Education Leadership

Matthew Lynch published in Early Childhood, Education Leadership

15 In-Class Tactics to Improve Concentration in Children

Are you looking for tactics to improve concentration in children? If so, keep reading.

1. Teach the learner listening skills (e.g., stop working, clear desk of nonessential learning materials, pay attention to the source of information, write down essential points, ask for clarification, and wait until all instructions are received before beginning).

2. When ideas are presented, have the learner listen and take notes for “Who, What, Where, On occasions where, How, and Why.”

3. Provide visibility to and from the learner at all times to monitor the learner’s concentration.

4. Minimize the number of instructions in each step. Provide the learner each additional step after the prior step has been finished.

5. Separate large tasks into smaller tasks (e.g., have the learner write an outline for a book report, then the first rough draft, etc.).

6. Make sure that the learner’s academic tasks are on their capacity and ability level.

7. Refrain from placing the learner in situations that require listening for an expanded duration of time such as lectures, assemblies, seminars, etc. Give the information for the learner through a recording or lecture notes.

8. Minimize distracting stimuli in and around the learner’s desk (e.g., learning materials in/on the desk, etc.).

9. Get the learner to take part in games requiring varying degrees of concentration (e.g., tic-tac-toe, checkers, chess, etc.).

10. Make sure the tasks required of the learner are appropriate for their level of development and capacity and ability.

11. Make sure that the learner knows the relationship between unacceptable behavior and the consequences that follow (e.g., failing to concentrate on schoolwork could result in low grades or unfinished work).

12. Give the learner fewer tasks. As the learner shows success, slowly increase the number of tasks over time.

13. Inform the learner when it is time to begin a task, listen to others, etc.

14. Provide one-, two-, and three-step instructions to the learner. As the learner shows success in concentrating, slowly increase the number of steps.

15. Consider using assistive technology designed to help students to attention deficit hyperactivity disorder to concentrate. Click here to view list of assistive technology apps that we recommend.

  • no reactions
0
Share
Matthew Lynch published in Education Leadership, K-12

14 Strategies to Help Students Improve Their Critical Thinking Skills

Are you looking for strategies to help students improve their critical thinking skills? If so, keep reading.

1. Provide the learner duties that require logical thinking (e.g., designate the learner to water plants and give a watering can and a glass, telling the learner to use the most appropriate container, etc.).

2. Every day, give the learner problem-solving situations that require logical thinking (e.g., “A stranger takes you by the arm in a department store. What do you do?” “You see smoke coming out of a neighbor’s house and no one is home. What do you do?” etc.).

3. Make sure the learner experiences the consequences of their behavior (e.g., appropriate behavior results in positive consequences while unacceptable behavior results in negative consequences).

4. Give the learner a list of questions involving logic to answer orally (e.g., “Why do we post ‘wet’ paint signs?” “Why do we have stop signs at intersections?” “Why do we wear seat belts?” etc.).

5. On occasions where something is broken, lost, etc., have the learner find what could have been done to prevent the situation. Talk with the learner about the value of properly keeping and organizing learning materials.

6. Get the learner to read stories involving a moral (e.g., The Tortoise and the Hare, The Boy Who Cried Wolf, etc.) and explain the reason for the outcome of the story.

7. Get the learner to read short stories without endings and require the learner to create logical endings for the stories.

8. Provide the learner situations/images and have them explain what variables are related (e.g., “Snow is falling, and the wind is blowing: Is the temperature hot or cold? What should you wear outdoors?”).

9. Get the learner to sequence rearranged cartoon strips and explain the logic of the sequence they created.

10. Provide the learner fill-in-the-blank statements requiring an appropriate response from multiple-choice possibilities (e.g., “The boy’s dog was dirty, so the boy decided to give his dog a _ [ dog biscuit, bath, toy].”).

11. Present the learner with images of dangerous situations and have them explain why they are dangerous (e.g., a child running into the street from between parked cars, a child riding a bicycle without using their hands, etc.).

12. Utilize cause-and-effect relationships as they relate to nature and people. Talk about what led up to a specific situation in a story or an image and what could happen next, etc.

13. Consider using an education app designed to help students improve their critical thinking skills. Click here to view our list of recommended apps.

14. Consider using edtech to encourage students to work on their critical thinking skills. Here is an article that we wrote on the subject.

