There is no way a thesis or even different types of serious scientific work without the introduction of what is meant in the term paper writing can be done. This usually can be part of the total duration of the introductory paper, or may consist of the entire paper. Many scientific studies have to ask for an introduction. What you should know is that a card with an excellent introduction as one of the best working conditions curriculum will be taken in custom papers. Are you writing an essay or thesis, you should realize that most of the teachers and even the common reader, with the introduction of material into the body of the paper to see would be found. Therefore, the introduction is clear and precise. And you must write in one language. The introduction is a dual purpose. The first objective of any new version is to inform readers that something serious to be treated properly in the body of the housework. The introduction serves as a milestone for the reader. Here's what to keep their attention and encourage them to read from page to page. You should introduce the reader want to know what happens in the body of your thesis. When writing the introduction to his thesis, you should take based on your readers. You should, of course, know that the first reader is the author. Therefore, if you write the part of the introduction, you will see how the author and read what you write. You should be completed and be objective in your writing. If you think you do not, you need someone else to check it for you. In his introduction, you should always been, what the reader wants to know what you think and write about it. What should you say, how do you explain this to them is known, it is likely that they are aggressive in your approach. With the introduction is of domestic work in their implementation of the meaning and purpose of the latter. They only live in the home page is not an easy task. Along the line, can range from introductory material and put in what is supposed to be only found in the body or within budget. Your main concern should be to ensure that the material is only the beginning and that your readers are taken into account.
Monday, April 30, 2012
Sunday, April 29, 2012
Out of District: Student Travel Revisited
Years ago I was teaching an English 10 class about Shakespeare's London. Its one of my favorite lessons, and I thought I was really bringing 16th century London to life, when one student stopped the discussion short. "Why don't we just go there", the student asked. "We could see England for ourselves". I explained that aside from the fact that modern London was very different from what I was describing, it would cost a lot of money to just up and take one's class to Europe. By the end of the week twelve students had decided they wanted to go. They found a tour company, raised the funds and approached me to be the teacher sponsor for their trip. Our principal pitched their proposal to the school board and the result was a trip of a lifetime to see London and Stratford first hand.
As I mentioned back in January, student travel is definitely worth the effort! The benefits far outweigh the reasons not to go. Travel frees the mind and provides students with first hand experiences far beyond anything they can see on tv, find online or read in books. There really is no substitute for being there. Brightspark (Simplifying Student Travel) illustrates this point, listing 10 reasons why teachers should definitely consider traveling with students.
SD 60 students have journeyed to Japan, Europe, Africa and South America. This past week I had the pleasure of chaperoning our secondary gifted program students on a trip to China. Returning with the class from Beijing it was easy to see the positive impact the trip has had on our students. Such trips provide experiences above and beyond the benefits of traditional instruction. Students return to share their stories with family, friends and classmates, and become live learning resources. Travel provides real life experience that can't help but broaden a student's perspective on on other countries and cultures.
The BC Ministry of Education agrees. This year Minister of Education George Abbott traveled to China. In addition to working on bringing more Chinese students to British Columbia, the minister is seeking to create more opportunities for B.C. students to study in China, and to expand the network of B.C.-certified schools in China. Our trip last week was an educational tour, but the day is quickly coming when SD 60 students may be headed to China on learning exchanges. Earlier this year SD 60 Superintendent Larry Espe accompanied other BC superintendents to China in an effort to further develop and strengthen ties between the two regions.
St. Augustine wrote "The World is a book, and those who do not travel read only a page." Here's hoping the future brings our students many opportunities to turn as many pages as possible!
As I mentioned back in January, student travel is definitely worth the effort! The benefits far outweigh the reasons not to go. Travel frees the mind and provides students with first hand experiences far beyond anything they can see on tv, find online or read in books. There really is no substitute for being there. Brightspark (Simplifying Student Travel) illustrates this point, listing 10 reasons why teachers should definitely consider traveling with students.
SD 60 students have journeyed to Japan, Europe, Africa and South America. This past week I had the pleasure of chaperoning our secondary gifted program students on a trip to China. Returning with the class from Beijing it was easy to see the positive impact the trip has had on our students. Such trips provide experiences above and beyond the benefits of traditional instruction. Students return to share their stories with family, friends and classmates, and become live learning resources. Travel provides real life experience that can't help but broaden a student's perspective on on other countries and cultures.
The BC Ministry of Education agrees. This year Minister of Education George Abbott traveled to China. In addition to working on bringing more Chinese students to British Columbia, the minister is seeking to create more opportunities for B.C. students to study in China, and to expand the network of B.C.-certified schools in China. Our trip last week was an educational tour, but the day is quickly coming when SD 60 students may be headed to China on learning exchanges. Earlier this year SD 60 Superintendent Larry Espe accompanied other BC superintendents to China in an effort to further develop and strengthen ties between the two regions.
St. Augustine wrote "The World is a book, and those who do not travel read only a page." Here's hoping the future brings our students many opportunities to turn as many pages as possible!
Thursday, April 26, 2012
Groucho may have been right
Last week, I sat on a panel of union members interviewing one of the candidates for state legislature in my area. I am a full member of the union, though with reservations. I found it hard to ask questions so laced with self-interest, and I ended up unsure whether I could support the candidate BECAUSE he was so stridently union. "Over my dead body," he assured us regarding any legislation that would undermine public employee unions.
It seems to me that the urgency of protecting the union is treating the symptom, rather than the disease. The social climate regarding schools is poisonous--distrust fouls the air. Those who distrust teachers want accountability. Those same are distrusted by teachers, who respond by seeking mechanisms of protection.
If the reformers spent some more time in class rooms and worked along with teachers, rather than mandating at them, we might have a chance at real trust-building that minimized the need for convoluted and ineffective instruments of accountability and protection.
Short of that, I may need to invoke a stylization of Groucho and get out of this club that wants me as a member.
It seems to me that the urgency of protecting the union is treating the symptom, rather than the disease. The social climate regarding schools is poisonous--distrust fouls the air. Those who distrust teachers want accountability. Those same are distrusted by teachers, who respond by seeking mechanisms of protection.
If the reformers spent some more time in class rooms and worked along with teachers, rather than mandating at them, we might have a chance at real trust-building that minimized the need for convoluted and ineffective instruments of accountability and protection.
Short of that, I may need to invoke a stylization of Groucho and get out of this club that wants me as a member.
Monday, April 23, 2012
How does this affect the standardized test score?
