Reading Library and Knowledge Discussion Blog

By Kang Bull Fast reading skill is one of learning elements. If you a teacher, you should have the correct tips on how to make your pupil enjoy their reading materials and give them ability to read fast. Fast reading is very important to the pupil, with it they can get more information and subject capability through their short learning time. On the other hand, Fast reading skil gives more valuable matters in order to get and catch a lot of subject material on school. It has right affective side to student, and brings them more chances to finish their learning on time. There are many ways how to be a fast reader. I may give some tips an explanation on it: When read, don’t busy your self with the order of alphabets on the words. just read the word not the alphabets. It is called block read tip. Word by word, not the alphabet. With this tips you should able to read the sentence without knowing all alphabets of it, ya, just read like reading your short massaging service (SMS). "i lek

Author: Johnson, Robin Creating differentiated art curricula to accommodate artistically talented students' individual needs may enhance student performance and program outcomes. This Digest discusses (1) individual education plans for artistically able students with exceptionalities, (2) subgroups of students with dual exceptionalities, (3) methods of teaching students with dual exceptionalities, and (4) methods of teaching students with specific disabilities. INDIVIDUALIZED EDUCATION PROGRAMS (IEPs). Since the passage of The Education for All Handicapped Children Act in 1975 and the Individuals with Disabilities Education Act (IDEA) in 1990, the landscape of art education has changed dramatically. Students with exceptional educational needs (EEN) are mainstreamed with their peers to fulfill the requirement that they be "educated in their least restrictive environment (LRE)" (Individuals with Disabilities Education Act of 1997). Although students with EEN are frequently

Communicative Language Teaching: An Introduction and Sample Activities Author: Galloway, Ann This digest will take a look at the communicative approach to the teaching of foreign languages. It is intended as an introduction to the communicative approach for teachers and teachers-in-training who want to provide opportunities in the classroom for their students to engage in real-life communication in the target language. Questions to be dealt with include what the communicative approach is, where it came from, and how teachers' and students' roles differ from the roles they play in other teaching approaches. Examples of exercises that can be used with a communicative approach are described, and sources of appropriate materials are provided. WHERE DOES COMMUNICATIVE LANGUAGE TEACHING COME FROM? Its origins are many, insofar as one teaching methodology tends to influence the next. The communicative approach could be said to be the product of educators and linguists who had grown di

Author: Vincent, Claudia G. - Horner, Robert H. - Sugai, George Schools are under pressure to create safe, orderly and effective learning environments where students acquire social as well as academic skills that will allow them to succeed in school and beyond. This pressure has emerged from real disciplinary challenges combined with wariness of school violence sensationalized in the media (Lewis & Sugai, 1999; Sugai et al., 2000; Walker, Nishioka, Zeller, Bullis, & Sprague, 2001; Walker & Shinn, 2002). At the same time, teachers, parents, and administrators report more and more time consumed by disciplinary measures intended to correct students' antisocial behaviors (Skiba & Peterson, 2000). Traditional punishment and exclusion may provide a short-lived reprieve from disciplinary problems, but research has shown that in the long term, punishment and exclusion are ineffective and can lead to renewed incidents of disruption and escalating behaviors (Mayer, 1999). Ove

The last decade has seen a rise in the demand for testing teachers, brought on by a real or perceived decline in student performance, as well as concern over the quality and preparation of people entering the profession. An increased sense of urgency was sounded in recent reports calling for national standards for teachers: the Holmes' Group report, Tomorrow's Teachers (1986); the Carnegie Commission report, A Nation Prepared: Teachers for the 21st Century (1986); and the National Governors' Association report, Time for Results (1986). In response, many states have adopted formal assessment procedures for teachers, almost all of which claim to evaluate communication abilities. However, the methods of assessment vary from state to state with the result that communication is defined in different ways across the country. Furthermore, the operational definitions found in various state assessment practices often don't correspond with those developed through research. HOW DO

Author: Coburn, Louisa Student evaluation of teacher performance, or student ratings, is one of the most controversial techniques used to identify teacher effectiveness. Few faculty members question the usefulness of ratings in providing feedback about teaching that can result in improved instruction, but many continue to challenge student rating use in making personnel decisions (Marsh and others 1979). This Digest offers a rationale for the use of student ratings, describes the research findings concerning the validity and reliability of such ratings, and identifies the major issues involved in designing and administering rating forms and reporting their results. ARGUMENTS IN SUPPORT OF STUDENT RATINGS Aleamoni (1981) offers the following arguments to support the use of student ratings of teacher performance: --Students are the main source of information about the learning environment, including teachers' ability to motivate students for continued learning, rapport or degree of c

World Wide Web Resources for Teaching and Learning Economics. Author: VanFossen, Phillip J. We live in an information-rich society, one in which, via various forms of technology, information on almost any topic can be obtained nearly instantaneously. The proliferation of such information technology has begun to make its way into the nation's schools in the form of, among other things, instructional resources such as videodiscs, CD-ROMs and other computer-driven materials, and the nearly ubiquitous World Wide Web (WWW). Indeed, in 1996, 64% of schools nationwide had WWW access (Coley et al., 1997). Technological resources abound for teachers of all subject areas and all grade levels, but for many reasons, such instructional technology seems to lend itself to the social studies at least as well as for any other subject area (Braun et al., 1998). Certainly this is true in the realm of economic education (Boldt et al., 1994). Leu, et al. (1997), however, found that many teachers who tr