textbooks and reference works, including up-to-date guidelines on administering prescription drugs, will also be distributed as iPhone apps. A range of other relevant medical mobile applications that can be downloaded free-of-charge or purchased will be provided too. This is a fantastic scheme and one that Leeds should be proud of. By equipping our students with smartphones, we are putting a whole suite of training tools and educational resources in the palm of their hand.
Also read:
iPhone Applications that Students Must Have
There’s no doubt that the largest number of mobile phone applications are being developed for the iPhone – this brilliant gadget from Apple has revolutionized the way we use a mobile phone.
While the BlackBerry may have the highest worldwide sales, but when it comes to students, the iPhone rules! If a student can afford a smartphone, you can bet that he or she is going to buy iPhone, if not for its cool looks and utility value, then at least for the many mobile applications that are designed exclusively to make a student’s life more exciting and productive.
Lets take a look at a few iPhone mobile applications for students:
- Jott: This mobile application allows you to voice record your lectures and then transcribe them to your notepad. This is surely a great way to take note. You can email these files to yourself, in order to have a whole set of notes ready to study when the examination time is near.
- Stay Organized with ‘iStudiez Pro’: A college student’s life is haphazard with all that’s going on with them, they find it hard to stay organized. This smashing mobile application allows you to organize your classes, homework, exam schedules, assignment due dates and your social calendar in one place – now you don’t have to carry all this information in your head and kick yourself for forgetting that important date or having to rush to meet that assignment deadline.
- Wikipanion: Wikipedia on the web is brought to your mobile phone. This mobile application makes a quick reference that much easier when you’re on the go. This mobile application is free; however, if you want one with more features, you can buy it for $4.99.
- Dictionary.com: With this mobile application you don’t have to worry about finding the right spelling or meaning of a word anymore – it provides access to more than 275,000 definitions and 80,000 synonyms.
- eTextbooks for iPhone: Buying textbooks when you’re in college is not a joke – you seem to be shelling out all your money for the huge tomes that you must have. With your iPhone you have the chance to buy eTextbooks – which are not only easy to carry around on your mobile phone, but you can also read them wherever you are and raise your productivity.
- iTalk Recorder: This app will let you record notes or anything else you want to remember.
- Margins: This iphone application is an ideal tool for students or researchers. It allows users to jot down notes about books, indicating the page and quote as well as your note.
- Assignments: Assignments is an application that, as the name implies, allows you to keep track of your assignments and classes. This is perfect for both teachers and students that need to keep track of assignments in each class. Not only can you add an assignment with a due date/time and importance, but you can also add recordings. Being able to make a voice recording of your assignment is a quick way to make a reminder, etc. The “Overview” tab allows you to see anything upcoming or due. You can sort by “All” or “Due Soon.” You can also search through your assignments. In the “Assignments” tab, you can view all assignments sorted by class. The “Notes” section allows you to quickly jot a note, add a title, and add a date/time. Overall, this mobile application performs smoothly and works well when adding/deleting assignments and classes. Assignments sells for $5.99 (US) at the iTunes App Store.
- ezMemorize: Improve your memorization skills with this app that allows you to make and store class notes.
- iBlueSky: This mind-mapping tool can help you get your thoughts organize and decide what to do next.
- SnapTell: This is a very useful mobile application when it comes to finding cheap and affordable textbooks (or any other book or CD or DVD) – just take a photo of the cover and it provides a list of prices and sellers along with their location.
- Accela Study Vocab Builder: Students studying for the GRE or GMAT will appreciate this tool that allows them to study anywhere and anytime.
- Sugar Sync: With this application you’ll be able to sync up your files on your computer and your iPhone.
- Wi-Fi Finder: This free mobile application enables you to find Wi-Fi hotspots, thus saving you money on your data plan and allowing you to browse the internet for free.
- Instapaper: Many students run out of time when they have to browse the internet in search of some information for their assignment or examination. This mobile application allows you to save websites in a format that is easy to read on your mobile phone. This mobile application also facilitates offline browsing and bookmarking.
- WordPress: With this mobile app you’ll be able to blog from anywhere, share your ideas and make sure your site stays updated. Great for students and web workers alike.
- Urban-spoon: This mobile application helps you find cost-effective food outlets within a half-mile radius of your college/university campus. So now, with this mobile application you can eat to your heart’s content without the worry of your wallet getting lighter!
- Melodies Voice Dialer: Using this application you won’t need to dial your phone anymore, just say the name of the person you want to call and you’re good to go.
