Movies in the Classroom
June 26, 2011 by PLB Registrar · 3 Comments
Sometimes I have conversations with myself. As both a parent and a teacher my role in these two positions can sometimes struggle to coexist.
As a parent I question the value of movies that my children watch in school. I want more reading, writing and arithmetic. I wonder what value a […]
Setting up Blocks in a Moodle Classroom
June 24, 2011 by PLB Registrar · Leave a Comment
It’s important to set up an online Moodle classroom so that it is a space conducive for effective teaching and learning.
The blocks of information located in on the “sidewalks” (left and right columns of your online classroom space) are called Blocks.
You’ll want to get rid of Blocks that won’t be used and then […]
Classroom Behavior: Root Causes & Drivers
June 22, 2011 by PLB Registrar · Leave a Comment
A student’s behavior is not random but is determined by one or more root causes or behavioral drivers, the most common of which include:
Social attention (adult or peer)
A student may call out sarcastic comments in class because she gets peer attention for doing so.
Escape or avoidance of tasks, settings, or situations
A student who […]
Reading & Phonemic Awareness
June 20, 2011 by PLB Registrar · Leave a Comment
Many students who seem bright actually struggle with reading. When tested, most of their cognitive skills test high — except for one: phonemic awareness, which is the ability to blend, segment, and manipulate sounds.
Over 130 federal studies done between 1985 and 1995 show that 88% of all kids with reading […]
A Teacher’s Responsibility
June 18, 2011 by PLB Registrar · 3 Comments
I must confess, I have not been in the mood to write this week. School’s out and summer freedom beckons.
So, in thinking about on what topic I would write, I was browsing news sites in search of education topics and I could not escape the news of New York Congressman Anthony Weiner’s personal indiscretions.
I […]
Streamlining Standards-based Instruction
June 14, 2011 by PLB Registrar · Leave a Comment
Standards-based instruction streamlines and eliminates random teaching practices that tap into the preferences of the teacher rather than the instructional needs of the student. For instance, a classroom teacher would not teach a concept considered not “standardized” or recognized as the prescribed content focus for that grade level. […]
For Teachers: The Five Senses
June 13, 2011 by PLB Registrar · 3 Comments
How many senses do human beings have?
If you said “as many as two dozen,” you are correct!
Some of them (for example, sensory awareness of hunger and thirst) are still questionable. And, no, common sense did not make the resource lists we consulted at all.
For the purpose of this post, we will focus on […]
School Principal Tips for Keeping Student Data Secure
June 10, 2011 by PLB Registrar · Leave a Comment
Schools are responsible for housing much student and staff information and private data. Following are important considerations for school computers that have special programs to access secure data (payroll applications, student management applications, etc):
Limit login to specific user accounts
Secure the computers physically in a limited access room
Set to automatically lock the screen after […]
Strategies for Reading Comprehension
June 9, 2011 by PLB Registrar · Leave a Comment
Members of the National Reading Panel (NRP) (2000) concluded seven types of comprehension strategies that met their criteria for effectiveness in an evidence-based assessment of the experimental and quasi-experimental research on reading.
The panel’s findings, which were based primarily on research conducted in grades 3-8, suggest that the […]
Tips for Teachers of Gifted Learners
June 6, 2011 by PLB Registrar · Leave a Comment
The gifted learner thrives on challenge, complexity AND choice. This student looks and listens to content in a different way and might wonder if the teacher considers the multiple nuances and different perspectives that could be “essential” to the lesson.
It is common for gifted learners to want to do more […]
