This or That?

Dr. Wendy Ghiora – Posting #57 – July 17, 2010

Why is education the “foster child” when it comes to funding? Why do schools have to slash their budgets by hundreds of millions of dollars year after year? Do our legislators really think so little of education? And here’s the clincher: Why do state legislators support spending more money on criminals than on the education of our children?

The message herein is based on the premise that education is not only important, but also essential to every human being. In fact, it is not an exaggeration to say that the existence of human beings is virtually fruitless without education. A person with an education has the ability to change the world. Such a person is brimming with confidence and equipped with the tools to navigate through and create a successful life. This entire article could be spent touting the importance of education. Instead, since that is not the main goal, here are but a few reasons education is a highly valued commodity. Do we want this?, “this” being a sound education. If so, here is some of what we'll get:

Good Citizens
1. Education makes a worthy contribution to our lives, by making us responsible citizens. We get to know our history and culture through education and adopt those values. History teaches us what to do and what not to do. We learn from history.

Fundamental Knowledge
2. One who receives good education is more likely to have a secure future. Acquiring new skills and talents through education increases our productivity.

New Horizons
3. Education has the unique ability to open new vistas for us. Education broadens our mental landscape and is the way to greater enlightenment - the ultimate goal of most human beings in life.

Critical Thinking
4. Decision making is an integral part of our life. Education is significant, because it gives us many tools, which enable us to make the right decisions.

Confidence
5. An educated person is a confident person. When you understand how things work, and are able to systematically solve problems, you are imbued with self-confidence. Education fosters a positive outlook and allows us to believe in ourselves.

Or do we want "that?"

The Uneducated
What does it feel like to be a child that can’t read? According to Mona McNee, (founder of the Reading Reform Foundation, in the U.K),
“ They do not FEEL stupid but come to the conclusion that they must be (even if they are not) because they see other children learning, but not them.” To make matters worse, she adds, “School becomes a 12-year prison sentence of failure, humiliation, frustration. . . desperation.” The overwhelming majority of inmates are not educated. They are deficient in the five attributes of a good education mentioned above.

Education or Crime?
The most frequent response to the question given by the Gallup Poll, “What is the biggest problem schools face?” named on an unaided basis by almost a quarter of Americans (23%) is “lack of funding.” This figure is up from last year, when 15% offered “lack of funding,” as the biggest problem. And yet, the budgets for schools continue on the decline while budgets for prisons are on the incline.

In an article by Maya Harris (Vice President for Peace & Social Justice at the Ford Foundation), the following is noted:

“It has been projected that over the next five years, the state’s budget for locking up people will rise by 9 % annually, compared with its spending on higher education, which will rise only by 5 %. She goes on to say, “Yet, despite the historic increase in prison funding, leading legislators – including Governor Arnold Schwarzenegger agrees that this is simply throwing good money after bad, given the rank mismanagement plaguing California’s corrections system.”

James Sterngold, Staff Writer for The Chronicle, when discussing the California State Prison system, comments, “the most common companions for those who have failed to find a place in the legitimate world are illiteracy and stunted educational backgrounds. More than half of California’s 173,000 inmates read below a seventh-grade level, making them functionally illiterate, unable to read and follow complex written directions.”

Nationwide, nearly 70 percent of all people entering state prisons have not completed high school. According to the report, “Literacy Behind Prison Walls,” 70 percent of all prison inmates read below a fourth-grade level.

Research indicates inmates who have obtained an education while serving behind bars have a much easier time finding and holding a job when they are released. In addition, there are few relapses once they have escaped illiteracy.

So, do we want, This or do we wantThat?

The research I’ve read seems very clear. There is a definite correlation between lack of education and the clientele of our prison systems. The average level of education of those in prison is significantly lower than those out of prison. The solution is obvious. If we support our educational systems and make certain children are learning, as they should; this means not letting any of them fall between the cracks, we will not only have less crime, but more happy and productive people. Education greatly decreases the chance our children will wind up behind bars. Instead, it empowers them to achieve their goals and dreams in life.

What is your choice, this or that?

"Upon the subject of education, not presuming to dictate any plan or system respecting it, I can only say that I view it as the most important subject which we as a people may be engaged in." -- Abraham Lincoln

What Can Kids Learn From Playing Chess?