- VoiceNotes: VoiceNotes is a plain and simple way to quickly record a quick note, or even a lecture (just make sure you have enough space on your iPhone). Tapping on “Quick Voice Note” will start recording immediately, but is limited as to the length of the recording. If you tap on the + button at the top, you will be given more recording length. Voice-notes allows you to sync notes back to your computer using some additional software provided by the developer. Overall, this is a solid app and can definitely be used for the quick “remember to bring these books to class tomorrow” voice notes. You can download Voice-notes for free from the iTunes App Store.
- A2ZPro: A2ZPro is a super-converter of an application, perfect for anyone in the math or science fields- or just anyone who needs to figure out how many cups are in a quart after all. There are 154 things between which you can convert, and you can add any one that’s not already included. You can customize the list to your liking, and all the converting you could need is right in front of you.
- iClckr: PowerPoint Remote: Whether you’re presenting for school or work, this tool can help make the process seamless with slide changing capabilities right on your iPhone.
- LockBox: Don’t let your personal information get out to identity thieves. This mobile application helps make sure info like passwords and credit card numbers stays secure.
- Remember The Milk: This iPhone application lets you add, edit, and manage your tasks either on or offline. The best part, particularly for students, is the “Nearby” feature- you can view all the tasks, errands, etc. that take place near wherever you currently are. It’s perfect for anyone who’s mobile, but still needs to be able to get things done.
- Stanza: With Stanza, you’ll have an e-book reader available right on your iPhone. You can download books, either for a fraction of their print price or often nothing at all, and read them at your leisure, right from your iPhone. There is a huge, and growing, list of books to read- both school-like and otherwise. With Stanza, you might not need a Kindle, an eReader, or anything else!
Besides these mobile applications, there are many other mobile applications for the iPhone which are specially designed for students. So of you want more mobile applications for your iPhone you can browse the iTunes store or even Getjar to find what you need.
Sunday 30 May 2010
Make a Classroom Newspaper
You can create your own newspaper. Students can be reporters, researching and writing newspaper articles. Topics for articles can include interesting things that have happened in the classroom or school, events that occurred in your town, family milestones (did someone have a birthday recently, or win an award?), a sports tournament, extreme weather, or an interesting local person! Before you begin, read and analyze some newpaper articles to see how professional reporters write.
You can put the articles of all the students in the classroom together to make your own classroom newspaper! You can even add advertisements for made-up products.
A newspaper is a daily or weekly publication that contains news articles, editorials, and other items. Newspapers are printed on large sheets of inexpensive paper that are folded. Ads (and to a much lesser extent, subscriptions) pay the costs of operating a newspaper. Synonyms for newspaper are paper and rag (this is a disparaging term).
The owner of a newspaper is called the publisher. The editor is in charge of the content. Reporters research and write the articles. Most reporters specialize in an area (like government, crime, or science) - this specialty is called the reporter's beat.
In the USA, the freedom of the press is guaranteed by the first amendment to the US Constitution.
Structure of a Newspaper Article
Each newspaper article has a title (called the headline) that is set in large type. The writer of a newspaper article is often not credited; if the author is mentioned, this credit is called the author's byline.
The beginning of each newspaper article (the first paragraph) is called the lead (one or two sentences long); the lead should summarize the main facts of the article, telling the 5 W's (who, what, when, where, and why) and how. The first paragraph should also contain a hook, something that grabs the reader's attention and makes the reader want to read the rest of the article.
The nut graph is the paragraph that contains the core information about the story and tells the reader why the story is important.
The remainder of the article contains supporting paragraphs that go into more detail about the topic, often including quotes and interesting facts. The less important information should appear later in the article, since the article may be cropped (shortened) by the editor (the person who puts the newspaper together) to make the article fit on the newspaper page.
The reporter's opinions should not appear in the article - only the facts. Use clear and simple language. Keep the article short and to the point. Use active verbs (for example: Man bites dog) and not passive verbs (for example: Dog bitten by man).
Each picture, graph or illustration should have a caption describing or explaining it.
Structure of a Newspaper
First section - with major news, world news and sometimes, editorials (where the newspaper editors offer their opinions on various topics - published with the op-eds -- opinions written by other writers). The most important news articles are on the first page; the top half of the first page is referred to as "above the fold."
Local news section -with local news and weather.
Sports section.
Lifestyle section - often containing feature articles (non-news general interest pieces, for example, an article on stamp collecting or visiting New York City), entertainment, travel, fashion information, cooking, useful household hints, advice columns, the comics, puzzles, and reviews of movies and books.
Classified ads section in which people and businesses advertise items for sale and post job notices.
