Hands-on Teaching for Children with ADD

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Too many students today are expected to sit still and pay attention. These are good attributes for kids, but only for limited periods of time. It’s too much to ask a kid to sit still for 8 hours a day with only a couple breaks for lunch and recess.

This is even truer when it comes to kids with ADD and ADHD. Many teachers don’t understand how difficult it is for these kids to pay attention. For many, kinesthetic learning is the best way for these kids to learn concepts because it keeps their hands busy and allows the students to learn by actually practicing what is being taught.

Reading about plants, for example, isn’t nearly as meaningful as seeing the plants, feeling the leaves, and examining the petals. Teachers with students that have ADD will find that these students are more successful at retaining the knowledge when the lessons are hands-on. If possible, evaluations (such as tests) should also be done with hands-on activities. If that’s not possible, then teachers can help ADD students in other ways such as allowing him or her a scribe, allowing the student to stand while taking the test, or allowing the student to take the test verbally.

The important thing when it comes to teaching students with ADD is to be understanding. Listen to your students when they explain the difficulties of having ADD; this will help you know how to help and what it’s like to deal with this disability.

Is Standardized Testing the Best Way?

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Most can agree that there is something wrong with the No Child Left Behind (NCLB) Act. The idea is that children won’t get further and further behind their classmates. The hope is that their abilities would be raised to others their age, but what is happening instead is that the standard is lowered to the least common denominator instead. Schools are required to be to a certain level by 2014, but it’s just not going to happen. There are few schools in this country that meet the criteria set by NCLB.

The question is, should standardized testing be the way to evaluate children? Every child learns differently — visual, kinesthetic, auditory — and yet they’re all being tested the same way. For those who need a hands-on approach, reading a question and filling in a bubble is not the best to evaluate whether that student understands the concept.

And that doesn’t even take into account those students with disabilities. These could be slight frustrations, such as dyslexia or ADD, or they could be serious disabilities such as cerebral palsy (and these students are required to take the tests just as much as mainstream students).

If we’re going to require testing for students in order to set a baseline of where the schools are at, then the testing needs to reflect the differences in the children. In the classroom, teachers don’t just use tests. As they’re teaching lessons, they’re walking around and evaluating students as they work on assignments. There needs to be a reflection of this in standardized testing as well.

Understanding Standardized Tests

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It seems that the educational system is in a constant state of flux, We’ve seen the implementation of the No Child Left Behind Act, to the recent announcements of changes that will be made to that Act.

One thing that does seem to remain is the standardized test as a way to gauge both student and educational institution performances. In addition, how do we go about determining or interpreting the results of our students test scores?

It’s important to, first, realize that not every student will test at an above average level. And it is also important to be able to use those test scores to improve student performance.

Know which tests are being given at what times. For instances, some tests are standardized and given across the nation at the third, fifth and eight grades. Next, make sure you understand the norms of the test. An individual students performance is measured against the “normed” or baseline group. Your individual student’s scores can be interpreted differently depending on which norm the results are compared with.

Identify the reporting methods of the scores. These can be stanine, grade equivalents or percentile rankings.

Make sure you understand how the results will be used. Some school districts use the data as a measurement of academic policy or effectiveness. Scores of individual students should not be used to make decisions on remedial programs or other such programs.

Finally, understand that these test scores measure performance, not your student’s potential. The test basically determines how much a student knows on a particular date, but not about future learning potential.

Mortgage Programs: To be or not to be

Since being elected to office in 2008, President Obama has been working feverishly to improve the overall climate of the housing market. Although he has not managed to save everyone’s home the President, along with his administration, has helped many avoid foreclosure through loan modification. While mortgage programs implemented by the Obama Administration appear to be helping thousands, some critics argue that such programs are doing more harm than good.

Federal mortgage programs are constantly under attack in the House of Representatives. While the Obama administration claims that the programs are necessary for economic recovery, many Republicans refuse to believe such claims and suggest the programs be discontinued.