A colleague related a story of some people she was with who knowingly parked their cars in a business' parking lot to attend an event not associated with the business, under signs warning that such conduct would result in the vehicle's getting towed. When they returned, one of the cars was being towed. They were able to get the car back on the spot, but still had to pay a 3-figure fee for its having begun the towing journey.
They were furious enough that they complained to the business manager--offering some sort of lame explanation about it having been a community event, after all--and were reimbursed the towing fee and given a sizable gift card to the business.
How in the world, you may ask, does this have anything to do with education?
Two things. First, standardized test scores can go hang if our education system doesn't do something about this kind of corrosive self-absorption. Second, and more importantly, how can "education" (the system, individual teachers, etc.) do anything about such corrosive self-absorption when our society simply swims in such ridiculous justifications for insanely selfish behavior?
How in the world are a bunch of maligned and beleaguered teachers going to do anything about the teenage children of people who do such a thing as this? And yes, this does affect standardized test scores. If a self-absorbed school student doesn't see a need to apply him or herself to school work and test readiness, then s/he won't, and too often there's little available to compel greater attentiveness, especially in the face of such well-honed self-justification machinery.
Ask any teacher you know. They can tell you any number of stories of such selfishness, responsibility-avoidance, and blame-deflection.
They were furious enough that they complained to the business manager--offering some sort of lame explanation about it having been a community event, after all--and were reimbursed the towing fee and given a sizable gift card to the business.
How in the world, you may ask, does this have anything to do with education?
Two things. First, standardized test scores can go hang if our education system doesn't do something about this kind of corrosive self-absorption. Second, and more importantly, how can "education" (the system, individual teachers, etc.) do anything about such corrosive self-absorption when our society simply swims in such ridiculous justifications for insanely selfish behavior?
How in the world are a bunch of maligned and beleaguered teachers going to do anything about the teenage children of people who do such a thing as this? And yes, this does affect standardized test scores. If a self-absorbed school student doesn't see a need to apply him or herself to school work and test readiness, then s/he won't, and too often there's little available to compel greater attentiveness, especially in the face of such well-honed self-justification machinery.
Ask any teacher you know. They can tell you any number of stories of such selfishness, responsibility-avoidance, and blame-deflection.
Saturday, April 21, 2012
When You Need Best Solution for Dissertation Writing
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Cash for Clothes at CashClothes
In our life we must have many kinds of needs from the primary until the secondary and tertiary. For the primary needs, clothes are very essential. We buy a lot of clothes for our outfit so that we can gain prosperity. In addition, after some periods, we will not use our old clothes anymore and it will not effective to throw away the clothes into the garbage. It will be beneficial if we can get Cash For Clothes.
Well, we are going to be capable of getting cash from our unused clothes because there is online service that can give us the opportunity. We can go to CashClothes and just request for the service. Then, professional from the company will come to take the pack of clothes that you have and you will get Cash For Clothes from the company. It is very simple, right? For things that we do not use anymore we can make money so that we can have additional cash for other needs.
The clothes that are taken by the company will be supplied to people who need it especially in poverty areas. However, if the clothes can not be used there, it will be delivered to be recycled. So, get the Cash For Clothes now by requesting online.
Of Marshmallows and Radishes: Self Control and Self Regulation
In the 1960s, Walter Mischel tested four year old children for self control in "The Marshmallow Test": the children were each given a marshmallow and told that they could eat it anytime they want, but if they waited 15 minutes, they would receive another marshmallow. An amusing video version of the exercise can be found at Very Tempting Marshmallow Test on Youtube. Researchers concluded that children with good self regulation skills were more likely to do well at school. In fact, follow up research shows that positive results on the marshmallow test lined up well with beter success levels in later life.
Recently BC Superintendents and Board chairs had the opportunity to hear Dr. Stuart Shanker discuss self regulation with Minister of Education George Abbott. Dr. Shanker is well known for his work on self regulation in young children at York University. He suggests that "there is a growing awareness among developmental scientists that the better a child can self-regulate, the better she can rise to the challenge of mastering ever more complex skills and concepts. In the simplest terms, self-regulation can be defined as the ability to stay calmly focused and alert, which often involves � but cannot be reduced to � self-control. The better a child can stay calmly focused and alert, the better he integrates the diverse information coming in from his different senses, assimilates it, and sequences his thoughts and actions."
Shanker's work illustrates how much work goes into a student's efforts to self regulate. The term "pay attentiion" was never so relevant. From a very young age the effort to be calm, quiet and focused costs different children different amounts of energy. Their relative success at attaining a self regulated state depends upon a number of variables. Recognizing and adjusting to individual student needs will be increasingly important as teachers roll out the 21st century learning agenda.
Studies on self control aren't just restricted to children. A study by Florida State professor Roy Baumeister, using adult subjects, involved glucose and self control. Self-control was defined as doing what you should be doing as opposed to doing what you want. Baumeister surmised that self-control runs off of energy supplies in the body. Using radishes and chocolate chip cookies, Baumeister tested the effects that food restrictions had on energy for self-control. Both food choices were placed in front of study subjects for the experiment, and each participant was allowed to eat one, but not the other.
When subjects were forbidden to eat cookies, but permitted to eat radishes, they spent less time attempting to solve brain puzzles afterwards. When they were permitted to eat cookies, but not radishes, they persisted with their attempts to solve the puzzles for longer. Baumeister concluded that a resource was depleted throughout the time the subjects had to exert self-control not eating the cookies. In other words, a person's sense of self control was depleted, and as a consequence, people would not persist in work on a challenge. One might wonder how Baumeister's subjects might have done on the marshmallow test!
Whether measuring self control in adults or self regulatory skill in kindergarten students, it is clear that learning is hard work. Recognizing and adapting to the challenging needs of both the children and the adults in our system can only help in the efforts to advance personalized learning and impart 21st century learning.
Wednesday, April 18, 2012
What to Check When Getting a Home or Private Tuition
Tutoring is one of the fastest growing jobs out there today. But with the truckload of options available, it is extremely important that you choose a tutor that will meet your needs and will be dedicated enough to put in the tedious hours needed to make you achieve your true potential and reach new heights of academic success.
One of the most important questions that you must ask is the amount of money that you will have to pay your tutor. Those that are relatively less experienced and new to the tutoring profession usually charge less. However, it is important that you not only look at the charges, but also choose one that you will be able to work best with.
Attention:
Tutors that look good on paper and charge loads of money are not necessarily the best teachers. You should look for someone who can relate to and understand your child's needs. The duration and time spent between you and the tutor is also a very important consideration that needs to be taken into account.