Paid advertisements are scattered throughout the paper except on first pages (the ads generate most of the revenue that keeps a newspaper in business).
http://www.enchantedlearning.com/newspaper/
You can put the articles of all the students in the classroom together to make your own classroom newspaper! You can even add advertisements for made-up products.
A newspaper is a daily or weekly publication that contains news articles, editorials, and other items. Newspapers are printed on large sheets of inexpensive paper that are folded. Ads (and to a much lesser extent, subscriptions) pay the costs of operating a newspaper. Synonyms for newspaper are paper and rag (this is a disparaging term).
The owner of a newspaper is called the publisher. The editor is in charge of the content. Reporters research and write the articles. Most reporters specialize in an area (like government, crime, or science) - this specialty is called the reporter's beat.
In the USA, the freedom of the press is guaranteed by the first amendment to the US Constitution.
Structure of a Newspaper Article
Each newspaper article has a title (called the headline) that is set in large type. The writer of a newspaper article is often not credited; if the author is mentioned, this credit is called the author's byline.
The beginning of each newspaper article (the first paragraph) is called the lead (one or two sentences long); the lead should summarize the main facts of the article, telling the 5 W's (who, what, when, where, and why) and how. The first paragraph should also contain a hook, something that grabs the reader's attention and makes the reader want to read the rest of the article.
The nut graph is the paragraph that contains the core information about the story and tells the reader why the story is important.
The remainder of the article contains supporting paragraphs that go into more detail about the topic, often including quotes and interesting facts. The less important information should appear later in the article, since the article may be cropped (shortened) by the editor (the person who puts the newspaper together) to make the article fit on the newspaper page.
The reporter's opinions should not appear in the article - only the facts. Use clear and simple language. Keep the article short and to the point. Use active verbs (for example: Man bites dog) and not passive verbs (for example: Dog bitten by man).
Each picture, graph or illustration should have a caption describing or explaining it.
Structure of a Newspaper
First section - with major news, world news and sometimes, editorials (where the newspaper editors offer their opinions on various topics - published with the op-eds -- opinions written by other writers). The most important news articles are on the first page; the top half of the first page is referred to as "above the fold."
Local news section -with local news and weather.
Sports section.
Lifestyle section - often containing feature articles (non-news general interest pieces, for example, an article on stamp collecting or visiting New York City), entertainment, travel, fashion information, cooking, useful household hints, advice columns, the comics, puzzles, and reviews of movies and books.
Classified ads section in which people and businesses advertise items for sale and post job notices.
Paid advertisements are scattered throughout the paper except on first pages (the ads generate most of the revenue that keeps a newspaper in business).
http://www.enchantedlearning.com/newspaper/
Wednesday 19 May 2010
Cartoon lesson plans.
Cagle Cartoons
ClassBrain & Cagle Cartoons
Current Events Project #4
By Cartoon: Jianping Fan, Guangzhou, China
Project: Cynthia Kirkeby, ClassBrain
Mar 21, 2009, 23:40 PST
Jianping Fan, Guangzhou, China
http://www.classbrain.com/artteensb/uploads/space-trash_001.jpg
Space trash the size of a refrigerator that was expelled from the International Space Station came crashing down and burned up over the ocean in November 2008. Large quantities of debris from various space voyages have made travel in space hazardous, and increased the likelihood of some of the jettisoned materials to become a hazard on the ground as well.
Thoughts to Ponder
* What is space trash and how did it come to be?
* Why are we concerned about space trash when it is floating in space?
* Can you think of a way that some of the space trash could be cleaned up?
* Should Space Shuttle missions be required to reclaim some space trash each time they return to Earth?
Learning Links For Space Trash
What Is Space Trash?
http://starchild.gsfc.nasa.gov/docs/StarChild/questions/question22.html
Source: NASA - Starchild
Archaeology of Space Garbage
http://www.kenlarson.net/code/scienc01.htm
Source: W. L. Rathje
Space station junk burns up over ocean
http://www.msnbc.msn.com/id/27479972/
Source: MSNBC.com
Who'll Take Out the Space Trash?
http://starchild.gsfc.nasa.gov/docs/StarChild/questions/question22.html
Source: WIRED Science
This project has been supplied by ClassBrain.com
ClassBrain & Cagle Cartoons
Current Events Project #4
By Cartoon: Jianping Fan, Guangzhou, China
Project: Cynthia Kirkeby, ClassBrain
Mar 21, 2009, 23:40 PST
Jianping Fan, Guangzhou, China
http://www.classbrain.com/artteensb/uploads/space-trash_001.jpg
Space trash the size of a refrigerator that was expelled from the International Space Station came crashing down and burned up over the ocean in November 2008. Large quantities of debris from various space voyages have made travel in space hazardous, and increased the likelihood of some of the jettisoned materials to become a hazard on the ground as well.
