Kaulele Education Services and a variety of multisensory techniques are used to teach keyboard and when astudent and parents are having difficulty resolving homework issues or when http://www.qwc.com/servhi.html
Extractions: Overview: Through Kaulele Education Services , children and adults can receive highly individualized instruction, educational evaluation, and other forms of education consultation. There is no pre-set curriculum or program. Your needs are discussed and evaluated, then objectives and strategies are designed to address those concerns. I am committed to building supportive, individual relationships that provide guidance and support to better the lives of a wide range of students. A variety of scheduling options is available. Typically, students come to the Princeville Center office, though tutoring in private homes on Kaua`i's South Shore on Wednesdays is possible. Arrangements can be made for home or school visits on other islands for short-term projects or educational assessment. Kaulele Education Services is located in Princeville Center shopping center in Suite C-206 upstairs in the middle of the shopping center behind Ace Hardware. Click here for photos of the office Academic Tutoring Educational Evaluation Keyboard Skills: (for Children and Adults) Summer Programs Consultation Long Distance Tutoring Tutoring for Visitors: Homework or Hawai`iana) Writing Skills for Adults Parent and Teacher Training [Scheduling] [Fees] ACADEMIC TUTORING Individual tutoring is an excellent way to develop confidence, organization, motivation, and study skills in the most capable as well as the struggling student. A tutoring relationship is an effective means to better understand a student's strengths and weaknesses and to reduce the frustration often felt by parents and students when the student is not performing up to expectations. Academic tutoring can be in a single or several subjects or can be broader in scope. Together we can develop a plan to support the student in the school curriculum and/or provide separate enrichment or remedial work as needed. Computer use is an integral part of our instruction and communication. Daily written progress reports are provided.
Read This: Learning To Teach And Teaching To Learn Mathematics ranging from written assignments to team homework to student be used to learn moreabout the issues addressed in All in all, Learning to teach and teaching to http://www.maa.org/reviews/lttl.html
Extractions: by Matt DeLong and Dale Winter According to Matt DeLong and Dale Winter, their purpose in writing this book is to "describe a set of tools and experiences for helping mathematicians to develop and enhance their instructional skills". They address the challenges encountered by every mathematics department in teaching classes, especially at the introductory level, with students of varying abilities and needs. This text is intended for departments with accomplished teachers not necessarily trained in instructor development and other teachers in need of that development (such as graduate student instructors, new/visiting faculty, or part time/adjunct faculty). In this review, I will offer some of my impressions of the abundant professional development resources that this text has to offer. To begin, it may be helpful to mention the authors' background that frames their writing. Both DeLong and Winter were graduate student instructors trained in the professional development program of the Michigan Calculus Project, and both became instructor trainers at the end of their graduate student careers. Some details about the Michigan Mathematics Introductory Program can be found in Appendix B of this text and online at http://www.math.lsa.umich.edu/undergrad/introprogram/index.shtml
School Issues - A To Z Home's Cool Homeschooling Net Links Books about School issues The Exhausted School Bending the governmental schoolingdoes little but teach young people The End of homework How homework Disrupts http://www.gomilpitas.com/homeschooling/weblinks/schools.htm
Extractions: Teaching Parents to Teach Their Children to Be Prosocial Strategies teachers can use to teach parents to teach their children to be prosocial are described. These strategies include teaching incidentally, performing social skills autopsies, coaching emotions, and assigning homework. Issues to be considered when working with parents and children from culturally and linguistically diverse backgrounds are addressed. We propose that by having parents as partners in the instructional process, students will better generalize prosocial skills across situations, settings, and individuals. In their now classic article, Stokes and Baer (1977) described strategies proven to promote generalization of skills across settings, situations, and individuals: Teach students social skills in settings where the skills will be used. If teaching social skills in the natural setting is not possible, we can use role playing to reflect a variety of settings or teach children to self-monitor their use of skills across settings. We can also recruit teachers and parents to prompt, teach, and reinforce use of appropriate social skills. Teach social skills that are valued in the natural setting.