Engagement:
It is usually seen that those tutors that meet their students at least two-three times a week are the ones that can provide the most effective means of help. Those with short attention spans should definitely be met more frequently. If the only time set to meet is once a week, then students will not be able to give substantial feedback. The tutoring session will also just be useless with money just being thrown away aimlessly without achieving any concrete results.
Experience and Mode of Teaching:
Experience is also very important especially when a private tutor is being judged. Usually, tutoring companies hire those teachers that have considerable experience and are able to understand all issues that children face especially when it comes to their academics.
People teaching through home tuition also have more than one year of experience, so they are able to take out all of the kinks out of their tutoring systems to guarantee maximum success. New tutors may also be exceptionally good teachers and should not be ruled out based on their lack of experience. Usually tutors that excel at certain subjects have the ability to teach them really well through different angles. The old tutors in comparison may be set in their previous ways and may not be willing to change their system even if a particular student may not understand their current teaching methodology.
Other Factors To Consider:
Other important factors that must be taken into consideration include the kind of subjects that a tutor can teach best and if they have the patience and the ability to teach students with certain disorders like dyslexia. Apart from these, there is also an age bracket that they feel most comfortable teaching.
These are just some of the things and factors you need to check when getting a home of private tuition. By taking them into consideration, you will be able to guide your child on how to excel academically.
One of the most important questions that you must ask is the amount of money that you will have to pay your tutor. Those that are relatively less experienced and new to the tutoring profession usually charge less. However, it is important that you not only look at the charges, but also choose one that you will be able to work best with.
Attention:
Tutors that look good on paper and charge loads of money are not necessarily the best teachers. You should look for someone who can relate to and understand your child's needs. The duration and time spent between you and the tutor is also a very important consideration that needs to be taken into account.
Engagement:
It is usually seen that those tutors that meet their students at least two-three times a week are the ones that can provide the most effective means of help. Those with short attention spans should definitely be met more frequently. If the only time set to meet is once a week, then students will not be able to give substantial feedback. The tutoring session will also just be useless with money just being thrown away aimlessly without achieving any concrete results.
Experience and Mode of Teaching:
Experience is also very important especially when a private tutor is being judged. Usually, tutoring companies hire those teachers that have considerable experience and are able to understand all issues that children face especially when it comes to their academics.
People teaching through home tuition also have more than one year of experience, so they are able to take out all of the kinks out of their tutoring systems to guarantee maximum success. New tutors may also be exceptionally good teachers and should not be ruled out based on their lack of experience. Usually tutors that excel at certain subjects have the ability to teach them really well through different angles. The old tutors in comparison may be set in their previous ways and may not be willing to change their system even if a particular student may not understand their current teaching methodology.
Other Factors To Consider:
Other important factors that must be taken into consideration include the kind of subjects that a tutor can teach best and if they have the patience and the ability to teach students with certain disorders like dyslexia. Apart from these, there is also an age bracket that they feel most comfortable teaching.
These are just some of the things and factors you need to check when getting a home of private tuition. By taking them into consideration, you will be able to guide your child on how to excel academically.
Saturday, April 14, 2012
Speaking Up for Quiet Learners
Recently, much has been made of the need for education to embrace personalized learning and 21st Century learning competencies. Networking, collaboration and the ability to work in groups are held up as skills to be taught to, and embraced by students. At first blush these competencies may seem like universally good ideas. "None of us are as clever as all of us" proponents of cooperative learning, like to say. And yet in an ever increasingly loud and busy word there remains a significant number of quiet learners for whom the rush to group work and collaborative learning is difficult to downright painful. Sometimes labelled shy, quiet or retiring, such students must not be overlooked, neglected, or worse, forced to learn in manners that work against their natural talents and tendencies.
If schools are a reflection of the real world then its little wonder that the spotlight now seems to be on students who are out going and charismatic. The cult of celebrity is everywhere, as news and entertainment media bombard us with images of what successful people ought to be like. The reality is that the vast majority of us are more quietly normal than remarkable. According to experts like Susan Cain, author of Quiet: The Power of Introverts in a World That Can�t Stop Talking well over a third to half of the students we teach are introverts. Such students preferred learning styles involve introspection, quiet thought and reflection, and time to process ideas on their own. Techniques such as group work, brainstorming and collaboration do not come easily to them.
Teachers need to take care not to label quiet and introspective students as shy, withdrawn or stupid. Such labels have a negative connotations and are hard to live down. The internet and self help sections at book stores are full of titles offering to help people overcome such shortcomings as shyness and being too quiet. Instead its possible, even likely, that the quiet student just learns differently and needs less interaction and stimulus in order to ponder and process lessons. It has been suggested that creativity is more likely to emerge from quiet solitude than from any brainstorming or group activity (see creativity @ http://zenhabits.net/creative-habit). Of course its important for creativity to eventually be shared with others but at least initially, it is important to honor all students learning styles and not force group participation too quickly.
Thursday, April 12, 2012
Home Tuition - Is Grass Always Greener On The Other Side Of The Fence?
We always think that the effort our children are putting in their academics is below the required level. We would always condemn their television hours and hardly appreciate the time that they give towards their studies. Getting an A grade is not as much appreciated as getting a C grade is criticized.
Because of such a culture being instilled in our minds, we look for other ways to improve their academic performance. Unfortunately, the other ways are not as 'greener' as the morning school timings, but here is a quick flash about what they are.
You can get your child enrolled in a private tuition center, which might be owned, by one of the ex-principals or retired teachers. The private coaching school list of your local area may be obtained by the area head office, so you can choose which school fits the requirements of your child better. Usually, private tuition centers are the places where you can minimally monitor the activities of your child. The control of the tutor is also great, so you might want to rule this option out. Nobody will guarantee improvement in the grades of your kids, so you must invest some hours after school and help them complete their homework in time.
If you are well versed in the subjects that your child is studying at school, you might not even need to look at the 'greener' other side of the fence. You can tutor your child in the best possible way. This is because you, as a mother or father, know the capacity of your child.
Does Your Child Really Need Extra Tuition?
If you are still determined to improve the grades of your children and to guarantee a higher level of success, home tuition is the second best option. Getting your child an extra tuition for it will improve his performance in school. However, to secure that the money you will spend for the tuition is worth it, you should find a teacher who can easily develop a close relationship with your child. Make sure that you assess not just his or her skills and experience, but his or her attitude as well. As a parent, you always want your child to be in good hands, right?