Dr. Wendy Ghiora – Posting #56 – July 10, 2010

Did you know that over thirty nations, including Brazil, China, Italy, Israel, Greece and Russia, incorporate chess into their scholastic curriculum? Just as athletics are woven into our schools in the United States, chess is an accepted part of the school program in many nations abroad. Wouldn’t it be great to “steal” this idea and include the best of both worlds (athletics and chess) here in America?

According to Susan Polgar, 4-time World Chess Champion, research indicates Test scores improved by 17.3% for students regularly engaged in chess classes, compared with only 4.6% for children participating in other forms of enrichment activities.

Chess is an intellectually stimulating and fun game to play! So what can kids learn from playing chess? What is the “magic” chess can bestow?

Here are just a few of the benefits chess can provide:

1. Chess makes kids feel smart.
2. Chess helps parents to understand that their children are capable learners.
3. Chess improves math and reading skills.
4. Chess teaches kids to look not only at the present but at the “end game.”
5. Chess can be a powerful motivator to develop good habits of discipline, respect, good manners and focus.
6. Chess develops problem-solving skills.
7. Chess builds self-esteem and confidence.
8. Chess teaches how to deal with stress.
9. Chess teaches not to give up.
10. Chess is accessible to students at every academic level.
11. Chess improves grades.
12. Chess is international - it is a universal language.
13. Chess brings people with dis-similar backgrounds together.
14. Chess is compatible with many other interests - from math & music to sports.
15. Chess is fun!

Conclusion
Countless research studies have demonstrated that over the years chess can foster mental clarity, fortitude and stability. Please see the studies listed below for more details on the extent to which this game encompasses such a wealth of applications and possibilities.

With the current budget cuts at hand, a few smart schools and school leaders are delighted to find chess an inexpensive yet phenomenal means of helping kids grow intellectually. If you have children in school, or just want to help a school out, why not suggest an after-school (or even during school) chess program? Wouldn’t that be grand!

“The chessboard is the world, the pieces are the phenomena of theUniverse, the rules of the game are what we call the laws of Nature and the player on the other side is hidden from us”(Thomas Huxley)

Here is a website with more information on engaging children in the wonderful world of chess:

http://www.chessopolis.com/tutorials.htm

Available Chess Information and Research
There is a wealth of research and information available on the game of Chess and its benefits. Listed below are examples of websites and research studies that provide information.Websites

US Chess Federation - uschess.org

Research papers

Chess and Standardized Test Scores (1997) by James M. Liptrap

The Effect of Chess on Reading Scores (1991) by Stuart Margulies

Chess as a Way to Teach Thinking (1987) by Dianne Horgan

Developing Critical and Creative Thinking through Chess (1983) by Robert Ferguson

Chess and Cognitive Development (1976) by Johan Christiansen

CHARACTERISTICS OF EFFECTIVE TEACHERS

Dr. Wendy Ghiora – Posting #55 – July 3, 2010

Researching “Characteristics of Effective Teachers,” produces over 21,700,000 articles via Google. Many of these articles contain familiar commonalities. Following, is one set of twelve principles presented by Susan Thompson, John G. Greer and Bonnie B. Greer of the University of Memphis that seem to be common to most of the sites on the subject. With that degree of agreement, it would be safe to say, most educators would consider these to be foundational.

