Advantages of integrating arts into the curriculum

Advantages of integrating arts into the curriculum The purpose of this paper is to investigate the advantages of integrating arts into the curriculum. Looking closely at students with communication disorders, the immeasurable possibilities to aid them with verbal communication aids are never-ending. It is important for educators to acknowledge the success that has been demonstrated when students involve themselves in their learning as well as in their ability to communicate. Arts integration is an educational approach that creates a level of personal connection, as well as an appreciation for different learning styles. An emphasis on the process of discovery with the arts allows for unexpected outcomes. Teachers help students to develop more complex thinking skills, and add depth in the classroom through a creative analysis of the work created. The work is looked at for its meaning rather than its visual appeal. Using the arts can assist students in verbal understanding, focusing and concentration. Ranging from speech disorders to de velopmental disorders, the idea of art as therapy is never looked at as an alternative within the school system. I will be using the utilization of art integration in the school system as a way to analyze the success of students with speech therapy issues. With the increase in the number of students that need help with speech issues, the variety of methods that teachers are able to use should also expand. By using various strategies teachers demonstrate how the arts ignite creativity and enhance learning. Arts integration as a form of speech therapy in the Elementary Schools has a positive impact on the oral language and overall comprehension in elementary age children. The art as a method for assisting verbal communication in learning-disabled students combines articulation and language skills. Incorporating professional speech pathology strategies, the use of the arts looks at things that might assist the children in not only speaking but also progressing in creating their own communication. The events created are built on a foundation of methods, enhanced by current research, and techniques that have been successful in many experiences. (Estrella, 2005) Can we think beyond the developmental stages in art that we have taken for granted for so long and that have implicitly limited the possibilities of experiences and materials that we have offered children? (Mason 2006) It is important that all educators acknowledge the success that has been demonstrated when students involve themselves in their learning. Arts integration is an educational approach that creates a level of personal connection, as well as an appreciation for different learning styles, for both professor and student. Before finding the answer to questions regarding art in relation to communication it is necessary to understand the background, history, and importance of what Art Therapy is. Although similarly different, Art Integration and Art Therapy are similar notions but different practices. With a general concentration on combining art into the curriculum, Art Integration is a general education tool. While art therapy focuses solely on the use of art in relation to verbal exercises. Art Therapy by definition is a form of psychotherapy; in psychotherapy there is an exploration of feelings and concerns in nonverbal and verbal exercises that use simple visual art materials. Art therap y focuses on the creative processes possible for a person instead of what they are able to produce. Perplexing and difficult feelings are able to be expressed through using Art Therapy because it is presented in a non-threatening manner. It is used to encourage insight, self-awareness, and independence of the patient. Teachers help students to develop more complex thinking skills, and add depth in the classroom through a creative analysis. Those who utilize Art Therapy often feel they are able to communicate and gain understanding within various communicational aspects through it. Art Therapy is said to help in a creative process that a person goes through in which they can find inner guidance and find self-healing at a conscious level.(Ulman, 1975) Art Therapy can be expressed through storytelling, poetry, music, dance, visual arts, painting, sculpture, and any other type of creativity activity.(Ulman, 1975) Many Art Therapists believe that there is growing a stronger connection be tween art and healing and believe that Art Therapy is significant to a persons health. In an article entitled Expressive Therapy: An Integrated Arts Approach expressive  therapist Estrella, discusses expressive  arts  therapy, integrative  arts  therapy, and therapy as an all-purpose treatment for children with communicative as well as learning disabilities. Her idea of interrelatedness of the arts takes an integrated approach to the use of the arts as a tool for psychotherapy. Also referred to as expressive arts therapy, integrative arts therapy, multimodal expressive therapy, or intermodal expressive therapy, according to the author this represents a discipline rooted in philosophical, cultural/historical, and clinical models that each support the unique contributions that an interdisciplinary approach to the arts affords. (Estrella 2005) Using the arts can assist students in understanding, focusing and concentrating. Arts integration in the Elementary Schools has a positive impact on the language, oral as well as overall comprehension in elementary age children. The purpose of this paper is to investigate the advantages of integrating and effectively using the arts in the curriculum as a therapy tool, for students with language as well as communication disorders. Furthermore, this paper will evaluate the arts as an integration tool to encourage mainstreaming of LD (Learning Disabled) students into the classroom. By using these various strategies teachers demonstrate how the arts ignite creativity and enhance learning. There is a growing recognition of the arts as intrinsically interdisciplinary.(Estrella, 2005) Recent research tends to stress the negative impact of knowledge on drawing, the extent to which what children know about an object prevents them from drawing what they see. (Giles 2004) The arts too many educators are viewed as leisure activity, non-academic, and irrelevant to the employment world. An integrative approach to teaching, for example, connects visualization with reading comprehension, contextualizes math, or brings an experiential context to the science or social studies classroom.