Thoughts to Ponder
* What is space trash and how did it come to be?
* Why are we concerned about space trash when it is floating in space?
* Can you think of a way that some of the space trash could be cleaned up?
* Should Space Shuttle missions be required to reclaim some space trash each time they return to Earth?
Learning Links For Space Trash
What Is Space Trash?
http://starchild.gsfc.nasa.gov/docs/StarChild/questions/question22.html
Source: NASA - Starchild
Archaeology of Space Garbage
http://www.kenlarson.net/code/scienc01.htm
Source: W. L. Rathje
Space station junk burns up over ocean
http://www.msnbc.msn.com/id/27479972/
Source: MSNBC.com
Who'll Take Out the Space Trash?
http://starchild.gsfc.nasa.gov/docs/StarChild/questions/question22.html
Source: WIRED Science
This project has been supplied by ClassBrain.com
Monday 17 May 2010
TIPS FOR TEACHERS
TIPS FOR TEACHERS
Each normal child is born genius.
1- STORY TELLING: never order children directly to adopt good habits or refrain themselves from bad habits. Telling stories about good consequences of good deeds and bad consequences of bad deeds is advisable if you really want to help children. When children are on bed and sleepy or relaxing after a hard work story telling really work like wonders.
2- LAUGHTER EXERCISE: It is ideal to do laughter exercise few minutes before the off time for 1minute at least or whenever teacher observes children as dull. Teacher should laugh along with the children.
3- GOOD DEEDS CHART: Monthly chart should be made for each class where name of all the class students mentioned. Whenever any teacher observes any child performing any good action no matter as small as picking of papers from the floor she should put a star under his name on the chart. No negative marking for bad actions.
4- NO SCOLDING, NO INSULT: Never scold badly or insult children in front of others rather make the child feel from heart the bad consequences of bad actions and misbehaviors.
5- NUMERIOUS OPPORTUNITIES FOR SUCCESSFUL EXPERIENCES: In order to create positive self image in children, opportunities given by teachers to children to perform anything of their interest and capabilities will really work like a magic. But here teacher must use her mind how to utilize each child’s energy so no one feel inferior.
6- DIG OUT THE HIDDEN QUALITIES OF CHILDREN: Find out in which field any particular child is excelling then give him such task according to his interest and age so that he has numerous successful memories which help him to develop positive self image about himself.
7- EXPRESS YOU’RE LOVE TO CHILDREN: Daily tells children verbally that you love them all without any condition. No matter good or bad students they are but they must be confident about your love for them.
8- WEEKLY 2 GOOD DEEDS: Make it a weekly routine to ask children for any 2 actions they performed last week without any thought of being rewarded or praised, just for being a good human being. It’s good if they maintain a deeds diary in which they write about every action they do for others.
Saturday 8 May 2010
The Essential 55 Rules - Discovering the Successful Student In Every Child by Ron Clark
The Essential 55 Rules - Discovering the Successful Student In Every Child
by Ron Clark
The following is an excerpt from the book
The Essential 55- An Award-Winning Educator's Rules for Discovering the Successful Student in Every Child
Her name was Mudder. She loved Guiding Light, collards, and snuff, and she was my grandmother. Mudder stood right at five feet, but when she placed her hands on her hips, she was the tallest person in the room. She was definitely a lady who didn't put up with any nonsense, and she was respected by everyone around her; poor be the person who had to learn that the hard way. As I grew up, she lived with my family and had a strong impact on who I am today. She's one of the reasons that I feel so strongly about these fifty-five expectations I have of my students, as well as all people. She, along with my parents, gave me a true southern upbringing, which included respect, manners, and an appreciation of others. In addition to those ideals, I was shown how to enjoy life, take advantage of opportunities, and live every moment to the fullest. I was very fortunate to be surrounded by family members who were excellent examples of how life should be lived and not taken for granted.
Once I became a teacher, it became evident to me that many children aren't exposed to the type of guidance and opportunities that I had when I was growing up. I have tried to set an example for my students and be a role model like my family members were for me. In my attempt to give them an outline or a guide to how life should be lived and appreciated, I compiled this list of lessons. Over the years of working with kids and watching this list grow from five rules to a handbook of life's lessons, I have seen a remarkable difference in the way my students have held themselves, performed in school, and had respect for others.