1. Fairness Effective teachers know how to be fair and just and try their very best not to have “pets,” or students that are given unfair advantages over other students.
2. Positive Attitude Good teachers are happy to be teaching. They share their positive attitude by praising and recognizing effort and success in their students. This “positive” influence is contagious.
3. Preparedness Some teachers still don’t realize, students can tell when the teacher is not prepared and is just trying to “wing it.” Great teachers are always prepared.
4. Personal Touch Students have fond memories of teachers who connected with them in a personal way. Some teachers do this just by asking students individually, how they are doing. Others intertwine personal stories and experiences with the day’s lesson.
5. Sense of Humor It is nice when a teacher can effectively deliver one-liners that give everyone a chuckle. It’s a bit trickier to have the quick ability to react with good humor and diffuse difficult situations. This is a truly admirable skill of a great teacher.
6. Creativity Students will often remember unusual assignments, use of props, decorations or costumes that inspired them to really think “outside the box.” Such is the calling card of the effective teacher. It could also be a saying such as, “A stitch in time saves nine.” (Benjamin Franklin).
7. Willingness to Admit Mistakes An outstanding teacher will recognize when they have made a mistake and apologize for it. A simple act, yet a rarity among many teachers. It demonstrates the profound power of humility.
8. Forgiving Students too often think of those teachers that would never give them a second chance. Fortunately, a few students had highly effective teachers who let students know, each day, each student started with a clean slate.
9. Respect Since teachers expect to receive respect from their students, it only makes sense students expect the same from teachers. For example, Students appreciate teachers who keep grades confidential. They are also grateful when teachers speak privately to them about behavior issues. Teachers practicing this quality rarely have discipline issues.
10. High Expectations Having high expectations affects the way a teacher teaches and the way the teacher interacts with students. Great teachers express that they believe in their students’ abilities. Such teachers energize and encourage students to reach new heights. They monitor those expectations and never give up on students.
11. Compassion Effective teachers understand the importance of nurturing students in a safe environment. These are the teachers that notice when children are left out of games or other activities and take action to remedy this. Students remember these teachers.
12. Sense of Belonging Students feel like “they belong,” in the classroom of a great teacher. This teacher gives the class a feeling of family. They work cooperatively on mutual goals and with mutual caring. This may be the most important one.

Conclusion: Blog postings are great for gathering information and I’m truly hoping this one helped you. But, the best learning is done when one studies independently. With that in mind, my suggestion is: Take these twelve principles, compare them with your own experience as well as what you find in your own study, and come up with your own list. And when you do, don’t you dare forget to share that list with me.

“Teaching is the highest form of understanding.” Aristotle

The Teacher

Wendy Ghiora – Posting #54 – June 26, 2010

I am so sad, angry and disappointed when I hear of anyone who has engaged in any type of mis-conduct with a child. This is especially true when it involves a teacher.

Therefore, I would like to give some equal time to those teachers who not only “do the right thing,” but also go beyond what is called for and really make a difference in kids’ lives. I want to share this one with you. I hope each of you has a really nice memory of a teacher that did something special that you will always remember . . .

The Teacher
This story was passed along to me on the Internet. I believe that it has been circulating for a while and I think that the full story may be in the original Chicken Soup for the Soul. I hope you enjoy it and are inspired!

One day a teacher asked her students to list the names of the other students in the room on two sheets of paper, leaving a space between each name.Then she told them to think of the nicest thing they could say about each of their classmates and write it down. It took the remainder of the class period to finish their assignment, and as the students left the room, each one handed in the papers.That Saturday, the teacher wrote down the name of each student on a separate sheet of paper, and listed what everyone else had said about that individual.

On Monday she gave each student his or her list. Before long, the entire class was smiling. "Really?" she heard whispered. "I never knew that I meant anything to anyone!" and, "I didn't know others liked me so much." were most of the comments.No one ever mentioned those papers in class again. She never knew if they discussed them after class or with their parents, but it didn't matter. The exercise had accomplished its purpose.The students were happy with themselves and one another.That group of students moved on.

Several years later, one of the students was killed in Vietnam and his teacher attended the funeral of that special student.She had never seen a serviceman in a military coffin before. He looked so handsome, so mature. The church was packed! with his friends. One by one those who loved him took a last walk by the coffin. The teacher was the last one to bless the coffin.

As she stood there, one of the soldiers who acted as pallbearer came up to her.
Were you Mark's math teacher?" he asked. She nodded: "yes."
Then he said: "Mark talked about you a lot."

After the funeral, most of Mark's former classmates went together to a luncheon. Mark's mother and father were there, obviously waiting to speak with his teacher.

"We want to show you something," his father said, taking a wallet out of his pocket.
"They found this on Mark when he was killed. We thought you might recognize it."
Opening the billfold, he carefully removed two worn pieces of notebook paper that had obviously been taped, folded and refolded many times. The teacher knew without looking that the papers were the ones on which she had listed all the good things each of Mark's classmates had said about him.