(Estrella 2005) Funding for art education in many schools both public and private has significantly reduced or completely been cut. Government officials at state or city levels feel the need for art education is not as significant as the need for more academic based programs like mathematics, history, science and social studies. Studies proposed to make a cut of 35.6 million dollars in art education (FY 2006 Ed Budget Summary, 2005). Officials see art education as something that is impeding on their students academic careers, rather than helping them. Using the arts can assist students in understanding and applying skills to standardized exams. Focus and concentration can be d eveloped through an appreciation and appliance of different learning styles, such as linguistic, visual or kinesthetic thinking.(Estrella 2005) Through the integration of insight into cognition (thinking) and expression (acting) students perform at a higher level. Although art therapy has been used in some fashion beginning in the first half of the twentieth century, its range of helpful effects is still only partially explored today. (Appel 2006) Therapists constantly invent new ways to use the arts to assist people with a variety of disabilities and psychological problems. However, it was not until about one hundred years ago that doctors began to record descriptions of spontaneous artwork done by their patients. (Appel 2006) The emotional development of children, fostered through encouragement of spontaneous creative expression and self-motivated learning, should take precedence over the traditional intellectual approach to the teaching of standardized curriculum(Appel 2006). Not only does it encompass less threatening, non-verbal techniques with patients that have profound difficulty verbalizing their feelings and though ts; it can be used to open and expand verbal communication, as well.(Geist 2008) Art therapy, is meant to function as a way of supporting ego functioning by enhancing a sense of identity and self-esteem and in the process, fostering maturation in the patient.(Ulman 2005) In other words, Art therapy complements or supports psychotherapy but does not replace it. An entity of its own, psychotherapy, although an effective therapy method, would be used with art therapy rather than by itself. From the earliest days of psychoanalysis, the making of art was viewed according to the analysts theoretical stance.  By examining the patients conscious mind art therapy is still engaged in this fashion as an attachment to logical treatment. This concept has also had a considerable impact on the broader field. (Strand 2006) There are many fields of study that focus on children and their needs whether it may be mental, social or physical, one of these fields of study is child psychology. Child psychology is a form of study that allows understanding the developmental stages of children and what should be expected of them during their different stages. But art therapy permits us to understand children at a different level, a more intimate level, allowing us to view more in-depth the mind of a child. By understanding the developmental and behavioral stages of children, therapists can better identify what is hindering the child from proper and age appropriate communication. The theory that encompasses ideas to increase aid for students with developmental disorders touched upon by theorist Lev Vygotsky, who states that culture gives the child the cognitive tools needed for development.  Vygotskys zone of proximal development is one of his best-known concepts. The overall role of the speech-language patholog ist is the integration of fluency-shaping and stuttering modification approaches. The author goes in detail about how well children represent events seeming in their world in relation to speech. The authors concept in relation to Vygotsky and his theory of Scaffolding which argues that students can, with help from adults or children who are more advanced, master concepts and ideas that they cannot understand on their own, connects directly through a process of using what the students already know, to develop the things they need help with. Those who argue against funding arts education need to take a closer look at what art education does for a child. With the constant need for extracurricular activities resources in the schools are limited, with too much emphasis on instruction time; students lose the opportunity to express themselves as individuals. As displayed in the graph above, a 2003 study of a Minneapolis Elementary school system showed the overall amount of students that had integration in schooling had an impactful increase in the amount on their reading score. The pink line representing the English Language Learners showed a valuable increase in the total reading scores increased in relation to the amount of integration incorporated. Likewise, the amount of students qualifying for free lunch had a measurable increase due to an increase of arts integration. Researchers have found that enriched arts education bridges gaps created by socioeconomic and language barriers because art is a shared language and skill that all children understand. Likewise, research has shown through the graph that Low-SES students involved in music programs outscored low-SES no-music students on the referenced mathematics assessment. Low-SES students who were more involved in drama activities had greater reading proficiency and a more positive self-concept, and the gaps widened over time, as compared to low-SES students with little or no involvement. With the 2001 No Child Left Behind Act, some states and districts have dramatically cut back their arts programs as well as decreased funding for arts education; the number of art, music, and drama teachers; and the time chosen in schools for art related activities. But in many instances there is a lack of knowledge about art and its therapeutic forms, among caregivers as well as among those who could benefit from it. As Ulman points out, the term Art Therapy is used to refer to a variety of practices with many different aims, noting that there are numerous different kinds of qualifications. What all art therapy has in common, however, is that engaging in an art practice is used in some attempt to assist integration or reintegration of personalities.(Ulman 2005) Similarly, an interview from the mother of a now, 11 year old son states that when he was 5- 8 years old he participated in art/play therapy and states that, It (art therapy) has helped him to accept himself the way he is.   