Teacher education

Here are some of the key quotes from the Conservative Party s Social Justice Policy Group s paper on addictions .particularly in step with \ journal ‘is not negotiable’ approaches to education to children in greatest need. It also seems to be in step with the concerns of scientific experts on cannabis.
With the understanding of the real dangers of drug abuse and addiction.

Systematic carefully designed research to test the impact of different approaches [to what they call addictation education] – scientific, informational, experiential and personal, and peer led interactive – to be tested and compared across different school settings is required. Impact measures need to look at comprehension and retention in addition to longer term behaviour change. This requires a ‘capture and recapture’ method or other form of longitudinal, cohort study.

Filed under: Conservatives

Stick that on your power cord!

This blog is taking a break until early September. drug and alcohol services.

David Chater, head of policy at youth charity Rainer, says the tax is a brave proposal.  The treatment tax is a brave step and is really positive, it would double the budget for drug and alcohol services. It takes a brave politician to say they  increase tax, especially on something like alcohol.

But Chater is less impressed with the report&s emphasis on abstaining from drugs and alcohol.  Measures like reclassifying cannabis as a class B drug, risk dragging a lot more young people into the criminal justice system. The best bits are outside the addiction section, with ideas for family support that will do more to tackle substance misuse than abstinence programmers.

Filed under: Conservatives

As you note, my new Geoloc maps stopped working. Because e-mail that I received, and a web Geoloc, the French Im not sure why, but I’m working on trying to fix it.may get bogged down in a flurry of other students or any person extending the teacher tossed in. It’s good in some ways, not so good in others. In its view, this is the best way to class that you have, but really arent interested in but shes not born to it. She struggles. Its taking her considerably longer to get through this unit she has to wait for feedback from teachers and tutors. She has to wait til a white board tutor time is set and then she has to wait some more. Shes getting a mid B in the class, right now, at the midway point and its getting harder. A face to face experience would probably have been better for her and were in search of a tutor who can give her some extra real time attention to help her improve her skills.

Comment by Denise March 30, 2005 @ 11:15 am | Reply

Ungdomsengagemang projektmedlemmar both on television and by celebrities. Our peers are another strong influence and we believe that peers who don’t use drugs are a positive influence.

-Boredom contributes to young people using drugs and positive activities need to be more accessible.

-Drugs and alcohol are widely available and easily accessible to young people.

Looking in more depth at what the young people said about drug education Mentor report:

The young people were adamant that the personality of the worker who delivers a drug intervention is key to its effectiveness.

There was a general lack of trust in the ability of some teachers to deliver drug education. It was felt that they were not really motivated to teach the subject and were biased in their messages; they only talked about the negative effects of drugs and did not give a balanced view.

One of their participants said:

“I don’t think [teachers] actually care about it, they’re just paid to do the job.”

Of course I’m sure this isn’t entirely fair, but it does suggest that the way teachers approach the subject makes a significant difference to the way it is perceived by those receiving it.

Filed under: Drug Education Forum Members , drug education , Mentor UK

Those of you who work directly with young people might want to take a look at this competition : to making sure that the review benefits from an open process and takes serious account of the views of all its stakeholders.  QCA has already begun this process.  Over the coming months they will be running a series of regional conferences and seminars to seek views and develop proposals.

Looking at the questions the ones that seem most relevant to us are the two around Personal Development:

-What are the personal, social and emotional capabilities that children need to develop through their schooling?

-What is the most appropriate framework for achieving greater integration of these capabilities throughout the curriculum?

Just to remind people this is different to the Primary Review that&s being underaken here .

Further reading:

- What’s happened to PSHE in Primary School? – evidence on the reduced amount of time spent on PSHE teaching in primary schools

- Brown’s ‘radical’ drugs review & The Prime Minister says he wants drug education in primary schools.

Filed under: PSHE , Independent Review of the Primary Curriculum

One of the other blogs devoted to the virtual school is to decide on Schools Online (DAOS) note that this blog is no longer available . I know  t think it would be unfair to characterize this as a blog with a specific agenda (like most blogs, websites and even do). On the page purposes, it has two major goals:I ‘ll post more about this attempt to destory public education, then I  sure). I  Trackbacks I posted on their blog and I  confident that they can correct me if I wrong.and at the federal level?
-Can the e-learning to help students make progress towards the objectives of the No Child Left Behind? most burning right now? And, do you have any thoughts about your responses to those two questions?