Role of Internet in Providing Home Tuition:
If you are planning to choose online home tuition provided by online tutors, you need to be more careful. There are some who might play a fraud on you too, so you should be on guard. However, before this exercise, you should know that paying a tuition will not always improve the academic performance of your children. Extra coaching sessions can mark the progress of a child because the element of competition is absent in the evening schools, whereby the motivation mainly lies in lucrative business of getting higher fees from students.
Make a proper survey and ask from people in your locality who have been sending their children to coaching schools, before you change your mind to find the right coaching center for your child. You should think that progress comes with some opportunity cost.
Because of such a culture being instilled in our minds, we look for other ways to improve their academic performance. Unfortunately, the other ways are not as 'greener' as the morning school timings, but here is a quick flash about what they are.
You can get your child enrolled in a private tuition center, which might be owned, by one of the ex-principals or retired teachers. The private coaching school list of your local area may be obtained by the area head office, so you can choose which school fits the requirements of your child better. Usually, private tuition centers are the places where you can minimally monitor the activities of your child. The control of the tutor is also great, so you might want to rule this option out. Nobody will guarantee improvement in the grades of your kids, so you must invest some hours after school and help them complete their homework in time.
If you are well versed in the subjects that your child is studying at school, you might not even need to look at the 'greener' other side of the fence. You can tutor your child in the best possible way. This is because you, as a mother or father, know the capacity of your child.
Does Your Child Really Need Extra Tuition?
If you are still determined to improve the grades of your children and to guarantee a higher level of success, home tuition is the second best option. Getting your child an extra tuition for it will improve his performance in school. However, to secure that the money you will spend for the tuition is worth it, you should find a teacher who can easily develop a close relationship with your child. Make sure that you assess not just his or her skills and experience, but his or her attitude as well. As a parent, you always want your child to be in good hands, right?
Role of Internet in Providing Home Tuition:
If you are planning to choose online home tuition provided by online tutors, you need to be more careful. There are some who might play a fraud on you too, so you should be on guard. However, before this exercise, you should know that paying a tuition will not always improve the academic performance of your children. Extra coaching sessions can mark the progress of a child because the element of competition is absent in the evening schools, whereby the motivation mainly lies in lucrative business of getting higher fees from students.
Make a proper survey and ask from people in your locality who have been sending their children to coaching schools, before you change your mind to find the right coaching center for your child. You should think that progress comes with some opportunity cost.
Wednesday, April 11, 2012
Unexpected Revelation of Philosophy
Since I am not prone to introspection, whenever philosophical ideas or revelations come to me, they are always somewhat of a surprise. Ideas tend to sneak up on me before they beat me over the head with whatever should have been plainly obvious. I have the mental revelation equivalency of, "Duh!" Then I feel like Homer Simpson, "D'OH!"
I know that we will keep "schooling" during the summer to some extent. I want the kids to have a "summer," but at the same time we will not stop learning. Right now the plan (which is still in flux) is to "do school" two days a week and the rest are free "summer" days to play with friends and have sleepovers. We will keep charging ahead in math and do fun things like history and science. Grammar can wait!
I had one of those "D'OH" revelations during Easter Brunch with the extended family this weekend. Not when one would normally expect to learn anything new about their personal philosophy... However, when you tend to avoid soul-searching like the plague, what choice is left to fate but to surprise you?
So, while I was sitting around chatting with my nieces about Spring Break, the subject of returning to school naturally arose. Were they dreading it? Were they excited? My sister-in-law mentioned that there would be only six weeks of school left, so the girls were ready to persevere since THE END was in sight. Her next comment was that there were really only three weeks of "real school" left, because then they would have "testing." (The fact that there was no need to mention that no real schooling/learning occurs after testing is a sad topic for another blog.)
This was when my daughter chimed in, "So when are we done with school?" My spontaneous answer was, "Never!" I said it without thought and meant it to be humorous.
Or did I?
Freud could have fun with this... There are no accidents... Here comes the "D'OH."
I have no intention of stopping. We don't just "do school" for a grade level until we get to the end of 180 days (the legally required number of days of homeschooling in Georgia), do we? How many times in school did I, or my children, for that matter ever reach the end of a textbook? Think about it... How often did you ever complete every chapter in a history or math textbook? So should second grade officially "end" when we reach the end of the math textbook?
What about all the curricula I just bought for "next year" at the homeschool convention? When do I start using it? I am already in trouble if I was supposed to wait until August. I have already implemented a number of new things that I bought. If it is appropriate for my children and it would be useful to them, then why in the world would I wait to start it?
Man-oh-man were we meant for homeschooling! When my daughter completed the full year of math for her grade level in February, I didn't say, "Oh good, we're done with math for the year. Great job. We'll start up math again in the fall." That would have been nuts! I noticed that she was flying through math and bought another "semester" before she needed it. She is two units (not chapters, UNITS) into the third "semester" of math for the year. She will likely complete this third "semester" before the month of May is out.
(Please note that I am not saying that my child is a math savant. It just comes easily to her and for the first time, she does not have to wait for the rest of the class before she moves on to the next chapter. She typically studies a lesson one day and then takes the test the next day. The unit tests are cumulative so we can verify that she is retaining the math concepts. This is one of the main reasons we thought she would thrive by leaving a traditional school. And thus far, we were right.)
Just yesterday, her little brother completed his second grade math curriculum. I thought he would finish it this week, but he went even faster than I imagined. He completed two chapters on Monday and took two chapter tests on Tuesday. He wanted to do this. He said it was easy. Why would I hold him back?
So are we supposed to practice math facts from now on until 3rd grade starts in the fall? Obviously not! My response to my son was, "Yeah! Great job! Now we can start the new books." He was excited about starting the new books too.
(You have got to love that learning is fun. It is not a "geek" thing anymore. There is no peer pressure to be like everyone else when you are homeschooling. There is no worry that it isn't cool to be smart. You learn because you learn "New Stuff" and learning new stuff is fun. Granted, I wouldn't lump grammar or spelling into the "fun category" necessarily. But math, reading, writing, science and history are fun!)
So are we supposed to practice math facts from now on until 3rd grade starts in the fall? Obviously not! My response to my son was, "Yeah! Great job! Now we can start the new books." He was excited about starting the new books too.
(You have got to love that learning is fun. It is not a "geek" thing anymore. There is no peer pressure to be like everyone else when you are homeschooling. There is no worry that it isn't cool to be smart. You learn because you learn "New Stuff" and learning new stuff is fun. Granted, I wouldn't lump grammar or spelling into the "fun category" necessarily. But math, reading, writing, science and history are fun!)
