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Archive for the ‘Teachers & Parents’ Category

10 Ways to Deal with Lying in Young Children

Posted by teacher on April 23, 2015

Lying is extremely common among children around preschool-age, and that’s due to some interesting reasons. Check out these tips on dealing with a young child who has some trouble telling the truth, and you’ll learn a few interesting psychological tidbits as well.

Be Clear

Your child may not know the difference between lying and make-believe, so it’s your job to help her understand. It will likely take repeated efforts over several months. Be specific and brief. Say, “A lie is when you say something happened when it didn’t really happen. I need to you tell the truth, which is telling me about what really happened.”

Eliminate Causes of Lying

Avoid situations that may cause your child to lie. For example, if your child tends to break fragile objects and lie about what happened, keep such objects out of her reach. Young children often lie because they feel bad about what they have done, and they think that if they lie, they can make it so the event did not actually occur. Psychologists call this “magical thinking.”

Don’t Accuse

Be tactful when your child has done something wrong—guide her toward truth, not lies. For example, don’t ask, “Did you take your sister’s bunny?” Instead, say, “I wonder where your sister’s bunny went. Can you help me find it and make her feel better?” Young kids’ thinking is very simple, and they’re often concerned only with avoiding getting in trouble, not the concept of morality.

Focus on the Positive

While your child tells a story, point out the parts that are true, and gently note which parts are made up. Some children are very creative, and they just need help learning how to express their imagination in a way that’s not misleading to others. Ask for the truth, but encourage her to pretend when she plays with toys or draws a picture.

Reward Honesty

Some kids think the best way to get attention is to lie, so look for situations when your child is being honest and give attention for that behavior instead. Think of telling the truth as something that takes effort, similar to behaving in school, showing good table manners, or cleaning up at home, and praise your child accordingly.

Use Punishment Wisely

Correcting and teaching your child are far more effective than punishment. But if you feel that there must be consequences in order to stop her lies, use consequences that relate to what she lied about. For example, if your kid says she didn’t eat the cookies even as there’s chocolate on her lips, keep cookies and other sweets out of the house for a week or two.

Talk About the Value of Truth

When you talk about lying with your child, make sure you are teaching her why honesty is so important. Talk about why people need to have correct information to make informed and fair decisions, and why it is important for people to trust one another.

Find Books About Lying

Check your library for stories about lying and its consequences. Read these stories with your child and talk about what happened to the characters. See if your child can identify lying as you go through the book.

Allow Some Leeway

Kids are going to make mistakes. Preschool-age kids have bad memories and may not remember the details of an occurrence, and they subconsciously fill them in with lies. Let your child know that it’s okay to make mistakes, as long as she admits them and tries to fix them.

Practice What You Preach

Be aware of your own tendency to lie, even when your lies are meant to spare the feelings of others. Young children can’t tell the difference between a selfish lie and a lie that’s meant to protect someone. Your kid looks to you as a role model and will copy your behavior, though not necessarily with the same intention.

Lying is yet another issue that makes parenting as complex as it is. Be patient while your young child goes through this common phase, and do your best to work with her to correct it.

Language development in the classroom

Posted by teacher on February 3, 2015

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One of the major ways to support language development is your language interaction with students.

Checklist of steps that teachers can take to enhance language development in the classroom:

Physically

  • Organise the room to emphasise open space.
  • Define learning areas clearly.
  • Use classroom displays that invite children to comment.
  • Make book- and literacy-specific areas available.

Audibly

  • Manage background noise levels and ensure children and adults are able to hear each other easily.
  • Manage transition times so that children know what to expect next and noise levels don’t become excessive.

Visually

  • Provide good light.
  • Label most learning resources and materials with pictures and/or words.
  • Label learning areas with words and/or pictures.
  • Provide less visually distracting quiet or private areas for children to retreat to for down time or small group activities.
  • Display and appropriately label children’s work.

With play

  • Provide resources for free play that children can see and reach easily.
  • Have a role play area available.
  • Include imaginative role play in outdoor play.
  • Make good quality toys and real/natural resources available.
  • Make musical instruments and noisemakers available.

With books and stories

  • Have a range of books that are appropriate to the children’s experiences and interests available in a dedicated book area.
  • Ensure books on children’s interests or special topics are available in other learning areas.

What should an Efficient Assessment Design contain ?

Posted by teacher on January 31, 2015

ASSESSMENT IN SCHOOLS

Assessments in schools have changed definition over the last couple of decades. Changes in the world around us and the skills and knowledge essential to succeed in this world have consequently changed the learning design and teaching methodologies in schools. This has in turn necessitated assessment strategies that keep in mind the relationship between assessment of functional skills of children and its implementation in academic instruction. The new world today expects more out of children than just the basic skills of reading, writing and arithmetic. They are expected to acquire skills to access, interpret, think critically, analyze, and use information for making decisions, make inferences and be prepared to take on the challenges of “real-life”.