Although scrapping modification programs in the middle of an aconomic turnaround will have detrimental effects, it’s hard to explain such negative results when some bailout programs are not doing well. The Home Affordable Modification Program (HAMP) in particular has received poor reviews. In the most recent scorecard, the program showed a decrease in the number of trial and permanent modifications. Such decrease essentially implies that while home owners are given the opportunity to rectify mortgages, many are unable to maintain good payment history after being modified. Although these results may tell Democrats that more work is necessary to actually help owners rise above debt, the information tells Republicans that the program is not effective.

Regardless of the effectiveness of mortgage programs initiated by the current administration, it should be the federal government’s priority to attend to the needs of the country. Since the housing market caused a domino effect that led to economic distress, the government should be completely focused on fixing the problem. While some mortgage programs may be more effective than

Standardized Tests: What are they good for?

Every year students in the United States of America and all over the world are subjected to at least one standardized test. If it’s not taking the Scholastic Aptitude Test (SAT) for college admittance, it’s engaging in the Exit Exam to graduate from high school. Although many Americans are accustomed to standardized testing, very few have questioned the purpose of such tests. What are standardized tests really for?

While the list of answers may be endless for the majority of society, the very elite and professionals say testing is used for curriculum decisions. According to education administrators the performance of students on standardized tests in one year determines the type of lesson plans that will be presented the next year. If a fourth grade class scores in the fortieth percentile in algebra in 2011, then the incoming class will more than likely be taught less difficult equations the following school year.

Regardless of an individual’s opinion about standardized testing, one has to admit that solely basing curriculum on a single test is both biased and irresponsible. It is unfair to students for administrators to dismiss all of effort contributed because of one bad test. What is the purpose in sending children to school everyday if big decisions concerning curriculum will be determined by a standardized test? Although standardized testing is an excellent tool that may be used in conjunction with other factors, it should not be the sole benefactor that decides if an eleventh grade class will be taught trigonometry next year.

Applause for Education Reform

Democrats recently applauded ESEA leaders for their efforts in education reform. According to Democrats, the central goal of focusing on students and identifying the country’s most effective teachers is a good start to reform. In the past, ESEA has not presented a concentrated report on what it plans to do about the achievement gap and other educational barriers present in the system. The recent report, however, has not only managed to offer a solution to education problems, but has also suggested strategies for funding. According to a letter written by Democrats applauding the program, ESEA has suggested that there be more transparency in budget plans. Instead of leaving society in the dark while money is being spent on goods, ESEA has proposed that public school administrations inform taxpayers of what their money is being used for.

Although the success of the program depends on academic improvement, providing more insight into the financial scheme of education will move plans forward. Many taxpayers would be willing to pay higher taxes to educate children if they knew exactly what the money was being spent on. Since the economy has suffered much heartache because of the housing market and employment decline, it is no longer satisfying for an individual to ask for billions of dollars and say “It’s for the children.” In the current economic recovery, people want to know the facts of the matter. Most taxpayers find it necessary to know how the increased finances will be helping the children, and of the amount asked for is absolutely vital. School administrators and political advocates for education will not get far without addressing these two issues.

While it is not certain that the new changes to ESEA will be permanent, it is definite that politicians working with the program are trying to make the system better.

Haiti: Education For All

The massive earthquake in Haiti killed hundreds and injured thousands. Many were displaced and exposed to homelessness after the natural disaster. Months after the quake, the Education For All (EFA) program is endeavoring to rebuild the school system in devastated areas.

To date, Education For All has allowed children in Port-au-Prince to return to school and has provided tuition assistance to over 100,000 students. Education For All has also distributed over 1,200 supplies to eight out of ten Haitian school departments. These supplies will allow students to engage with educational material, and learn through classroom interaction. In the near future, the program plans to improve the quantity and quality of education through teacher training. Such training will enable educators to better communicate and more effectively respond to the needs of students.

Education For All was established over two years ago when the Haitian government acknowledged the disadvantages of the educational system. The central problem that the program was created to address was the large percentage of private schools that charged high fees, which made it impossible for many students to attend school and receive a reputable education. The purpose of EFA was to better govern these schools, but the program has served as a catalyst to re-launch the education system after the devastating earthquake.