"Thank you so much for doing that," Mark's mother said. "As you can see, Mark treasured it."
All of Mark's former classmates started to gather around.
Charlie smiled rather sheepishly and said, "I still have my list It's in the top drawer of my desk at home."
Chuck's wife said, "Chuck asked me to put his in our wedding album.
"I have mine too," Marilyn said. "It's in my diary."
Then Vicki, another classmate, reached into her pocketbook, took out her wallet and showed her worn and frazzled list to the group. "I carry this with me at all times, " Vicki said and without batting an eyelash, she continued: "I think we all saved our lists."

That's when the teacher finally sat down and cried. She cried for Mark and for all his friends who would never see him again.The density of people in society is so thick that we forget that life will end one day. And we don't know when that one day will be.Remember, you reap what you sow, what you put into the lives of others comes back into your own.
_______________
And so my friends, in teaching and in life, even if you can make just one or two people feel good about themselves, it will make a big difference, for you and for them!

ARE THERE ANY QUESTIONS?

Dr. Wendy Ghiora – Posting #53 – June 19, 2010

"Are there any questions?" If you think this fosters a “question-rich” environment for your students, keep reading. So much pressure exists for students NOT to ask questions that it takes a lot more effort as a teacher to create a “question-rich” environment.

It may sound like a simple statement, but the fact is, the only way a student can learn how to ask questions is by asking questions. To help facilitate this important skill, you must encourage questions constantly, using a variety of techniques.

Why is questioning important?
Questioning is what drives thinking. Thinking is not driven by answers but by questions. Had no questions been asked by those who laid the foundation for a field — for example, Technology or Biology — the field would never have been developed in the first place. Every field stays alive and grows only to the extent that fresh questions are asked and taken seriously as the driving force in a process of thinking. To think through or rethink anything, one must ask questions that stimulate thought.

How to Encourage Questions
The most important technique that you can use to encourage questions is to always answer questions kindly. Even if you have answered the same question three times already, the fourth answer should be friendly, and should include a new example. The student may have been copying something down, or may have been daydreaming. But normally questions occur multiple times because students sometimes cannot understand the language you are speaking. I can answer questions all day about "the influence of Shakespeare on the positioning of sub-plots within the play." But until the students understand the vocabulary, all of those answers will be completely meaningless. A student asking a question for the fourth time has just come to understand the vocabulary him/herself, and only then can understand the answer when you give it.

More ways to promote questions:
Reward students for asking a question. Try saying, "That's a great question" for every new question you get (no matter how many times the same question has been asked).
Do not insult students, even subtly, when answering a question. Take a tape recorder to class one day, and then play it back and listen to how you answer questions. How do you come across? Would you like to be talked to in that way? Put yourself in your students' shoes. Also listen to the answers you give - do you answer the questions?

Other uses for questioning:

1. Ask your students to write down one thing that they don't understand from that day's class. Then go over those questions at the beginning of the next class. Once students realize that everyone has questions, they will be more inclined to ask questions vocally during class.

2. Give homework assignments that force students to think about and question the material, and make time available in class to answer homework questions. If a homework assignment generates no questions, then it is probably useless.

3. Use tests to find out where you have been unclear, and where questions remain. A well-designed and well-graded test tells you as much about your teaching as it does about your students.

4. Start each class by briefly reviewing the material from the previous class.
Introduce a difficult concept for 5 minutes at the end of class. Then cover the concept fully during the next class. Students will have a day or two to become familiar with the concept, and will be more inclined to ask questions when they see it again.

Good Questions Generate More Questions
Only when an answer generates a further question does thought continue. This is why it is true that only students who have questions are really thinking and learning. In fact, it’s possible to give students an examination on any subject by just asking them to list all of the questions they have about a subject. Unfortunately, most students ask virtually no thought-stimulating types of questions. They tend to stick to dead questions like, "Is this going to be on the test?" These questions imply the desire not to think. If we want thinking we must stimulate it with questions that lead students to further questions. We must overcome what previous schooling has done to the thinking of students. We must awaken minds that are largely dead when we receive them. We must refresh and revive our students with “questioning resuscitation.”