I feel so fortunate to have had the opportunity to work with children firsthand and develop the list of fifty-five rules into what it is today. It is an extension of my upbringing mixed with lessons I have learned about life, along with some rules that I have felt the need to adopt in order to maintain order with my students and get them to achieve their potential. However, the rules are more than about getting kids to behave; they're about preparing kids for what awaits them after they leave my classroom. It is about preparing them to handle any situation they may encounter and giving them the confidence to do so. In some ways, it is a fifty-five-step plan. The steps, however, are not sequential; they are all explained, practiced, and enforced from day one in the classroom. At the end of the year, I like to say that my students are "polished." I know I can take them anywhere, put them in any situation, and present them with any lesson, because they are at a point where they are receptive to learning and eager to experience life.
The time I have spent with children and teaching them these lessons has been wonderful, and I can't imagine doing anything other than teaching. That is ironic, however, because when I was growing up, being a teacher was the last thing I would have wanted to do. Going through school, I can remember having aspirations of discovering ancient tombs in Egypt, flying around the world as a field journalist, or going undercover as a spy in foreign countries. The thought of entering such a dull, unchallenging, and mind-numbing profession as education never crossed my mind.
When I was a senior in high school, I sat down with my parents and discussed my options for college. Both of my parents were very hard workers, but it was still going to be a strain for them to come up with the funding necessary to send me to school. I can remember my father saying to me, "Ron, that's not for you to worry about. That is our responsibility. You just concentrate on your grades." I loved them for the sacrifices they were willing to make for me, but I didn't want to put them in a situation where they would struggle to make ends meet. Around that time, I heard of a program called the Teaching Fellows Scholarship. Recipients of the award have all of their college expenses taken care of if they agree to teach in North Carolina for four years after graduating. I had no desire whatsoever to become a teacher, but I knew that taking the scholarship would make things much easier for my family financially. I decided I would use the funding to pay for my education, but after graduating I would not become a teacher. I would enter another profession that would allow me to make enough money to pay back the scholarship. It was not a plan I am proud of, but it made sense at the time.
Throughout college, I found that my one true love in life is adventure. I was up for any type of challenge that came my way, and that certainly led me to my share of wild moments. I once ran across the field of a nationally televised football game with my friend Bri, wearing only boxers and painted purple from head to toe, as we were chased by a gaggle of police officers in hot pursuit. While working at Dunkin' Donuts, and during a game of hide-and-seek, I hid in a warm, locked oven that was turned on, and because I had accidentally locked my coworker out of the building, I was almost cooked to death. Also, even though I am terrified of heights, I have bungee-jumped, climbed mountains, rappelled off cliffs, and parasailed behind a boat off the Atlantic coast. When I graduated from college, I realized I definitely did not want to teach. Actually, I didn't want to work at all. Therefore, in search of more adventures, I moved to London and worked as a singing and dancing waiter. After six months of using my southern accent as a British tourist attraction, I left England and backpacked across Europe, finally ending up in Romania, where I stayed with gypsies who fed me rat, which made me so sick that I had to be flown home. My adventures certainly had their share of highs and lows, but even when I ended up sick, almost cooked, or in trouble with the law, the experiences were worth the costs, because I always walked away a stronger, wiser, and better person.
After I arrived home from Romania, my parents were extremely happy to see me, but I had no intention of remaining home for long. My friend Bri was going to live on the beach in California, and I couldn't wait to move out there next. My mother, however, was willing to do whatever it took to get me to stay put. She told me of a fifth-grade teacher in our area who had recently passed away. It was a sudden illness, and her students, the faculty, and the entire community were affected by her loss. Now let me tell you, we live in the country, and the population of the town, Aurora, is about 600. You have to drive twenty minutes to get to a stoplight, and it is difficult to entice teachers to the school because of the travel it would require each day. Mom told me that substitute teachers had taken over the vacant teaching position for a month, and that the class had become very unruly. The school was about 75 percent minority and most of the kids were on free or reduced-price lunch. I felt sorry for the students, but I was not interested in taking over this class of demanding, high-energy fifth graders, many of whom had behavior problems and learning disabilities.
I told my mother there was no way in this world that I was going to teach at that school. She told me in return that if I didn't at least talk to the principal, she and my father would be forced to stop lending me money to fund my adventures. The next day, I was the first person to arrive at Snowden Elementary School.