  • no reactions
0
Share
Matthew Lynch published in Early Childhood, Education Leadership

21 Ways to Help Messy Kids Organize Their Schoolwork

Are you trying to find ways to help messy kids organize their schoolwork? If so, keep reading.

Create a routine (schedule) to be followed for organization and appropriate use of work learning materials. Give the learner their routine (schedule) in writing and review it often.

Designate the learner’s organizational duties in the classroom (e.g., equipment, software learning materials, etc.).

Create classroom rules: • Get appropriate learning materials. • Complete every assignment. • Complete assignments quietly. • Remain in your seat. • Finish tasks. • Meet task expectations. Examine rules often. Praise students for following the rules.

Assess the appropriateness of the task to ascertain (a) if the task is too easy, (b) if the task is too complicated, and (c) if the duration of time scheduled to finish the task is sufficient.

Support the learner in organizing learning materials.  As the learner shows success, slowly decrease the assistance you provide and require the learner to assume more responsibility for organization independently.

Provide the learner one task to perform at a time. Present the next task after the learner has finished the prior task in an organized way.

Get the learner to gather all the learning materials appropriate to work on a project, task, etc., to lessen the need to search for learning materials.

Make sure the learner knows that work that was not finished because appropriate learning materials were not brought to a specific learning experience will need to be finished during leisure or break time.

Get the learner to discard things/paperwork that have no future use.

Minimize the number of learning materials for which the learner is responsible. As the learner shows appropriate responsibility for learning materials, increase the number of learning materials for which the learner is responsible.

Do not give the learner additional learning materials if they fail to care for learning materials properly.

Get the learner to create a routine (schedule) to follow before coming to class (e.g., check what learning experience is next, determine what learning materials are appropriate, collect learning materials, etc.).

Get the learner to select a peer, friend, etc., who exhibits the capacity and ability to organize a task prior to beginning it. Get the learner to observe that person and try to model the behaviors they use to organize tasks.

Get the learner to tag all personal items with their name.

Urge the learner to develop an understanding of the consequences of their behavior by writing down or talking through problems that may happen due to disorganization (e.g., missed tasks, unfinished projects, misplaced textbooks, etc.).

Make sure that failure to have appropriate learning materials results in loss of opportunity to participate in learning activities or a failing grade for that day’s learning experience (e.g., art, home economics, industrial arts, physical education, etc.).

Get the learner to create a list of learning materials appropriate for each class (e.g., band instrument, gym clothes, calculator, etc.).

Get the learner to organize significant tasks/projects by dividing them into small segments. Establish deadlines and reward the learner after finishing each segment of the task.

Get the learner to perform one task or step of a significant project at a time.

Get the learner to question any instructions or expectations they do not understand.

Consider using an education app to help the student sharpen their organizational skills. Click here to view a list of apps that we recommend.

  • no reactions
0
Share
Matthew Lynch published in Education Leadership, Teachers

How to Implement the Levels of Questions Teaching Strategy in Your Classroom

Description

The levels of questions method helps learners comprehend and interpret a text by requiring them to answer three types of questions about it: factual, inferential, and universal. This scaffolded approach provides an opportunity for learners to master the basic ideas of the content so that they can apply this comprehension and “evidence” to conversations about more profound abstract concepts or complex historical events. Because you can focus learners’ attention on the level of questions most appropriate to their reading capacity, this method can meet the needs of different learners. You can also utilize the levels of questions method to prepare learners for a class discussion or activity or as an assessment tool.

Implementation

  1. Prepare Questions: This method can be used with any content—historical documents, literature, newspaper articles, films, artwork, photographs, etc. Prepare questions that learners will answer. We recommend writing two or three questions for each of the following categories: Factual questions (first level) can be responded to plainly by facts contained in the content. Inferential questions (second level) can be answered through the analysis of specific parts of the content. Universal questions (third level) are open-ended questions that are provoked by concepts in the content. They are meant to provoke a discussion of an idea or issue.
  1. Learners Practice Active Reading: Have learners watch or read the content silently or aloud. As they read (or watch), ask learners to underline or record keywords and phrases.
  2. Learners Answer Questions: Learners can answer questions themselves or in small groups.
  3. Review and Discuss: Review responses to level-one and level-two questions to make sure everyone understands the content. As you go over level-two questions, encourage learners to share different interpretations of the content, and use evidence to explain their answers. The universal questions make useful prompts for a broader class discussion.