An efficient Assessment Design must:

1. Involve teachers, parents, and students at each stage of the process.
2. Match assessments to the purposes for assessment.
3. Match assessments to instructional content and student performance goals.
4. Review and revise specific outcomes that are grade-level and subject-specific and are important for students to learn.
5. Help develop realistic and individualized learning goals and standards for students.
6. Keep in mind that the primary goal is to study how children acquire grade-level skills and what strategies best enhance that process rather than measure performance for accountability purposes.

Tips for Teaching on the First Day of Class

Posted by teacher on January 5, 2015

Pupil and teacher

Develop a plan for engaging your students in learning, starting on the first day of class. Taking the time to design a clear plan for the first day will help you calm your nerves and will give students a clear impression of the course content and objectives, what they can expect to do in the course, and why it will be interesting and challenging.

Set the Stage

  • Arrive early and make sure that the room is ready. Set up any necessary equipment.
  • Write (or display) the course title and your name and contact information, on the chalkboard (or screen).
  • Chat with students before you begin class. Interacting with students in this way will make them more likely to participate and ask questions during class.
  • When class starts, tell the students a little about who you are and why you are interested in the course and the discipline.
  • Begin learning your students’ names. The class roster on WebFAC provides photos of all your students; use this roster to help you put names to faces, even before the class begins.

Begin Teaching on the First Day

  • ​Start class on time.
  • Hit the ground running on the first day by including a brief lecture or a focused discussion.
  • Use at least one of the teaching methods you will use during the semester.
    • If you plan to use small-group discussions or other active-learning methods in the course, it is especially important that you do so on the first day. This strategy will help you establish high expectations for student participation and engagement.
  • Communicate your sense of why the topic should be studied and understood.​​
  • Relate the course topic to current issues or experiences.

Review Course Organization and Policies

  • Distribute an informative, detailed syllabus and describe the workload of the course, e.g., number of exams, number and length of papers, number of books to read, and amount of daily or weekly homework.
  • Explain policies regarding attendance, academic integrity, grades, and requests for extensions or rescheduling of quizzes and exams. If you are TA who is assisting a faculty member, reinforce course policies and explain how they pertain to the part of class (e.g., weekly discussion sections) that you facilitate.
  • Review your office hours and give students instructions on when and how to communicate with you.
  • Explain your expectations for class participation, and why participating is important.

Answer Questions

  • In addition to giving students an opportunity to ask questions, try to answer unspoken questions, such as “Should I take this course?” “What will be the most interesting part of this course?” and “What will be the most challenging part?”
  • Consider asking students to submit questions about the course—in class, via email, or in an online discussion board, such as on Blackboard. Plan to answer these questions during the next class session

Gaining learning from our Teachers

Posted by teacher on December 22, 2014

We Learn lots of things from our teachers

Our very first memories might be of our parents but sometimes they are of our teachers. We attend nursery school at merely two or three years. Our teachers are remembered like our second parents. As years pass by we leave our first teacher and move onto our second. Most of the time we never realize what we are leaving behind when we let ourselves get swept in a rush. More often than not, we never even get a chance to thank our teachers for the time they take. We don’t even realize that we have copied their habits.

I remember trying to balance my chair on two legs while the teacher kept advising me not to. In the end it flipped and I fell down with the chair. He helped me up and wiped my tears. A few years later another teacher put her saliva on a classmates newly formed bruise. I watched with fascination. Time passed and I ripped my book in half against my teachers orders right in front of her. I remember like yesterday when my ninth grade teacher screamed at me for a misunderstanding between us. When I apply for a job in the future I will write ‘resume’’ because it was my A’ level English teachers pet word, and on the very day of leaving school , on my graduation speech the teacher correcting it replaced ‘school’ with ‘Alma Mater’ and in the future I am sure I will unconsciously do the same thing.

At the last exam of our A’ level exam we all smiled. We were ecstatic about leaving school. Going to jobs and doing our own thing. The teachers smiled and watched as we left. They were happy that we took what they had to give. The same thing happens with our parents. When it is time to leave the nest, they accept it and let us go with their blessings. We find is hard to even come back and visit them. Same happens to our close friends whom we find no time to talk to or even greet as we rush by trying to live our lives.

Best Tips For Parent Teacher Meeting

Posted by teacher on November 26, 2014

Best Tips For Parent Teacher Meeting

Parents and high school teachers are not typically people with ample free time. But as the two groups that often influence children and their education the most, parents and teachers need to make time to communicate with each other.

A conference should not be a confrontation : A parent-teacher conference is not an opportunity to list all the deficiencies you see in the teacher, the classroom, and the school system. Nor should it be a time when the teacher lists your failings as a parent and your child’s failings as a student.

Prepare talking points : List topics or questions to discuss about the child’s behavior, academics, or anything else, Landers says. And since time is limited for both the parent and teacher, arrange the most important points to be at the beginning of the discussion, Landers recommends, so you’re sure to cover them.

The conference makes the teacher more effective : Knowing that “my child is fascinated by stars” may give the teacher the means to excite interest in reading. The more the teacher knows about your child, the better the child’s needs will be addressed.