Conclusion
Think of the potential knowledge and life experience that is in that single room. If only I could find a way to harness it! I want students to be fully engaged, talking to one another, grappling with interesting questions, and exploring any and all resources to find answers (and more questions). I want them to really get a strong sense of the importance of what we discuss in class and the significance of their participation. I want them to expand their understanding not only in the traditional sense, but also in the ability to “think outside the box.” Above all, I want them to recognize their own worth, thinking capacity and ability in helping to contribute to the society in which they live.

Next time you stand in front of your class at the end of a lesson, before asking, "Are there any questions?" take a moment to re-think your purpose as a teacher.
A good question-asking environment is a fragile and delicate thing. It must be nurtured every day. Once a good environment is created however, it can make a significant contribution to the quality of your class.

WHY ON EARTH DO YOU WANT TO BE A TEACHER?

Dr. Wendy Ghiora – Posting #52 – May 29, 2010

Many people have asked me the question, “Why on earth would you want to be a teacher?” I smile, and my immediate response is, “Why on earth would anyone not want to be a teacher?” Have you ever taken a moment to consider the enormity a teacher’s role encompasses? To be able to touch a child’s life in so many important ways is truly an honor and a gift. It is a calling from deep within that, for me, was simply unstoppable. Here’s why I teach.

It's a Calling
First of all, I rejoice in being equipped with the ability and the desire to serve others; but especially to serve children. What could be more rewarding than to be the person that lifts a child’s spirit, and lets them know, I know they can accomplish anything they set their mind to? How uplifting is it for me to let them know, no matter what anyone else has told them, I believe in them and will never give up on them? I yearn to enable the beauty, the power and the courage inside each one of them, to be revealed, so they can see themselves the way I see them.

It's A Safe Haven of Creativity
Another reason I teach is, I can create a classroom where questioning and discovery are the norm, not a fluke. My classroom is a safe, nurturing home, from which children will leave with more self-confidence, curiosity, compassion, and enthusiasm for life and learning than when they entered.

It's Passing It Forward
I want my students to exude a spirit of “being the best they can be,” in every aspect of their lives now and forever. They will not only be successful but will help others to achieve success. They will reach out and share love and joy with others because of the love and joy they have experienced in my classroom and grown within themselves.

For me, teaching is an extremely challenging and difficult job. However, the outcomes are more profound, far reaching and exhilarating than anything else I know. So I ask again,
“Why on earth would anyone not want to be a teacher?


Note: I will be overseas on vacation through June 18 and will resume blogging upon my return. In the meantime, I think you would enjoy my book. It’s full of inspirational and true stories:

http://www.publishamerica.net/product89724.html

Treat Teachers The Way You Want Them To Treat Students

Dr. Wendy Ghiora – Posting #51 – May 22, 2010

Want a simple way to show your teachers you care on their very first day of school? Try the easy and fun technique of putting a Teacher’s Survival Kit in each teacher’s mailbox. You can put the ingredients in a fancy colorful small bag, or in a simple brown paper bag. After all, “it’s what’s inside that counts!”

There are many versions of this available on the Internet. I chose this one; because of its similarity to the one I received as a new teacher. As principal, you are the instructional leader of your school. This is a great way to model the type of care you would like to see from your teachers toward their students.I still remember the great feeling it gave me and the smile it put on my face; all the armor I needed to begin the first day of what was to become a lifetime career.

Teacher's Survival Kit
Contents: to help you survive teaching
Toothpick - to help you "pick" out the good qualities in others and yourself
Crayon - to color your day bright and cheerful
Hugs and Kisses - for when you need either
Candle – for when you're up late grading papers
Eraser - to remind you everyone makes mistakes
Rubberband - to remind you to be flexible and try to work on "win-win" situations
String - to tie things together when everything falls apart
Pencil - to "write your wrongs"
Marbles - to replace the ones you've lost (we enclosed extra, you'll need them later)
Lifesaver candy - you are a lifesaver to so many of your students
Paperclip - to hold it all together
Jewel - because you are as valuable as any precious stone
and a Prayer for you to say at the start of each day

If your actions inspire others to dream more, learn more, do more and become more, you are a leader. - John Quincy Adams

For more inspirational stories, I invite you to purchase my book:

Unleashing The Student's "I Can!" http://www.publishamerica.net/product89724.html