Modifications

  1. Learner-Generated Questions: After utilizing this method a few times, have learners generate their questions in each of the categories. In small groups, they can write questions. Then groups can trade questions and respond to these as a way to assess their comprehension of the content.
  2. For Heterogeneous Classrooms: You can have struggling readers focus on level-one questions, average readers focus on level-one and level-two questions, and advanced readers be responsible for addressing all three levels of questions. As a learner’s reading capacity improves, they can be asked to discuss the next level of questions.
  • no reactions
0
Share
Matthew Lynch published in Education Leadership, School Leadership

The Key Roles of a School Superintendent That Make Them Effective

The CEO of a school district works as a school superintendent. They are responsible for both the success and failure of the school district. Their role is extensive and all-encompassing. It is a rewarding job, but they have to make tough and taxing decisions. Exceptional skills are required to function as an effective superintendent.

To carry out their tasks, they have to deal directly with people. They have to build appropriate relationships to discharge their duties efficiently. Superintendents should be capable leaders who have a good rapport with interest groups within the community and the school.

Engage with the Board of Education

The board hires the superintendent. They have to work in partnership with them. If they work together in harmony, there are more chances of achieving success in the school district.

The superintendent has to inform the board about all the things that take place in their school district. They also make suitable recommendations for improvements. The school board evaluates the superintendent and can terminate their job if they do not work efficiently.

Superintendents have the responsibility of preparing agendas for board meetings. They can attend the meetings and make recommendations. However, they do not have the chance to vote. In case the board is in favor of a mandate, superintendents have to carry it out.

Be a Good District Leader

In large districts, superintendents have assistant superintendents. They assist them in specific areas like curriculum and transportation. But in small school districts, the superintendents may not enjoy this luxury. They have to carry out the daily duties on their own.

Superintendents are responsible for assessing the principals and assistant principals. They have to meet with the principals regularly and give suitable instructions regarding their buildings’ daily operations.

If they like, they can have direct interaction with the teachers and coaches. They can also make recommendations for hiring or terminating the services of a particular teacher. Superintendents have the responsibility to appoint capable and trustworthy support personnel.

Take Care of the Finances

The duty of developing and maintaining an appropriate school budget lies on the shoulders of the superintendent. School finances keep changing every year. So this is a complex task, especially in public schools where the availability of money depends on the economy.

Look After the Daily Operations

The superintendent has to decide whether to repair a school building or add new structures to it. They have to ensure that the curriculum meets district, state, and national standards. They must review old policies and revise them or write new ones.

Lobby for their District

They have to look for ways of improving their district. Superintendents must maintain good relations with the community and media. They should use the media to further the interests of the school district and students. They should also connect with the other school districts and exchange ideas for improvement.

  • no reactions
0
Share
Matthew Lynch published in Education Leadership, Teachers

Tips To Meet Children’s Needs By Adapting Your Teaching Strategies

Teachers are usually required to adjust their learning instructions to cater to special needs students. Usually, all students benefit from adhering to proper teaching strategies. However, if a student is having challenges with learning, you may need to adapt those strategies just a bit.

Before Each Lesson

Before the lesson begins, you should pre-teach concepts and vocabulary. You can teach mental activities involved with listening while also providing a study worksheet. Conclude by giving a lecture outline.

Proper Lesson

When the lesson begins, use visuals available by using overhead projectors or flashcards. Instruct the students to take notes using markers. Also, teach them to use acronyms to assist with lists. Proceed to give explanations in detailed steps and provide directions.

Ensure the students repeat all directions, and when giving the class directions, leave a pause between each of the steps so that students can implement the process. Try to shorten the required listening time and give the student different tasks.

If the student has a challenge expressing themselves, you can try to accept an alternative medium of sharing information. It is ideal to ask questions that have short, direct answers while also providing a prompt. Give rules for the class discussion, such as hand raising and issue points for preparation and oral contributions. Teach the students the need to ask questions while in class, and teach language and body expressions.

Always wait for the response of the student and avoid choosing the first student that raises their hand. Ensure that the questions you ask are done at the informational level while giving facts. 

If the student has challenges reading written texts, you should look for a written text at a lower level and remove the problematic material while rewriting the student’s text. Upon taping the student’s text, leave enough room for a parent to read the text out loud to the student. 