Even though I agreed to meet with the principal, I still had no intention of taking the job. My Aunt Carolyn worked there as a secretary, so I figured it would give me the opportunity to see her before flying off to California. Upon arrival, I visited with my aunt, and then the principal, Andrea Roberson, gave me a tour of the school and told me about the group of students I would teach if I accepted the position. She told me about how demanding the students were, of several with learning disabilities, and how I had to raise those test scores no matter what. I remember thinking to myself, "And this lady is actually trying to convince me to work here." I did act interested, but my heart wasn't in it. She then escorted me to the room that held the fifth-grade class. We walked in and there was a little boy, named Rayquan, sitting just a few feet from the door. He looked up at me with his huge, brown, round eyes and said, "is you gonna be our new teacher?" I can't explain the feeling that came over me; it was like an epiphany. The instant trust in his voice, the excitement all over his face, and his evident longing for stability called out to me. I knew that was where I was supposed to be. I looked back at Rayquan and said, "I think so."
Before taking over the class myself, the principal wanted me to observe the substitute teacher. She didn't want to just throw me in the class with no idea about what to expect from the group. The substitute in question, Mrs. Waddle, was an eccentric lady who always had a sandwich in one hand and whose matted wigs always seemed to lean to one side. On the first day I observed her, she became upset with a student who didn't know the answer to a question. She proceeded to draw three small circles in a row on the blackboard. She then instructed the young man to place his nose in the middle circle and one finger from each hand in the outside circles. She left him there and turned back to the class and asked the question again. The next student got the question right, and she threw her hands in the air and proclaimed that she felt the Holy Spirit. She then sang an entire verse of "Amazing Grace." Sitting there and watching this teacher for a week solidified more and more each day my desire to work with those students. They needed me more than I could have ever imagined. Before turning the class over to me, the substitute left me with one bit of "wisdom." She looked at me and said, "You know, Mr. Clark, you'll do fine. As long as you can affect the life of one child, you've been a success."
To this day I do not like that quote. I feel we have to approach education with the determination to affect each and every one of our students. The mentality of achieving "success" after reaching one child isn't enough. I approach each year with the knowledge that I have only one year to make a life's worth of difference in each child in that classroom, and I give it everything I've got. I didn't know much when I first entered the classroom and took over that class from Mrs. Waddle, but I did know my life was going to be different, because I was determined to give my students a different life, a better life. My time as a teacher had begun.
Over the next seven years in the classroom, my experiences were like a roller-coaster ride, with invitations to the White House, 911 calls, trips around the country with students, projects that garnered worldwide attention, and a major move from teaching in rural North Carolina to Harlem in New York City. Those events highlight my time spent working with children and my efforts to teach them these fifty-five rules. I have recounted many of the stories here. They show the highs and lows, successes and disappointments, and lessons learned along the way.
As you go through the list, there are some rules you may like and decide to use with students and children in your life, and there may be some that don't inspire you. We all have different levels of tolerance when it comes to the behavior of children, and we all have different levels of expectations for ourselves and others. I offer these rules as suggestions, as tried-and-true methods that have served my students well. I hope you find them useful.
14 of The Essential 55 From Ron Clark's book, The Essential 55- An Award-Winning Educator's Rules for Discovering the Successful Student in Every Child
by Ron Clark
The following is an excerpt from the book
The Essential 55- An Award-Winning Educator's Rules for Discovering the Successful Student in Every Child
Her name was Mudder. She loved Guiding Light, collards, and snuff, and she was my grandmother. Mudder stood right at five feet, but when she placed her hands on her hips, she was the tallest person in the room. She was definitely a lady who didn't put up with any nonsense, and she was respected by everyone around her; poor be the person who had to learn that the hard way. As I grew up, she lived with my family and had a strong impact on who I am today. She's one of the reasons that I feel so strongly about these fifty-five expectations I have of my students, as well as all people. She, along with my parents, gave me a true southern upbringing, which included respect, manners, and an appreciation of others. In addition to those ideals, I was shown how to enjoy life, take advantage of opportunities, and live every moment to the fullest. I was very fortunate to be surrounded by family members who were excellent examples of how life should be lived and not taken for granted.
Once I became a teacher, it became evident to me that many children aren't exposed to the type of guidance and opportunities that I had when I was growing up. I have tried to set an example for my students and be a role model like my family members were for me. In my attempt to give them an outline or a guide to how life should be lived and appreciated, I compiled this list of lessons. Over the years of working with kids and watching this list grow from five rules to a handbook of life's lessons, I have seen a remarkable difference in the way my students have held themselves, performed in school, and had respect for others.
I feel so fortunate to have had the opportunity to work with children firsthand and develop the list of fifty-five rules into what it is today. It is an extension of my upbringing mixed with lessons I have learned about life, along with some rules that I have felt the need to adopt in order to maintain order with my students and get them to achieve their potential. However, the rules are more than about getting kids to behave; they're about preparing kids for what awaits them after they leave my classroom. It is about preparing them to handle any situation they may encounter and giving them the confidence to do so. In some ways, it is a fifty-five-step plan. The steps, however, are not sequential; they are all explained, practiced, and enforced from day one in the classroom. At the end of the year, I like to say that my students are "polished." I know I can take them anywhere, put them in any situation, and present them with any lesson, because they are at a point where they are receptive to learning and eager to experience life.