If you fall more into the educator category, which two questions do you see as the most burning right now? And, do you have any thoughts about your responses to those two questions?

Tags: virtual school , cyber school , charter school , high school , education

mrschili
April 10, 2008 at 5:24 am

These are GREAT, Everyone! See how these little tricks stick in our heads?

Lanie, I like yours – Sweet Stuff (which is what we call dessert around Chez Chili) and Sand. That seems easier to remember than my trick of wanting two desserts. I may steal this – thanks, Mrs. Maybee!

Tense, I learned how to spell together as three words – to get her. I don’t remember who taught me that – I think it was a friend’s father – but I never misspelled that word ever again.

Jules, got any other fun tricks?

Reply

1 Comment.
CaliforniaTeacherGuy
April 9, 2008 at 9:45 am

I’m holding…breathlessly!

Reply

4 Comments.
Darci
March 17, 2008 at 11:05 am

I love this idea for a final. Is it possible that you can email me the format? I would use it for the Narrative final that I am giving at the end of the semester. My students missed this section due to me not taking over the class until mid-November so I will not be using the state periodic assesment. I love the idea of the paragraph edit option. I also include grammar as the warm-up so your opening is helpful. I would of course give credit in the footer.

Reply

10 Comments.
Seth
April 5, 2008 at 9:09 am

So I’m a few weeks late on replying…. .but that’s the way things have been for me lately.

It’s amazing to me how we all forget to look at the basic natures of life. At the primary levels, we all want the same things, need the same things, desire the same things… but somewhere along the lines, we’ve gotten confused and caught up in everything else. We’ve made choices to lead us away from these basic elements and we’ve “put on glasses” that keep us from recognizing each other and all of those qualities that make us so similar.

Beautiful post.

Reply

In UNESCO’s “ Advocacy Kit for Promoting Multilingual Education: Including the Excluded “, the question was posed: “Can quality education for all be achieved when education is packaged in a language that some learners neither speak nor understand? This is the situation faced by many children from ethnic minority groups when they enter formal school systems-the official school language is very different from the language they speak at home. Forcing children to learn in a language they do not understand creates an educational handicap that should not exist.” The document concludes that “…understanding the true panorama of providing education in learners’ mother tongue is one of the crucial steps towards achieving quality education for all.”It is therefore disappointing to note that, after going through the “ Full Report for the Policy Recommendations for the Basic Education Sector Reform Agenda for the National Language and Literacy Learning Strategies for the Filipino and English Languages ” submitted to the Department of Education on Sept. 30, 2006, there isn’t any doubt which among the 170 or so Philippine languages BESRA is “strategizing” for under its Key Reform Thrust #3.Of course there is widespread agreement to use the indigenous languages as medium of instruction in preschool through elementary school in the areas where they are spoken as a bridge to learning Filipino and English plus other areas of learning using either Filipino or English as medium of instruction. But BESRA does not have any KEY REFORM THRUST to keep our non-dominant non-Tagalog languages from dying. All this BESRA strategizing to make Filipino and English so dominant will eventually make the case for the other indigenous languages as bridges or stepping stones simply irrelevant, dead. The socio-economic and political prowess of a dominant language as Tagalog/Filipino and English as they are now aggressively being promoted by the government to be so dominant will simply eviscerate all reasons for anyone to want to stick with any indigenous non-Tagalog language any longer.What’s the real incentive to cultivate our own indigenous non-Tagalog languages if BESRA is there to make sure Tagalog/Filipino and English are going to be the only ones that matter ultimately and that these are the only languages every Filipino needs? The decreasing ranks through natural causes of the elderly population who are the remaining mainstays of our indigenous languages all but insure that many of these languages will be wiped out soon. And so does the varied cultures associated with them unless there is a conscious effort–like a BESRA type KEY REFORM THRUST– woven into a multilingual education policy designed specifically to save them, at least the ones that still manifest the dynamics of surviving. Those languages with, say 30 or so remaining speakers will understandably be difficult to save with any type of intervention.Those who have the power to institutionalize mother tongue-based multilingual education in our schools are urged to NOT water down the recommendations of UNESCO’s “Education in a Multilingual World”. UNESCO’s recommendations on multilingual education are based on years of research so that to tinker with them, such as radically shortening the length of immersion of the child in his mother tongue from the ideal 6 to 8 years, would be the height of myopia. DepEd Order No. 60 s. 2008, the first department order to recognize and recommend the use of mother tongue-based multilingual education, requires Filipino and English to be introduced in grade 1 and that renders UNESCO’s recommendations virtually ineffective. I think we just don’t get it.Those of us in power who make language policy, especially one through our educational system, please watch the above video and the one below and understand their implications. If at first you don’t get the message, pretend you’re one of those who don’t speak Tagalog/Filipino.[Click here to view the movie, " The Linguists ".]Posted in DepED Order No 60 s. 2008 , Education policy , K. David Harrison , Language of instruction , Mother tongue , Multilingualism , UNESCO’s Education in a Multilingual World , When Languages Die , mother tongue as language of instruction , multilingual education | Tags: Languages Do Work! , Lubuagan Experiment , medium of instruction (MOI) , MLE , MLE training , mother tongue as MOI , multilingual education