Cut down the required reading time and search for the same content using a different medium, such as filmstrip. Provide the student an alternate medium to contribute to the group, such as dramatizing and giving the student some more time to read. One unique way to boost the student’s chances of catching up is to motivate them and give them visual perspectives. Cut down on the materials that the student will need to consume.

Students Facing Challenges With Writing Legibly

There are strategies you can apply if the student is facing challenges with writing clearly. You can use a format that doesn’t need much writing, such as matching and multiple-choice. Cut down the assignments that need copying, and use learning aids, as well.

Concluding Thoughts

If a student still has difficulty expressing themself, make sure you allow them to express themselves in the way that is best for them. The student will grow in this regard at his own pace with the necessary support.

  • no reactions
0
Share
Matthew Lynch published in Education Leadership, Teachers

Using Research-Based Teaching Methods

Teaching methods, policies, and other recommendations that are meant to be rolled out and implemented in schools should be based on research and evidence. This is to ensure that the needs of students are met and that the school can provide the resources to facilitate the learning experience of students.

Unfortunately, there seems to be a misunderstanding of what the research data is, how it is to be interpreted or if it will be used at all. Using research data is important because it gives a detailed explanation of the methods used and reports of the outcomes.

Choosing research data is also important. Not all published material is created equal, so it is important to determine which ones are credible. Below are some guidelines to consider when choosing research data:

–         Do not believe everything that you read. A lot of articles that circulate online are based on research—some are summaries while others are interpretations of research. Research is systematic, logical, and exhaustive. The reason for this is that it is focused on data and not the author’s perceptions and opinions. If you are looking to find data to use as a basis for methods and policies to recommend for your school, it is best to refer to actual research data.

–         As mentioned in the previous section, research data is exhaustive, logical, and systematic; moreover, it is unbiased. As such, look into both the positive and negative outcomes that were reported. Do not just consider the positive outcomes when deciding on using the research as the basis for recommendations to the school.

–         Consistency is key. Carefully study the consistency of the evidence being presented in the research. Any conclusion that is drawn from research requires the support of evidence. Make sure that the research addresses the hypothesis that was presented at the beginning of the study. Be wary of statements that make overgeneralizations.

Final Thoughts

Whenever schools set out to deploy new techniques, teaching methods and implement policies, it is best to make sure that these suggestions are backed by research. As educators, it is your due diligence to make sure that systems are put in place in schools are evidence-based and put the best interest of students first.

  • no reactions
0
Share
Matthew Lynch published in Education Leadership, Reading Education

What Principals Can Help Students Become Good Readers

Students of all ages can benefit from a carefully planned, systematic, and results-oriented reading program. It is so important that students are able to master the fundamental reading skills by the third grade otherwise, they are at risk for falling behind. Teachers and school administrators acknowledge this as well, which is why they invest so much time and effort to provide as much assistance as they can, especially to students who can benefit from reading programs.

Good Reading Instruction  

To be able to claim that reading instruction is “good,” it has to be able to make use of explicit and systematic strategies in the following components of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Teachers have to design activities that are aligned with the program, including supplementary materials for students who are a little behind from the rest of the class.

What School Administrators Can Do

The best thing that school administrators and subject coordinators can do would be to design a framework that will guide reading teachers in implementing the programs. Through this framework, they will be able to identify specific reading-related concerns that need to be addressed, and also assess whether the institution has the resources to provide the assistance needed. If resources are available, they can use these strategically and efficiently, and if not, the school can take the necessary steps towards acquiring the materials and resources needed to help the students.

The Resources Needed

To help the school achieve its goals of improving the reading skills of students, a few things need to be in place. This includes the following:

·         A research-based reading program that is aligned with the school curriculum

·         Instructional materials that provide both explicit and systematic instruction

·         Teacher training and follow up professional development for teachers

·       Uninterrupted reading instruction for each part of the program, and extra time for students who need extra assistance

·     Evaluation data regarding the effectiveness of the program and the activities that were used during classroom instruction

·         Intervention programs for students who are behind, that are aligned with the goals of the program

Final Thoughts

Whenever a school plans to implement a reading program, it is best to do it under the guidance of a framework. In this way, teachers and subject coordinators can identify the needs of the students and address them accordingly. It is no secret that acquiring funding for schools can be challenging. The framework will serve as the roadmap for all teachers as they implement the reading programs.