Now I see why kids who have been homeschooled for several years look at you strangely when you ask, "What grade are you in?" If you go at your own pace, sometimes you will be way ahead "for your grade," right on "grade level" or even behind. I get it now. The homeschool answer of, "What grade am I in??? Which subject are you asking about?" makes a lot more sense. In just a few short months, the importance of a "grade" is already blurring for us.

We will attempt to keep feeding their (hopefully) insatiable thirst for knowledge.
Another Update to the Test?
State Superintendent Randy Dorn is apparently imagining yet another change to Washington's test. It seems the Legislature "funded a report on the merits of formative testing"--tests done at the beginning of the learning. So he wants to do more smaller tests through the year.
It took a study to figure out this was worth doing. If you want to evaluate teachers based on scores, the only study necessary would have been to ask teachers. They are desperate to have a baseline by which their impact on a student can be more accurately and usefully measured.
My district used to do this. A one-day computer-based test that correlated pretty well with WASL/MSP strand content and score outcomes. I could project MSP results based on our internal test results, and I could identify what students needed to work on by their results of early tests. We abandoned that for lack of money.
Another aspect of this--we keep changing the test, always presuming it's the 'same' (if we're going to do a lot evaluating of teachers under the current testing structure, it will be across test years) throughout all the changes. Consistency of the test instrument is part of 'standardized' also. Not sure how safe it is to assume consistency will be maintained, though.
It took a study to figure out this was worth doing. If you want to evaluate teachers based on scores, the only study necessary would have been to ask teachers. They are desperate to have a baseline by which their impact on a student can be more accurately and usefully measured.
My district used to do this. A one-day computer-based test that correlated pretty well with WASL/MSP strand content and score outcomes. I could project MSP results based on our internal test results, and I could identify what students needed to work on by their results of early tests. We abandoned that for lack of money.
Another aspect of this--we keep changing the test, always presuming it's the 'same' (if we're going to do a lot evaluating of teachers under the current testing structure, it will be across test years) throughout all the changes. Consistency of the test instrument is part of 'standardized' also. Not sure how safe it is to assume consistency will be maintained, though.
Friday, April 6, 2012
Keeping the Magic Going!
Recently, at a meeting hosted by the BC Ministry of Education, Minister George Abbott pondered the issue of how student engagement declines as students advance into their secondary years. "How do we keep the magic of learning alive and keep school work from becoming drudgery?", Abbott mused. The question was discussed and debated by our district team long after the meeting ended.
Much of my classroom experience has come as a teacher of English to secondary aged students. It really bothers me to hear students describe the subject as "boring". I make it a personal mission to ensure that no one leaves my classes without being challenged or engaged. Teens are curious animals. Developmentally caught between the innocent wonder of childhood and the supposed maturity of adulthood, they seem hardwired to challenge, resist and be just plain difficult. This resistance to being told or controlled can make them both aggravating and exciting to teach.
Certainly students still need to take some responsibility for their own learning. I don't hold much with sites like Schoolsurvival.net that extol the reasons why "school sucks" and suggest that if students protest about being bored they will just be punished by being labelled troublemakers or burdened with extra work. Being "too cool for school" is self defeating. While there may be "no way through it but to do it", teens need to recognize that the attitude they bring to school plays a major role in what they get out of the experience.
That being said educators CAN make the experience more meaningful and interesting for everyone concerned. The age of positional authority has truly passed. Whether or not one believes students should respect their elders, sit and listen quietly and attentively as less than active participants in their own learning, the fact is, teachers have to deal with the students they get. Wistfully wishing for a return to some past ideal of classroom management will not make it happen, and getting angry will only guarantee a poor experience for everyone. The good news is the teacher is an active agent in this relationship, and there are things that can be done to make the magic of learning and engagement happen!
If attitude is big for students, its essential for teachers. Authentic enthusiasm and legitimate interest for and in both the subject matter and one's students is a good jumping off point. Regardless of appearances to the contrary, teens, like all people, are curious and will want to see what a teacher is all about. Similarly, teachers need to be curious about what their students are about too. Joanna Budden summarizes this point nicely at the blog sixthings.net where she lists 6 things teachers should keep in mind when teaching teens.
One of the biggest complaints from teens is they see no connection to what is being taught and their lives. As an English teacher, I believe great literature from any age should be able to sell itself, but it never hurts to find connections between then and now or to challenge students to find the same universal themes presented in the curriculum in contexts more current and relevant. Ultimately, the flow of information needs to go both ways. Today's teachers can learn as much from their students as the other way around. A genuine exchange of learning creates engagement, makes classes more interesting for students and more manageable for teachers. Creating connections is where the real magic happens. The days of being the sage on the stage may be gone, but the age of magic should never end no matter how old the learners are!
Thursday, April 5, 2012
Eight Tips On How To Do Good In School
Below the average, average people and super genius mega minds...nah, it's not about that, well yeah, a part of success is about that but, one still has a long way to go before having the time of his life. And everything starts at home...after that it's school so let's get down to business. Here are eight tips on how to do good in school.
1. Jot 'Em Down
This step is somewhat a must. However, if you consider yourself a super computer robot, you can skip number one and get down to number two...you're still reading so you don't think that you're a mega mind. That's good because it's never great to be too confident with yourself.
Number one is writing them all down. It never hurts to write all of the things you need to do. Write them in a small notebook, a tickler or something, or jot them down in a piece of paper and post it on your refrigerator door or on your own bulletin if you have one. And don't forget to write when you need to do or accomplish these things or in other words, your deadlines.
2. Prioritize
Imagine that you're a juggler. Now, you're juggling balls. These balls are made of various materials. Rubber, plastic, glass, and crystals. The balls that you're juggling got too many and you can't handle them all. Some balls MUST fall or the whole act will be a disaster. And that's when the word "prioritize" comes in. You have to let the rubber balls fall. Why? Because if you don't do this, say you refuse to let a ball or two fall, they'll all slip out of your hands. If you let the wrong ball fall, well, you're a wreck. That's why you have to set your priorities. Which in your to-do list is the most important and which things can be left out or can be given little attention.
3. Get To Work
Don't just get stuck with listing and prioritizing. Do them of course. Sometimes people tend to get discouraged when they look at the things they need to do and find that they're just so many! Well, nothing's gonna happen if you just sit around, stare at the things you got to do and think how much energy you need to exert to finish all those. Get on your feet. You'll be done without even knowing it.