Tips for a Teachers To Deal with Autistic Students

Posted by teacher on November 10, 2014

Tips for a Teachers To Deal with Autistic Students

Some useful tips for teachers to deal with autistic students are :

1. Use Task Analysis –very specific, tasks in sequential order.

2. Don’t take misbehaviors personally. The higher-functioning student with autism-is- -not manipulative or scheming, trying to make your life difficult. They are seldom, if ever, capable of being manipulative. Usually, misbehavior is the result of efforts to survive experiences which may be confusing, disorienting or frightening.

3. Remember that facial expressions and other “social cues” you use with other students may not work for autistic students. Most people with autism have difficulty reading facial expressions, interpreting body language and understanding some common gestures, like a wave ‘hello’ or ‘goodbye,’ a ‘come over here’ motion, etc.

4. Give fewer choices. If a child is asked to pick a color, say red, only give him two to three choices to pick from. The more choices, the more confused an autistic child will become.

5. If you ask a question or give an instruction and are greeted with a blank stare, reword your sentence. Asking a student what you just said helps clarify that you’ve been understood.

6. Avoid verbal overload. Be clear. Use shorter sentences if you perceive that the student is not fully understanding you. Although autistic people do not necessarily have hearing problems and may be paying attention, the student may have difficulty understanding your main point and identifying important information.

7. Prepare the student for environmental changes or changes in routines. This would include assemblies, having a substitute teacher, rescheduling of classes, and so on. Use a written or visual schedule to prepare the student for changes.

8. Providing warning of any impending change of routine, or switch of activity.

9. Addressing the pupil individually at all times (for example, the pupil may not realize that an instruction given to the whole class also includes him/her. Calling the pupil’s name and saying “I need you to listen to this as this is something for you to do” can sometimes work; other times the pupil will need to be addressed individually).

10. Using various means of presentation – visual, physical guidance, peer modeling, etc.

How to handle classroom discipline

Posted by teacher on November 3, 2014

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The answer will vary at large as it depends on teaching style, grade interviewing for, and past experiences. However a teacher should draw out a plan and try to implement it if discipline is an important part of the position. Coaching clients fail to provide a clear action plan that can be backed up with examples. Also it is important to find out what is the philosophy of the school or district, this will give you some additional information.

You will want to get an example of your plan; use a real situation to show your expertise in this very important area. Whether you use the red light/green light, time-outs, or removing the student from the classroom, it is important that you can back up why it is effective and use examples. You will want to explain why you feel the discipline action is effective and why you enjoy using it.

It is important to develop ground rules the first week of class, this allows the students to understand what is and isn’t acceptable behavior.

These rules are discussed and agreed upon with the students, this makes the students accountability and responsible. You may want to touch on your philosophy of classroom discipline. This of course would depend on your style; you will have to be honest with yourself. But you may believe that you reduce negative behavior by offering the students a intellectually stimulating, organized, and respectful environment.

It is also important to indicate there are always two sides to every story, so if the action involves discipline of two students, you must listen to both sides. Make sure that you try to get the students to resolve their own disagreements, which may involve compromise. And resolve the problem by asking yourself, “How will you handle the situation next time?”

Preventing and Resolving Parent-Teacher Differences

Posted by teacher on October 27, 2014

PARENT AND TEACHER

Parents and teachers share responsibility for creating a working relationship that fosters children’s learning. This digest examines the cultural context for parent-teacher relationships, suggests some general strategies for creating a climate in which misunderstandings and disagreements between parents and teachers can be minimized through communication, and discusses some general principles for parents and teachers in dealing with misunderstandings or disagreements as they arise.
It is important for teachers and parents to remember that they know the child in different contexts, and that each may be unaware of what the child is like in the other context. It is also useful to keep in mind generally that different people often have distinct but disparate perspectives on the same issue.
Many parents may be surprised to learn that teachers, especially new teachers, are sometimes equally anxious about encounters with parents.

Child’s Development depends upon their parents and teachers

Posted by teacher on September 25, 2014

Child's Development depends upon their parents and teachers

A child has a distributed time for school and home thus he is distributed amongst parents and teachers. We can say that parents and teachers play a very important role in shaping child’s future. Education is basically a process that leads to mental and psychological growth of a child. Apart from leaning the academics a child learns various other things like team work, table manners, sharing, unity, teamwork. A school is a form of institute for a child; some say parents are the first teacher for the child however I feel teachers are the second parents for children. Since kindergarten a child is handed over to the teachers and teachers nourish him and bestow him with the love support and good habits.

Parents on the other hand are responsible for the overall development of the child; they play a very important role in the socializing process of the child. Right from the bed time stories to the behavioral habits parents play a very important role in making a child a responsible citizen. A successful teacher always has a keen ear on parents. Such teacher normally asks the parents about the behavior of the child, his habits and activities and behaves accordingly to him; she is responsible for his growth and development and thus tries to bring out the best in him.

She is always alert with the cultures and family values of the child and thus tries not commenting or passing any judgment on the parenting styles. She thinks widely and makes sure that at any moment she may not hurt the mind of the child. Communication is best medium to solve problems. A successful teacher is always ardent at talking to the students and solving their problems, she is always approachable by almost every child of the class. Instead of blaming the child for not completing particular thing or being incapable of working on particular project or achieving bad grades she tries to find out the reason behind child’s failure or incompetency.






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