He had difficulty feeling like he was different from other children and the play/art therapy has helped him understand to accept the differences as positive aspects of his life. (N. Gidney, personal communication, February 14, 2010) In a 2010 article about funding in schools, Holly Lambert, a teacher at Morgan School in uptown Charlotte, is reaching out to the ASC (Arts Science Council) for up to $60,000 through a web site that raises money and matches donations to go towards the arts education across the United States (DonorsChoose.org). Lambert and many of her colleagues are submitting requests for musical instruments, art supplies and other materials on a special page:  donorschoose.org/asc. The ASC will match up to $30,000. The need for resources is ever growing and will continue to increase as funding decreases. (Brown, 2010)    Teachers often find themselves in a field without formal recognized certification; working within schools art teachers or classroom teachers, often have to teach in their own art field, because a standard art inclusion curriculum isnt provided. Meanwhile, boards of education, principals, and state legislatures are pressing for reading, mathematics, science, and social studies achievement, placing the arts in schools at risk. In this graph it displays a fifth grade classroom, focusing on males. This shows, likewise to the other graph, a significant increase in the reading scores in relation to the amount of integration. The more integration allowed, the better the students scores ended up, especially in males. Students performing below the standard or nearly meeting the standard, require educational opportunities that partner their learning styles (visual, auditory, kinesthetic, interpersonal, intrapersonal) with their areas of weakness (verbal linguistic, logical/mathematical). (Wadeson 1980) Q: Do the arts transform the environment for learning? Language for the students should strive at all times to develop an atmosphere that encourages verbal communication. In this, interviewer N. Gidney states that her sons communication skills have increased through play therapy.   Through the play therapy we have learned new ways to communicate with each other. I have learned a lot about the way he communicates and it has helped my son to feel more comfortable talking to me about subjects he may not have if it was not for the therapy. (N. Gidney, personal communication, February 14, 2010) Likewise, there must be times of quiet during the school day for individualized instruction, but in integrating art into the curriculum it encourages and helps develop independent working skills. In providing enriching language activities more can be made of group activities. The idea of social exchange is evident when looking at the things that encourage students to speak to each other rather than think independently. The development of language skills is important for successful interpersonal communication. Geist argues in an article entitled Integrating Music Therapy Services and Speech-Language Therapy Services for Children with Severe Communication Impairments: A Co-Treatment Model, how preschool children with speech-language disorders demonstrated social communication skills in basic group music activities with their non-disabled peers. This text connects directly to BF Skinners behaviorism theory stating that learning is a function of change in overt behavior. Changes in behav ior are the result of an individuals response to events (stimuli) that occur in the environment. The effectiveness of arts activities relating to the overall goals of a special needs students as well as the overall goals of the academic curriculum. Perceptual training through the arts is emphasized, and teachers guides to problems related to slow learners as well. à ¢Ã¢â€š ¬Ã‚ ¦Although researchers involved with child art have long insisted that art is far more tightly interwoven in the fabric of human learning than contemporary Western culture tends to admit, the complex socio cultural and historical reasons for the peripheral position of art in North American schools and preschools remain to be fully explicated, widely understood, and revised in action. (Geist 2008) By using and integrating art into lessons, techniques to broaden language experiences using activities that are divergent from the traditional instructional processes, bombard the child with experiences and specific uses of language, exposing them to a variety of modes of expression, encouraging listening skills, thinking skills, and opportunities for talking. Often times the language distorted child feels self-conscious in speaking before others. The child is often misunderstood, resulting in a reluctance to attempt further verbal communication, resulting in looking for ways of dealing with this hesitancy to talk. With the integration of various art forms, these students with communication disorders or an inability to verbalize become responsible for expressing themselves to other children through a range of media. Drawings are believed to reflect the subjects mental representations and conceptual knowledge about the objects they draw. Drawings become more accurate and detailed as childrens mental models of the world become more extensive and differentiated. (Gardner 2006) Certain forms of arts instruction enhance and complement basic reading instruction aimed at helping children break the phonetic code that unlocks written language by associating letters, words and phrases with sounds, sentences and meanings. Since we do not read reading but rather texts of various kinds in search of meaning, it is important that forms of arts instruction promote both basic reading skills and the achievement motivation that engages young learners in the reading experience. Children develop the ability to write, read, speak, listen, and think by having real experiences with motor activities, reading, speaking, writing, listening, and thinking, and by getting support from experienced learners. Integrating the arts means that the elements of creativity are developed and taught with a set of common experiences. (Gardner 2006) There are many advantages to integrating the arts in relation to speech therapy. Children learn all aspects of language by using language in purposeful situations as well as in situations they enjoy. By integrating the arts into therapy methods, we put children in situations that match the way in which they naturally learn and use language. By integrating the arts for children with communication delays, children