Tools For Teaching - Preparing To Teach The Large Lecture Course Preparing to teach the Large Lecture Course. can easily turn in their homework duringclass. synthesize several ideas, clarify controversial issues, or compare http://teaching.berkeley.edu/bgd/largelecture.html
Extractions: This chapter may not be copied or reprinted without permission.] A sizable portion of the work involved in teaching a large lecture course takes place well before the first day of classes. For example, in a seminar you can make a spur-of-the-moment assignment, but in large classes you may need to distribute written guidelines. Similarly, in small classes students can easily turn in their homework during class. In large lectures you must decide how to distribute and collect papers without consuming precious class time. All these tasks take planning and organization. Many of the following suggestions for teaching large classes will also work for small classes: good teaching practices apply to classes of any type. General Strategies Become comfortable with the material. In an introductory survey course you may be covering topics outside your specialty area. Read up on those topics and try to anticipate questions that beginning students might ask. Review the course materials, assignments, and reading lists of colleagues who have taught the course before. Consider sitting in on courses taught by colleagues who are especially effective teachers of large classes to see what ideas and techniques work well, or ask them about their experiences teaching the course. Don't plan to lecture for a full period.
ASSERTIVE DISCIPLINE They should not address academic or homework issues. Consistent positive recognitionwill help teach appropriate behaviour and establish positive relationships http://www.derby.ac.uk/telmie/private/plymouth/socemassdisc.htm
Extractions: The original text on assertive discipline was written over 20 years ago by an American, Lee Canter. This work has been revised and refined over the years. The aim of this programme is to teach students to choose responsible behaviour and in so doing raise their self-esteem and increase their academic success. The model is based on consistency, follow-through and positive relationship building. The belief that teachers have a right to teach and pupils have a right to learn is the key and is empowering to all concerned. Many teachers have been taught that if their curriculum is first rate, they will have minimal classroom disruption. It cannot be argued that the better the curriculum and the more motivating, exciting and appropriate it is the fewer behaviour problems will develop. The problem, however, is that before lessons can begin one must first have the attention of the pupils. They must be seated, quiet and listening. A good curriculum will help students stay on task, but first they must know how to be on task. Pupils cannot be expected to guess how a teacher wants them to behave in all situations. If they are to succeed in the classroom they need to know, without doubt, what is expected of them. When pupils are not given the limits they need, they will act up in order to make the adults around them take notice. A pupil's disruptive behaviour is often a plea for someone to care enough to make them stop. Pupils need to know what behaviour is expected of them. They need to know what will occur if they choose not to comply with those expectations.
Homework homework The journal article The NeverEnding Story by Content Standards, keyboardingskills, management issues, and shifts If you do not teach, you should http://www.lcet.doe.state.la.us/laintech/assignme.htm
Extractions: Homework The journal article "The Never-Ending Story" by Cathleen Galas, is available online at . Read the article and write a response to this question: How is constructivism different from traditional teaching Enter your response directly into the Electronic Discussion Board conference area for this article; or write your response in your word processor, save it to a floppy, and bring it to INTECH on Day Three. Write and teach a Technology-Connected Lesson Plan. Bring to class on Day Three the lesson plan, both on paper and on disk; a self-assessment (See page 2.10 in this binder.); and examples of student work. Pay attention to grouping, time issues with one computer, Louisiana Content Standards, keyboarding skills, management issues, and shifts in the teaching and learning process. The lesson may be directed to the whole class or to small groups. Try Experts, Quick Tip sheets, or other strategies you've experienced in INTECH so far. If you do not teach, you should complete the activity in another way. You may teach the lesson in a "borrowed" classroom; or you may observe such a lesson taught by a classroom teacher who integrates technology into the curriculum. Louisiana INTECH is a project of the Louisiana Department of Education . The project is based on the Georgia Framework for INtegrating TECHnology in the Student-Centered Classroom. This project is supported by funding from the National Technology Literacy Challenge Grant. Last updated: January 29, 2002.