4. Study Habits
I'm pretty sure this is not new to you. Nevertheless, it's still very important, maybe the most important, so you can't just set this aside. Study your lessons everyday for at least 30 minutes to 1 hour. This prevents cramming during exam weeks which you know isn't very helpful. And don't make your hectic schedule an excuse for not studying. Remember, if there's a will, there's a way.
5. Be A "Neat Freak"
I know this is hard but...you have to be organized. This may be the hardest part of being a student and at the same time of being a kid or a teenager. Because they're very restless and energetic and tend to just pile things up. But if you already did number one and number two, you're already started in being an organized person!
Give everything a proper place. Put your books and notebooks in one corner or a suitable place. Compile your test papers, certificates and other paper works from school. Place them in a folder, clear book, an envelope or a file case. You'll never know when you'll need them. Other materials which are reusable like envelopes, folders, colored papers and a lot more, keep them all together, may be in a case or a shoebox, it's up to you. Colors, pencils, paper clips and other materials of the same kind, separate them also, it's still up to you as long as it's organized. Educational materials, if you have, it's good to compile them too. Maybe you're asking, why do I need to do all these?
When your things and surroundings are organized, you tend to think clear. That's why organized people have organized minds. Lastly, the night before going to school, put everything you'll be needing for school inside your bag. Get your uniform or whatever it is that you're wearing for school ready. And don't forget to set your alarm clock.
6. Go For The Extra Mile
You don't just do things for compliance. You don't want to waste your efforts. Since you started to do things, give them your best shot. Do your best and that will be enough to go for the extra mile. You'll never know when an opportunity comes so always give it your all.
7. Be Humble
Now that you're a step ahead of your peers, don't be over confident, like the one stated at the first number. Don't be conceited because you didn't accomplish everything on your own. The higher you get, the harder you'll fall so always keep your feet on the ground. And being humble also gains you great friends.
8. Just Keep Going
You did it for the first time, you got to do it for the second, third, fourth, and so on...time. Be consistent for this will be the foundation of your success. Don't stop until you reach your goal. And when you reach your goal, reward yourself then look again for another goal. And when failure finds its way through your efforts, keep moving forward. Don't be afraid to make mistakes. Just keep going.
Please remember that these are all just tips. It's up to you to take it or leave it. These could mostly apply to high school students, nevertheless, it never hurts for a kid to start setting his priorities. I hope that these handful of tips helps.
1. Jot 'Em Down
This step is somewhat a must. However, if you consider yourself a super computer robot, you can skip number one and get down to number two...you're still reading so you don't think that you're a mega mind. That's good because it's never great to be too confident with yourself.
Number one is writing them all down. It never hurts to write all of the things you need to do. Write them in a small notebook, a tickler or something, or jot them down in a piece of paper and post it on your refrigerator door or on your own bulletin if you have one. And don't forget to write when you need to do or accomplish these things or in other words, your deadlines.
2. Prioritize
Imagine that you're a juggler. Now, you're juggling balls. These balls are made of various materials. Rubber, plastic, glass, and crystals. The balls that you're juggling got too many and you can't handle them all. Some balls MUST fall or the whole act will be a disaster. And that's when the word "prioritize" comes in. You have to let the rubber balls fall. Why? Because if you don't do this, say you refuse to let a ball or two fall, they'll all slip out of your hands. If you let the wrong ball fall, well, you're a wreck. That's why you have to set your priorities. Which in your to-do list is the most important and which things can be left out or can be given little attention.
3. Get To Work
Don't just get stuck with listing and prioritizing. Do them of course. Sometimes people tend to get discouraged when they look at the things they need to do and find that they're just so many! Well, nothing's gonna happen if you just sit around, stare at the things you got to do and think how much energy you need to exert to finish all those. Get on your feet. You'll be done without even knowing it.
4. Study Habits
I'm pretty sure this is not new to you. Nevertheless, it's still very important, maybe the most important, so you can't just set this aside. Study your lessons everyday for at least 30 minutes to 1 hour. This prevents cramming during exam weeks which you know isn't very helpful. And don't make your hectic schedule an excuse for not studying. Remember, if there's a will, there's a way.
5. Be A "Neat Freak"
I know this is hard but...you have to be organized. This may be the hardest part of being a student and at the same time of being a kid or a teenager. Because they're very restless and energetic and tend to just pile things up. But if you already did number one and number two, you're already started in being an organized person!
Give everything a proper place. Put your books and notebooks in one corner or a suitable place. Compile your test papers, certificates and other paper works from school. Place them in a folder, clear book, an envelope or a file case. You'll never know when you'll need them. Other materials which are reusable like envelopes, folders, colored papers and a lot more, keep them all together, may be in a case or a shoebox, it's up to you. Colors, pencils, paper clips and other materials of the same kind, separate them also, it's still up to you as long as it's organized. Educational materials, if you have, it's good to compile them too. Maybe you're asking, why do I need to do all these?
When your things and surroundings are organized, you tend to think clear. That's why organized people have organized minds. Lastly, the night before going to school, put everything you'll be needing for school inside your bag. Get your uniform or whatever it is that you're wearing for school ready. And don't forget to set your alarm clock.
6. Go For The Extra Mile
You don't just do things for compliance. You don't want to waste your efforts. Since you started to do things, give them your best shot. Do your best and that will be enough to go for the extra mile. You'll never know when an opportunity comes so always give it your all.
7. Be Humble
Now that you're a step ahead of your peers, don't be over confident, like the one stated at the first number. Don't be conceited because you didn't accomplish everything on your own. The higher you get, the harder you'll fall so always keep your feet on the ground. And being humble also gains you great friends.
8. Just Keep Going
You did it for the first time, you got to do it for the second, third, fourth, and so on...time. Be consistent for this will be the foundation of your success. Don't stop until you reach your goal. And when you reach your goal, reward yourself then look again for another goal. And when failure finds its way through your efforts, keep moving forward. Don't be afraid to make mistakes. Just keep going.
Please remember that these are all just tips. It's up to you to take it or leave it. These could mostly apply to high school students, nevertheless, it never hurts for a kid to start setting his priorities. I hope that these handful of tips helps.
Wednesday, April 4, 2012
Tests with High Stakes...but for whom?
Most of the discussion of high stakes testing of public school students tends to overlook some fundamental, but crucial, aspects of the whole notion of such tests, especially their connection to teacher evaluations.