sphyrnatude
August 10, 2007 at 10:18 am

I absolutley agree with the luddite ballpoint-pen grief. No reason for that!
However, I have to disagree with the “nice” evaluations – lableing them as borderline instead of failing. All it is going to take is one nasty student to point out that when they hadn’t done any work you ranked them as borderline – now (at the end of the semester) when you give them the “f”, you’re going to have to jsutify why their work was “borderline” at mideterm, but the same work is “failing” at end of semester….

To me, this is a CYA situation, and in all honesty, I don’t think you’re doing the kids any favours by giving them the impression that non-performance is borderline. In the real world (at leastiof they were working for me), thier evaluation would be: “time for you to go find another job – and by the way, non-performance does NOT qualify you for unemployment. Here’s you last paycheck, good luck, and don’t bother trying to use me for a reference.”
By giving them the false inplression that what they are doing is “borderline” instead of unacceptable, you are continuing the grade inflation myths that most high schools currently use – it doesn’t matter what you do, you’re almost ensured a D (or in some cases a C) as long as you show up at least once…..

Mke your evaluations honest – the kids that have any chance of actually responding to the evaluation may be pissed, but they’ll ge ttheir ducks ina row. The kids that aren’t going to respond are a lost cause anyway, so who really cares what they think.
The one or two that feel that they are entitled to the passing grade just for being there will use your generosity as a method to force you to justify your change in standards…..

Reply

HomeFireBlue
August 16, 2006 at 9:31 am

LOVE the stickers!

If you ever think of something you’d like to have on a bumpersticker (or magnet) just let me know and I’ll whip you one up in my store.

For free, of course, cuz I luv U.

Be patient about the job … it’s coming.

-Blue

Reply

2 Comments.
Suzanne
August 10, 2006 at 9:16 am

I can understand believing that the Universe is sending you a message, but here’s my take on this. If you want to TEACH, then you should be TEACHING. Sign up as a substitute teacher to several schools, and get some great experience along the way. You said that in a couple of cases, teaching jobs went to people who have been subs in the district. If that’s one way to get a job, then go for it.

I’m sure you would enjoy working at the mechanic’s place. They sound like good people, and it would be an easy thing for you to get into. Perhaps too easy? Too tempting?

Girl, if you are serious about teaching, get out there and TEACH! And maybe this is just the Universe’s way of testing your commitment….

Reply

2 Comments.
Mrs.Chili
August 5, 2006 at 8:42 pm

Really, BoDog? Why not? I think movies are a GREAT way to teach. There are a lot of really fantastic films out there that span a staggering bredth of subject, concept and emotion. Besides, who needs an excuse to show something as amazing as Glory?–>

Reply