Teaching Social Issues : Assignments Resource 4 Assignments. homework Assignments and Inclass Exercises. Help DocTop Up . These exercises are organized in order http://www.cecs.csulb.edu/~jewett/teach/hwork.html
Extractions: Help DocTop Up These exercises are organized in order of the sections of which they are designed to accompany. For each of them, recommended readings from are shownalthough other readings from the same book or from other sources could also be used. In-class exercises are normally designed to be used in a small-group setting, as described in Challenge 4. But in most cases, a minor re-wording of the instructions to students could convert an in-class exercise into a homework assignment, and vice-versa. Most important issues
Teaching Social Issues - Challenge 4 Fortunately, there are other ways to teach. activities of a traditional coursenotebooks,homework, and examinations involve students in a socialissues course http://www.cecs.csulb.edu/~jewett/teach/chal4.html
Extractions: Help Prev DocTop Up ... Learning names The most common teaching method in most undergraduate science, engineering, and management courses is still the traditional lecture or lecture/discussion format, despite a large body of educational research that has demonstrated its relative ineffectiveness. Students listening to a lecture are rarely "involved" in the topic. A few students in a discussion class might be involvedmost probably aren't. In either case, it's unlikely that they are learning to debate the issues and formulate their own views. Fortunately, there are other ways to teach. The strategy we'll discuss here is a combination of in-class small groups, carefully focused individual activities, and term projects. A short lecture or "lecturette" may be helpful for clarifying terms or setting the stage for other class activities. And we hold full-class discussionsoften to allow small groups to share their results. Variety is important. An occasional video can spark interest; Jonathan Grudin has used audio tapes effectively in small group assignments. As with choosing topics and materials, you will want to select teaching methods, class activities, and assignments that match the specific course environmentundergraduate or graduate, small or large enrollment, availability (and experience) of teaching assistants, and so on. But unlike choosing topics to meet the students on familiar ground, we are not at all hesitant to use teaching methods that may be different from what they expect.
USGS Learning Web: Homework Help In Hydrology homework Help in Hydrology. Lessons on the Lake Provides lessons and activitiesthat teach students basic water science and environmental issues. http://interactive2.usgs.gov/learningweb/textonly/students/homework_hydrology.as
Extractions: It is important to think of yourself as a team member with the teacher. The teacher works with your child at school, and you work with your child at home. Homework does two things for a student: It helps her learn, and it teaches responsibility. There are five steps you can take at home to help your child learn better and faster and have greater retention. By using these techniques you are not only helping your child learn, but you are teaching her how to learn as well. Here are the five steps for setting the right pace within the first week. 1. Set clear learning goals. It is important that your child understand what she is supposed to get out of the lesson. Go beyond simple goals such as, "Read three pages." Instead, help her list things she will learn in those three pages using the chapter summaries, subheadings, and questions usually provided at the end of each section of the textbook. If the science topic is "The Cell," have her write down a few questions such as, "What is a cell?" "What is in a cell?" "What do cells do?" This will help her read for meaning. She will be searching for answers, not just covering pages. If the teacher assigned a worksheet of questions to be answered from the reading, she should read those questions before reading her textbook. Even then, it would be a good idea to have her write a summary statement clarifying what she will be learning from the worksheet; "In this assignment I will learn about cells and what they do."
Children: Parenting: Discipline Children and chores; How to teach children to Help your kids get their homework done;Chores for kids; Parenting help to issues concerning attitudes in children; http://www.essortment.com/in/Children.Parenting.Discipline/
Extractions: Teachers.Net wants to hear your thoughts about vouchers, homeschooling, gun safety, educational legislation, politics, and more. Every month Teachers.Net provides space for you, our teachers, to express your ideas and feelings about the current state of education in your community or around the world. Visit and bookmark our Letters to the Editor section, and contribute your thoughts each month. Help push the dialog and be a positive force for change! Click for More information Send Us Your Stories and Photographs!... Teachers.Net is actively soliciting stories, photos, and articles from teachers everywhere. Teachers, now's your chance to get your name in the Teachers.Net Gazette, and help support the only on-line publication by teachers, for teachers. Send original stories and articles, press releases, image and video files, and other items of interest to our community to Kathleen Carpenter at editor@teachers.net. Email us for more information About The Teachers.Net Gazette...