The test outcomes have no impact on the students' academic lives, so the stakes are not high for them. Rather, teachers feel the pressure of the high stakes, and increasingly so when student performance on those tests is going to be a factor in teacher evaluations, as it will undoubtedly be almost everywhere soon.
But any notion that we can rightly and wisely connect scores to evaluations suffers from several serious logical errors or flaws.
First, and most importantly, we are, to be logic of 'sciencey' about it, affirming the consequent--using test score changes as proof of teacher quality. The whole issue becomes tautological, as the measure of the independent variable (Teacher Impact) is observed as the result on the dependent variable (Test Score). This an invalid form of argument. To make the Teachers --> Test Score claims valid we must define measures of Teacher Impact prior to and separate from Test Scores, then hypothesize that Higher Teacher Impact scores will cause Higher Test Scores. Sadly, I don't see that happening. It's far too easy to simply define Teacher quality by Test Score results.
Second, connecting scores and evaluations implicitly looks upon the students as neutral actors in the whole scenario. By that I mean we must assume students are merely objects being turned or maneuvered by teachers and that whatever teachers do well or badly transmits fairly directly to students and shows up in their test scores. If student scores go up, that teacher did a good job. If not, not.
Or think of it this way. If something intervenes between the causal agent Teacher Impact and the outcome Student Performance which causes the measurement device Test Score to register something more or less than actual Teacher Impact on Student Performance, then Test Score is a less than fully accurate accounting of Teacher Impact.
We're assuming, in still other words, that Student Performance measured as Test Scores is actually an accurate (if logically invalid) measure of Teacher Impact.
Dubious assumption, as stuff intervenes, no doubt, between Teacher and Test Score. The question is, how much stuff, and how do we tell what effect it has?
But even if we could figure all that out, we have a third concern, this time about motivation. The students are the ones taking the tests, and their scores are a measure of accountability for the teacher, not for the student. The study of economics teaching us nothing if not this: You have to watch the incentives. Pay attention to who has incentive to do what things.
As we are constructing the situation, the teacher has a lot of incentive to make sure students do well. And I assume that's the hope. Motivate teachers and they'll go motivate and teach students. But the students don't have much incentive beyond some amorphously constructed internal drive to do well on the test.
To put it in a social sciencey kind of way, the agents (students) whose practical ability we are hoping to see (registered as test score outcomes) don't have appropriate incentives (or not as much as some other actors--teachers--who lack practical ability) to necessarily maximize performance. Nor is a legal authority available that could compel students to seek maximal outcomes against their own preference to do so or not.
The so-called strategic triangle of compliance (thanks to Ron Mitchell, p. 14 for teaching me that one), which in this case is test score maximization, does not get rightly made in this situation. The actors with incentives (Teachers) have some, but limited impact on the actors with the practical capacity (Students) to maximize scores, and the actor with 'legal' authority (Parents) to compel the exercise of greater student capacity has been dropped out of the scenario.
Unfortunately, I do not expect these concerns to derail a train with so much steam built up. Bring on the Test Tricks.
The test outcomes have no impact on the students' academic lives, so the stakes are not high for them. Rather, teachers feel the pressure of the high stakes, and increasingly so when student performance on those tests is going to be a factor in teacher evaluations, as it will undoubtedly be almost everywhere soon.
But any notion that we can rightly and wisely connect scores to evaluations suffers from several serious logical errors or flaws.
First, and most importantly, we are, to be logic of 'sciencey' about it, affirming the consequent--using test score changes as proof of teacher quality. The whole issue becomes tautological, as the measure of the independent variable (Teacher Impact) is observed as the result on the dependent variable (Test Score). This an invalid form of argument. To make the Teachers --> Test Score claims valid we must define measures of Teacher Impact prior to and separate from Test Scores, then hypothesize that Higher Teacher Impact scores will cause Higher Test Scores. Sadly, I don't see that happening. It's far too easy to simply define Teacher quality by Test Score results.
Second, connecting scores and evaluations implicitly looks upon the students as neutral actors in the whole scenario. By that I mean we must assume students are merely objects being turned or maneuvered by teachers and that whatever teachers do well or badly transmits fairly directly to students and shows up in their test scores. If student scores go up, that teacher did a good job. If not, not.
Or think of it this way. If something intervenes between the causal agent Teacher Impact and the outcome Student Performance which causes the measurement device Test Score to register something more or less than actual Teacher Impact on Student Performance, then Test Score is a less than fully accurate accounting of Teacher Impact.
We're assuming, in still other words, that Student Performance measured as Test Scores is actually an accurate (if logically invalid) measure of Teacher Impact.
Dubious assumption, as stuff intervenes, no doubt, between Teacher and Test Score. The question is, how much stuff, and how do we tell what effect it has?
But even if we could figure all that out, we have a third concern, this time about motivation. The students are the ones taking the tests, and their scores are a measure of accountability for the teacher, not for the student. The study of economics teaching us nothing if not this: You have to watch the incentives. Pay attention to who has incentive to do what things.
As we are constructing the situation, the teacher has a lot of incentive to make sure students do well. And I assume that's the hope. Motivate teachers and they'll go motivate and teach students. But the students don't have much incentive beyond some amorphously constructed internal drive to do well on the test.
To put it in a social sciencey kind of way, the agents (students) whose practical ability we are hoping to see (registered as test score outcomes) don't have appropriate incentives (or not as much as some other actors--teachers--who lack practical ability) to necessarily maximize performance. Nor is a legal authority available that could compel students to seek maximal outcomes against their own preference to do so or not.
The so-called strategic triangle of compliance (thanks to Ron Mitchell, p. 14 for teaching me that one), which in this case is test score maximization, does not get rightly made in this situation. The actors with incentives (Teachers) have some, but limited impact on the actors with the practical capacity (Students) to maximize scores, and the actor with 'legal' authority (Parents) to compel the exercise of greater student capacity has been dropped out of the scenario.
Unfortunately, I do not expect these concerns to derail a train with so much steam built up. Bring on the Test Tricks.
Curriculum Review of Learning Language Arts Through Literature
Tis the season for buying new curricula, so I hope that this review of Learning Language Arts Through Literature by Debbie Strayer and Susan Simpson might prove helpful to some. As new homeschoolers, our family was in uncharted water when we attempted to select curricula for the 2011/2012 school year. I looked at Cathy Duffy's 100 Top Picks for Homeschool Curriculum (both the book and the website) and decided to give LLATL (the title of this program is way too long to keep typing) a try for both of my children. So in particular, this review pertains to the use of the Red Book (2nd grade) and the Purple Book (5th grade). Gotta say up front, we are not fans.