The time I have spent with children and teaching them these lessons has been wonderful, and I can't imagine doing anything other than teaching. That is ironic, however, because when I was growing up, being a teacher was the last thing I would have wanted to do. Going through school, I can remember having aspirations of discovering ancient tombs in Egypt, flying around the world as a field journalist, or going undercover as a spy in foreign countries. The thought of entering such a dull, unchallenging, and mind-numbing profession as education never crossed my mind.
When I was a senior in high school, I sat down with my parents and discussed my options for college. Both of my parents were very hard workers, but it was still going to be a strain for them to come up with the funding necessary to send me to school. I can remember my father saying to me, "Ron, that's not for you to worry about. That is our responsibility. You just concentrate on your grades." I loved them for the sacrifices they were willing to make for me, but I didn't want to put them in a situation where they would struggle to make ends meet. Around that time, I heard of a program called the Teaching Fellows Scholarship. Recipients of the award have all of their college expenses taken care of if they agree to teach in North Carolina for four years after graduating. I had no desire whatsoever to become a teacher, but I knew that taking the scholarship would make things much easier for my family financially. I decided I would use the funding to pay for my education, but after graduating I would not become a teacher. I would enter another profession that would allow me to make enough money to pay back the scholarship. It was not a plan I am proud of, but it made sense at the time.
Throughout college, I found that my one true love in life is adventure. I was up for any type of challenge that came my way, and that certainly led me to my share of wild moments. I once ran across the field of a nationally televised football game with my friend Bri, wearing only boxers and painted purple from head to toe, as we were chased by a gaggle of police officers in hot pursuit. While working at Dunkin' Donuts, and during a game of hide-and-seek, I hid in a warm, locked oven that was turned on, and because I had accidentally locked my coworker out of the building, I was almost cooked to death. Also, even though I am terrified of heights, I have bungee-jumped, climbed mountains, rappelled off cliffs, and parasailed behind a boat off the Atlantic coast. When I graduated from college, I realized I definitely did not want to teach. Actually, I didn't want to work at all. Therefore, in search of more adventures, I moved to London and worked as a singing and dancing waiter. After six months of using my southern accent as a British tourist attraction, I left England and backpacked across Europe, finally ending up in Romania, where I stayed with gypsies who fed me rat, which made me so sick that I had to be flown home. My adventures certainly had their share of highs and lows, but even when I ended up sick, almost cooked, or in trouble with the law, the experiences were worth the costs, because I always walked away a stronger, wiser, and better person.
After I arrived home from Romania, my parents were extremely happy to see me, but I had no intention of remaining home for long. My friend Bri was going to live on the beach in California, and I couldn't wait to move out there next. My mother, however, was willing to do whatever it took to get me to stay put. She told me of a fifth-grade teacher in our area who had recently passed away. It was a sudden illness, and her students, the faculty, and the entire community were affected by her loss. Now let me tell you, we live in the country, and the population of the town, Aurora, is about 600. You have to drive twenty minutes to get to a stoplight, and it is difficult to entice teachers to the school because of the travel it would require each day. Mom told me that substitute teachers had taken over the vacant teaching position for a month, and that the class had become very unruly. The school was about 75 percent minority and most of the kids were on free or reduced-price lunch. I felt sorry for the students, but I was not interested in taking over this class of demanding, high-energy fifth graders, many of whom had behavior problems and learning disabilities.
I told my mother there was no way in this world that I was going to teach at that school. She told me in return that if I didn't at least talk to the principal, she and my father would be forced to stop lending me money to fund my adventures. The next day, I was the first person to arrive at Snowden Elementary School.
Even though I agreed to meet with the principal, I still had no intention of taking the job. My Aunt Carolyn worked there as a secretary, so I figured it would give me the opportunity to see her before flying off to California. Upon arrival, I visited with my aunt, and then the principal, Andrea Roberson, gave me a tour of the school and told me about the group of students I would teach if I accepted the position. She told me about how demanding the students were, of several with learning disabilities, and how I had to raise those test scores no matter what. I remember thinking to myself, "And this lady is actually trying to convince me to work here." I did act interested, but my heart wasn't in it. She then escorted me to the room that held the fifth-grade class. We walked in and there was a little boy, named Rayquan, sitting just a few feet from the door. He looked up at me with his huge, brown, round eyes and said, "is you gonna be our new teacher?" I can't explain the feeling that came over me; it was like an epiphany. The instant trust in his voice, the excitement all over his face, and his evident longing for stability called out to me. I knew that was where I was supposed to be. I looked back at Rayquan and said, "I think so."