In an effort to assist with the endeavors of the program, the Canadian International Development Agency has assisted the Caribbean Development Bank, the Inter-American Development Bank, and the World Bank in contributing $97 million to Education For All.

Revamping No Child Left Behind

The White House is planning on having reworked the No Child Left Behind laws that legislate education before most of America’s students go back to school in August. Unfortunately, this measure will have to have serious support from the Republican party as well as the Democrats, and they do not seem to be willing make it a priority.

They are hoping to make the laws more flexible than they have been in the past and also help Washington take a step backwards from controlling the standards and how they are set. Many teachers and schools believe that the White House has made strict laws that they can not regulate without knowledge of the schools themselves. They are hoping that not only will the regulations be relaxed in regards to standardized testing, but also that there will be more local control of these regulations.

The plan to have it done by the regular August recess hinges on Republican lawmakers agreeing to work on the laws. Republicans made it clear to the country that their top priorities were both increasing the number of jobs and fixing the economy. Even if they were on board with the Democrats, getting this type of legislation through by August is not likely to be feasible.

The president has told those in the White House that he believes redefining the federal government’s role in education through No Child Left Behind is top priority for him. The biggest problem with this would be that Obama wants a large rewrite of all of the No Child Left Behind laws. This takes time and money. Also, Republican law makers are more likely to approve new legislation if it is a series of small laws that make changes to old laws already enacted.

Mediocrity On The Rise

It should come as no surprise that the school system in the United States is failing. In the 1980′s the Reagan Administration released their report, “A Nation At Risk.” Contained within the report where a variety of statistics and recommendation aimed at stemming what President Reagan termed the “rising tide of mediocrity.”As we move forward into the next generation of school reforms, we should take time to reflect on the original five recommendations made by the National Commission on Excellence in Education.

1.Content: It is no secret that our nations schools are seriously lagging behind other schools on a global level. Reagan’s team recommended changing the content for students with the aim of better preparing our students for college.
2.Standards and Expectations: Somewhere along the line, teaching to the lowest common denominator became accepted. Reagan’s committee urged schools and administrators to focus on higher expectations and standards.
3.Time: Simply put, our students need more education”face time” in order to be competitive. The committee urged schools to lengthen not only the school day but also the school year.
4.Teaching: In order for our students to be truly successful, our teachers must be more adequately prepared.
5.Leadership: Leadership isn’t just found at the government level. Involving parents and community groups in the effort to hold our schools, our teachers and our government responsible for improving the education system for our students is critical.

When these recommendations were written our K- 12 systems was in serious need of reform. Some of the recommendations were implemented while others were virtually ignored.

Maybe it is time to revisit Reagan’s recommendations and see if we cannot stem the tide of mediocrity in the K – 12 education system in The United States. Our schools and our students must be better prepared so we can be successful on a global level.

Raising Our Expectations for Global Compeition

We have all heard the statistics: our students simply are not performing as well as students in other countries. This alarming information has lead to major reform movements in our country as we struggle to develop a system that will allow our students and our country to grow successfully in the future. Unfortunately, none of the changes has had the desired effect leading more and more people to believe we should institute a policy of international benchmarking.

International benchmarking will allow the United States to set federal standards that are competitive on a global scale. By setting these standards and developing the curriculum, support staff and teaching staff needed to meet those standards, we will better position our students to compete on the global scale.

We have arrived at this point, largely due to the No Child Left Behind Act of 2002. This act did require that higher standards for education be set, but left the determination of those standards to the individual states. In other words, we currently have no federal education standards; rather we rely on 50 separate sets of standards. Nor were the state standards developed to meet federal criteria. NCLB simply stated that state must implement coherent, challenging and demanding standards for math and reading.

Implementing a series of international benchmarks will allow the United States to return the advantage to our students by allowing them to compete on a global scale. As technology continues to grow, making our world smaller and smaller, our student simply must be able to compete globally. Failure to prepare our students for this global competition represents one of the biggest mistakes our country may make.

Perhaps international benchmarking isn’t the answer we seek, but the idea behind it is sound. How can we expect our children to compete with student from across the world if we set our standards lower than theirs?