The program is designed to be an "integrated language approach" so that:
The Table of Contents shows four book studies for the Purple Book: Farmer Boy, Trumpet of the Swan, Meet Addy and Caddie Woodlawn. It seemed great. However, when we went to use LLATL, we found that appearances were deceiving. The novels for the Book Studies were fine, it was just that they weren't really "studied." I assumed (yes, I know what happens when you assume...in this case you get stuck with curricula that is not a good fit for your family) that the novels would form the basis of the "integrated language approach." WRONG! The use of the novels are not implemented to study the grammar, vocabulary, writing, reading, spelling, penmanship and thinking skills as laid out in the introduction to the program. The Book Studies are very brief asides separate from the meat of the curricula. For example, there are five vocabulary words for Farmer Boy, two sequencing exercises (containing five sentences each) and eleven short answer questions for the book. That is it. That is LLATL's version of a complete "Book Study."
Uh, that is not quite what I hoped for... Literary analysis? Not there either.
So how do the books provide the "integrated language approach" if it is not coming from the required novels for the Book Studies? The book is a series of excerpts from songs, poems, novels etc. from which the language arts exercises are drawn. Sure wasn't what I expected. The real problem was that my 5th grade daughter hated the program. She found the exercises to be completely unchallenging. To quote her, "It was boring, busywork on stuff that I already knew. It was a complete waste of my time." We completed 23 of the 36 lessons by Christmas. I exercised the freedom of homeschooling and quit the program after the holidays as it was just not working for us.
The pluses of the program are that the teacher's guide provides the answers to the exercises. It requires very little parent preparation for daily lessons. Parents need not read the novels of the Book Studies because there are basic answers provided to the short answer questions regarding the novels and the studies are not in-depth. (I consider the lack of depth a negative, but if you didn't want to read the books, then you are all set.) The sources for the language arts exercises changes often, so if you don't like one of the selections, you are not stuck with it for long. The lessons are very quick.
LLATL The Red Book is a different story. The readers (All Around the Farm, Forest Fables, In, Out and About Catfish Pond, Up, Down and Around the Rain Tree, Underwater Friends and Famous People) do actually serve as the basis for the language arts activities. The are numerous activities which are removed from the student book, cut out and then sorted or arranged for the student's completion. The student book does NOT have serrated pages, so removing these pages is a pain! My son especially liked these-- word lists, phonetic sound sorting, word wheels, alphabetizing etc. He did not hate the program. He liked it because it was easy and required very little work of him. Problem-- it was too easy! The readers were not challenging. For us, the readers could only hope to enhance read-aloud fluency. The vocabulary and writing style would not serve to increase reading level or comprehension.
Second graders do not know a lot of grammar, so the "easy" aspect of LLATL would be helpful. However, we found that there were too few exercises (average about five) for each grammar or spelling concept or rule being taught. The exposure was very brief (too brief) and then the topic would not be revisited or reviewed for several lessons. Thus, the covered topics were not retained effectively. If however, you have a child who is a naturally gifted speller, then the brevity and the lengthy time span until further review might be an asset. The length of the required writing assignments was very brief. It would be an easy matter for a parent to extend the writing assignments to challenge children who loved to write.
Neither child will be continuing with LLATL. Caveat emptor for all the Latin fans. Know what you are getting if you purchase LLATL so that you will not be disappointed. The program might be an excellent fit for many families, just not ours.
The program is designed to be an "integrated language approach" so that:
"By reading fine literature and working with good models of writing, children will receive a quality education in language arts. If you desire to teach using this integrated approach to language, this curriculum is for you... The integrated language approach has the benefits of all teaching methods. By working with pieces of literature, you focus on grammar, vocabulary, writing, reading , spelling, penmanship, and thinking skills. Your student has the best advantage for learning skills in this effective and lasting manner." Learning Language Arts Through Literature The Purple Book, p. iii.

Uh, that is not quite what I hoped for... Literary analysis? Not there either.
So how do the books provide the "integrated language approach" if it is not coming from the required novels for the Book Studies? The book is a series of excerpts from songs, poems, novels etc. from which the language arts exercises are drawn. Sure wasn't what I expected. The real problem was that my 5th grade daughter hated the program. She found the exercises to be completely unchallenging. To quote her, "It was boring, busywork on stuff that I already knew. It was a complete waste of my time." We completed 23 of the 36 lessons by Christmas. I exercised the freedom of homeschooling and quit the program after the holidays as it was just not working for us.
The pluses of the program are that the teacher's guide provides the answers to the exercises. It requires very little parent preparation for daily lessons. Parents need not read the novels of the Book Studies because there are basic answers provided to the short answer questions regarding the novels and the studies are not in-depth. (I consider the lack of depth a negative, but if you didn't want to read the books, then you are all set.) The sources for the language arts exercises changes often, so if you don't like one of the selections, you are not stuck with it for long. The lessons are very quick.
LLATL The Red Book is a different story. The readers (All Around the Farm, Forest Fables, In, Out and About Catfish Pond, Up, Down and Around the Rain Tree, Underwater Friends and Famous People) do actually serve as the basis for the language arts activities. The are numerous activities which are removed from the student book, cut out and then sorted or arranged for the student's completion. The student book does NOT have serrated pages, so removing these pages is a pain! My son especially liked these-- word lists, phonetic sound sorting, word wheels, alphabetizing etc. He did not hate the program. He liked it because it was easy and required very little work of him. Problem-- it was too easy! The readers were not challenging. For us, the readers could only hope to enhance read-aloud fluency. The vocabulary and writing style would not serve to increase reading level or comprehension.
Second graders do not know a lot of grammar, so the "easy" aspect of LLATL would be helpful. However, we found that there were too few exercises (average about five) for each grammar or spelling concept or rule being taught. The exposure was very brief (too brief) and then the topic would not be revisited or reviewed for several lessons. Thus, the covered topics were not retained effectively. If however, you have a child who is a naturally gifted speller, then the brevity and the lengthy time span until further review might be an asset. The length of the required writing assignments was very brief. It would be an easy matter for a parent to extend the writing assignments to challenge children who loved to write.
Neither child will be continuing with LLATL. Caveat emptor for all the Latin fans. Know what you are getting if you purchase LLATL so that you will not be disappointed. The program might be an excellent fit for many families, just not ours.
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