Before taking over the class myself, the principal wanted me to observe the substitute teacher. She didn't want to just throw me in the class with no idea about what to expect from the group. The substitute in question, Mrs. Waddle, was an eccentric lady who always had a sandwich in one hand and whose matted wigs always seemed to lean to one side. On the first day I observed her, she became upset with a student who didn't know the answer to a question. She proceeded to draw three small circles in a row on the blackboard. She then instructed the young man to place his nose in the middle circle and one finger from each hand in the outside circles. She left him there and turned back to the class and asked the question again. The next student got the question right, and she threw her hands in the air and proclaimed that she felt the Holy Spirit. She then sang an entire verse of "Amazing Grace." Sitting there and watching this teacher for a week solidified more and more each day my desire to work with those students. They needed me more than I could have ever imagined. Before turning the class over to me, the substitute left me with one bit of "wisdom." She looked at me and said, "You know, Mr. Clark, you'll do fine. As long as you can affect the life of one child, you've been a success."
To this day I do not like that quote. I feel we have to approach education with the determination to affect each and every one of our students. The mentality of achieving "success" after reaching one child isn't enough. I approach each year with the knowledge that I have only one year to make a life's worth of difference in each child in that classroom, and I give it everything I've got. I didn't know much when I first entered the classroom and took over that class from Mrs. Waddle, but I did know my life was going to be different, because I was determined to give my students a different life, a better life. My time as a teacher had begun.
Over the next seven years in the classroom, my experiences were like a roller-coaster ride, with invitations to the White House, 911 calls, trips around the country with students, projects that garnered worldwide attention, and a major move from teaching in rural North Carolina to Harlem in New York City. Those events highlight my time spent working with children and my efforts to teach them these fifty-five rules. I have recounted many of the stories here. They show the highs and lows, successes and disappointments, and lessons learned along the way.
As you go through the list, there are some rules you may like and decide to use with students and children in your life, and there may be some that don't inspire you. We all have different levels of tolerance when it comes to the behavior of children, and we all have different levels of expectations for ourselves and others. I offer these rules as suggestions, as tried-and-true methods that have served my students well. I hope you find them useful.
14 of The Essential 55 From Ron Clark's book, The Essential 55- An Award-Winning Educator's Rules for Discovering the Successful Student in Every Child
- Make eye contact
- Respect other ideas and opinions
- Do not save seats
- Say thank you within three seconds of receiving something
- When you win, do not brag; when you lose, do not show anger
- Do your homework each and every night without fail
- Do not talk in a movie theater
- Be the best person you can be
- Always be honest
- If you are asked a question in conversation, ask a question in return
- Perform random acts of kindness
- Learn the names of all the teachers in the school and greet them
- If someone bumps into you, even if it was not your fault, say excuse me
- Stand up for what you believe in
Saturday 1 May 2010
Some writing tips from a great writer - V.S Naipaul
For those of us who needs to tone up on our writing skills,
Sans Serif reminds us of novelist and journalist VS Naipaul's writing tips.
1.Don't write long sentences( def guilty of that )
2.Each sentence should make a clear statement-(try to but sometimes ramble)
3.Don't use big words-(yep agree with that)
4.Never use words whose meanings you are not sure of-( def)
5.Use as few adverbs as possible-(agree)
6.Avoid the abstract-(try to)
AND MOST IMPORTANTLY
7.PRACTICE
1.Don't write long sentences( def guilty of that )
2.Each sentence should make a clear statement-(try to but sometimes ramble)
3.Don't use big words-(yep agree with that)
4.Never use words whose meanings you are not sure of-( def)
5.Use as few adverbs as possible-(agree)
6.Avoid the abstract-(try to)
AND MOST IMPORTANTLY
7.PRACTICE
Don't teach social media skills in school
The majority of people don't want Facebook and Twitter to be taught in schools according to a survey by YouGov on behalf of Open Text. via Computer Weekly which reports that
Craig Hepburn, director of social strategy at Open Text, said, "While people are happy to use social media applications in the working environment, they are unhappy about them being taught in school. However, these tools could well be the future of business, you only have to look at the growth of business social media site LinkedIn - which now has over 40 million members - to see the importance of these applications and the fact they will play a big part in future generations' personal and professional lives."
Subscribe to:
Posts (Atom)