  • no reactions
0
Share
Matthew Lynch published in Education Leadership, Teachers

How To Implement Differentiated Instruction

If you teach a large group of students, you probably know that every child is different when learning new concepts. For example, some children may respond better to one teaching method, while other children may perform better with another teaching style. To ensure all children can achieve their academic goals, the teacher will need to use differentiated instruction.

What Is Differentiation?

Differentiated instruction is the process of continually adjusting teaching methods, pace, and style to accommodate a diverse group of learners. Teachers will group students based on their learning abilities and skill sets and then assign tasks accordingly. The whole class will be taught the same topic, but they may get slightly different tasks based on their understanding level.

For example, the task might be to read a passage and answer some questions based on it. However, if one group of students struggles with these sorts of comprehension exercises, then the teacher can modify it for the struggling students.

The teacher will not give this group the whole passage to read at once, but they might give them a smaller, more manageable part and ask them to answer one or two questions before assigning the rest of the passage. 

Why Is Differentiation Necessary?

Differentiation is crucial if a teacher wants to make sure that all children can progress despite their different learning abilities and preferences. Differentiated instruction ensures that children are not assigned tasks that are too easy or too difficult for them. 

With differentiated instruction, children get tasks that challenge them to improve and learn a new concept without making them feel frustrated by giving them tasks that they cannot handle.

Implementation

There are multiple strategies that teachers can use to implement differentiated instruction, such as using online tools like Google Classroom. These methods can help teachers design exams that test on the same subject, but the format of the questions is modified according to each student’s level.

Keep in mind that this does not mean designing tests with different questions for each student. Instead, the aim is to create exams according to two or three distinct patterns for different groups of students, such as advanced, middle, and lower. The advanced group will get one pattern, while the lower group will get a different pattern of questions.

Parental Involvement

Parents can also play a key role in getting differentiated instruction for their children. They can help by asking their children to let a teacher know when they are having trouble with an assignment.

Concluding Thoughts

Differentiated instruction is necessary because it helps the whole class progress and not just the naturally gifted kids. It allows for children to grow and learn based on their capacities. In this way, children feel less frustrated and more open to learning new things, as everything is aligned with their pace.

  • no reactions
0
Share
Matthew Lynch published in Education Leadership, Teachers

How Can Parents Help Teachers?

Teaching children can be a challenging task. Often, students do not feel motivated to work, meaning that they will disrupt the class or not pay attention during lessons. For this reason, educators must get as much help as possible.

Parents can play a significant role in the education of their children. In this article, we will be discussing three ways in which parents can prepare their kids for school while simultaneously helping teachers when it comes to learning. 

Ensure That Your Child Is Properly Prepared For The Day

If your child enters school unprepared, they are likely to have an unproductive day. For example, leaving stationary behind, forgetting worksheets or books, and simply being in a poor mood can negatively affect their education. 

To prevent this, parents need to ensure that their children are adequately prepared for the day ahead. This can be done by providing them with a healthy breakfast, surrounding them with positive energy, and ensuring that they have all their necessary learning materials. 

Help Your Child With Homework Tasks

Almost every child will battle with homework from time to time. If you want to help the teacher out, take the time to sit down with your kid and assist them with any learning problems that they may have. 

With that being said, you do not have to wait until they have an issue to help them. Supporting them during their at-home learning can make them feel more motivated when it comes to their work. For this reason, it is recommended that you assist your children as much as possible. 

Provide Your Child With a Healthy Home Environment

At-home learning can feel impossible when in a disruptive environment. For this reason, you must find your child a quiet place in which they will be able to work peacefully without any distractions. This could be done by dedicating a particular time for studying. In this timeframe, the house should be kept as quiet as possible. 

Also, you should always ensure that your child is getting a sufficient amount of rest. Often, students become so wrapped up in homework, studying, and extracurricular activities that they do not prioritize their well-being. 

Concluding Thoughts

Educating children can be seen as one of the most difficult jobs in the world. Many students simply do not want to learn, making the task seem impossible at times. For this reason, teachers should get as much help as possible from parents. 

Parents can assist by ensuring that their children are adequately prepared for school. They should also provide their children with a healthy home environment and help them with any homework issues.

  • no reactions
0
Share