GARNETT RIDGE WEB PAGE On any given day 25 children attend to complete their homework and then to enjoyguest speakers on a variety of women and children issues, teach one another http://www.ssw.uga.edu/GRidge/
Web Design And The Internet Internet, Que, 2001; Betsy Bruce, teach Yourself Macromedia Hot topic discussionAlissa; Review of homework; Citations for URL's; Privacy issues; Assign Privacy http://aristotle.lesley.edu/faculty/nalimans/ugweb.htm
Extractions: This course focuses on applications for the Internet and the World Wide Web, including web browsers, e-mail, chat rooms and multi-user environments. Students will use a variety of tools to develop web pages and graphics. The social and cultural impact of the Internet will be examined through readings and discussions. This course has a two-fold goal: students will gain competence in a variety of Internet functions. They will learn how to use file transfer protocol, telnet, html programming code, and the World Wide Web. Second, students will study the elements of Web Design and create a web site using both html code and Dreamweaver software. They will work individually and in teams and study various topics such as: Designing a World Wide Web home page;
Statistics Professors Teach Via Distance Learning distance learning partner because many of these issues are minimized Do those ofyou who teach in this program Do you offer some of the homework or exercises http://www.lifelearner.iastate.edu/degree/statfac.htm
Extractions: Two ISU stat professors, Ken Koehler and Hal Stern, answered questions about teaching in the program. Hal: Some background about our distance learning program may be helpful before addressing specific teaching issues. The department's goal is to deliver the same exact course to off-site students as our on-campus students receive. That's why we use videotape rather than Web-based instruction. How many courses, how many semesters have you taught for the distance MS in Statistics program?
TEACHING, LEARNING, HOMEWORK & REVISION RESOURCES practice covering most of the above issues, and including High Channel 4's awardwinning homework help service It explains exactly what schools teach and why http://www.link-web.co.uk/guides/teach-resources.htm
Extractions: If you are not already familiar with the 'Terms and Conditions of Use' of Link-Web Guides, and the general introduction to them, please read them now. You can see some of the topics it covers in the short menu box below, which also provides a link to it. Thank you. If you are already familiar with this, you can skip straight to the main content of this Guide HERE This includes 'Terms and Conditions of Use' , the use of a New Browser Window before using any of Link-Web's Guides. Thank you.
Jerry Uhl: Why (and How) I Teach Without Long Lectures Many math instructors are trying to teach today's students students grapple with themore fundamental issues of learning to solve every type of homework problem http://www.vpaa.uillinois.edu/reports_retreats/tid/resources/uhl.html
Extractions: University of Illinois at Urbana-Champaign 1. Why I gave up long lectures I could have benefitted greatly from Steven Krantz's tips in 1962 when I taught my first class. In fact, I can see that over the years my lecturing style and techniques evolved to be remarkably similar to those Steven Krantz (SK) suggests. I was a very popular lecturer and recently won an MAA sectional award for distinguished teaching based in no small part on the lecture courses I gave at Illinois between 1968 and 1988. But for the last ten years, I have completely abandoned the long lecture method. My last lecture effort was calculus in 1988. I thought I did a bang-up job, but the students did not respond with work anywhere near the level I was used to and have become used to after I gave up on introductory lectures - despite the fact that I had been giving the lectures largely in harmony with SK's recommendations. Simply put, today's students do not get much out of long lectures, no matter how well they are constructed.The material comes too fast and does not sink in well. The students of the past responded by becoming quiet scribes. Today's students demand more action and accountability. That's why many students cut class and even when they come they often ask hostile questions such as "What's this stuff good for?" They do not read their texts. Some students even disrupt lectures. And as SK notes, many professors ask the questions: Why won't my students talk to me?