develop better critical thinking abilities. A treatment for many kids with speech and or language disorders refers to a problem with the actual production of sounds, where a language disorder refers to a difficulty understanding or putting words together to communicate ideas. As defined, a speech or communication disorder is characterized by the following: Articulation disorders include difficulties producing sounds in syllables or saying words incorrectly to the point that other people cant understand whats being said. Fluency disorders include problems such as  stuttering, the condition in which the flow of speech is interrupted by abnormal stoppages, repetitions (st-st-stuttering), or prolonging sounds and syllables (ssssstuttering). Resonance or voice disorders include problems with the pitch, volume, or quality of the voice that distract listeners from whats being said. These types of disorders may also cause pain or discomfort for the child when speaking. Dysphasia/oral feeding disorders, including difficulties with eating and swallowing. (Sutton 24) Because language disorders can be either passionate or significant, therapy should focus on children who have difficulties understanding language as well as those who difficulty putting words together, limited vocabulary, or inability to use language in a socially appropriate way. Including art, books, objects as well as constant events, these aid in the stimulation of language development. Repetition as well as exercises to build speech and language skills help with articulation or sound production. With the variety of reasons why children need speech therapy, the arts in collaboration relates to cognitive (intellectual thinking) or other developmental delays and motor problems. Certain music instruction, including inclusive instruction that includes spatial training, develops spatial reasoning and spatial-temporal reasoning skills, which are fundamental to understanding and using mathematical ideas and concepts. Learning in individual art forms as well as in multi-arts experiences engages and strengthens fundamental capacities as spatial reasoning, including organizing and sequences, conditional reasoning, theory and consequences, problem solving, and creative thinking. Those officials that are not fighting the budget cuts made towards music education are becoming a part of the reason that current youth will suffer a loss in education. The attitude that math and science are the most valuable subjects to learn is carried over in the budget debate. It has made the whole idea of publicly funded fine arts projects seem wasteful and frivolous. Students who were achieving at academic expectation scored high on all rhythmic tasks, while many of those who scored lower on the rhythmic test achieved below academic expectation. If music education keeps being disregarded, America will suffer by losing a unique opportunity to educate children and keep them in school. Creative thinking skills are improved, by using the side of their brains that dont get used in math and science. Geist argues that music therapy can be integrated with speech therapy and service as an effective method for children with communication delays. This argument is that with the integration of communication arts through music effective speech-language services are set. Through mutual models with procedures, experiences, and communication outcomes demonstrate how preschool children with speech-language disorders demonstrated social communication skills in basic group music activities with their non-disabled peers. However, many professionals are working carefully to improve procedures to address the varied and sometimes complex communication and educational needs of children with disabilities (Geist 2008). Sublimation is a topic that is notorious in art therapy, where some art therapists support the concept and others dismiss it. According to Ulman, author of Art Therapy, only on the basis of sublimation can the function of art and full potential of art therapy be adequately understood (8). While some art therapists believe that the therapeutic value of art therapy can only be achieved through sublimation, many others have witnessed the positive effects art therapy can have in individuals who do not achieve sublimation. This text relates directly to my topic in that through the theorist Freud and his Artistic Sublimation theory. Which states Sublimation is the transformation of unwanted impulses into something less harmful. This can simply be a distracting release or may be a constructive and valuable piece of work, in relation to art. Sublimation channels this energy away from destructive acts and into something that is socially acceptable and/or creatively effective. Typically, an Art Therapy assessment involves the therapists giving the client a series of five or six art tasks, using a variety of media. These tasks relate to the students perception of self, his or her family, and school, or other aspects of their environment. These drawings and the students behavior while approaching this task are then evaluated along with developmental, family, and academic history. It is important to note that childrens progress in drawing differs significantly across the cultural spectrum. A person who uses art as an assessment tool needs to be familiar with the art children are exposed to and the culture they are from, before making an evaluation. Ulman describes sublimation as instinctual behavior is replaced by a social act in such a manner that this change is experienced as a victory over the ego (balance between reality, primitive drives, morals) (p. 8). According to Ulman, Artistic sublimation consists in the creation of visual images for the purpose of communicating to a group very complex material which would not be available for communication in any other formà ¢Ã¢â€š ¬Ã‚ ¦Every work of art contains a core of conflicting drives which give it life and determine form and content to a large degree Fine arts educations were not seen as important or even minimally essential, music should be used to help students overcome racial and cultural stereotyping, bias, and insensitivity. Studies have shown the number of years of instrumental music instruction and academic achievement in math, science and language arts are significantly connected. This practice emphasizes the adaptive components that can be put into music integration. Focusing but not limiting to autistic students, Geist claims that when paired with music, speech contributes to feelings that need to be expressed. What students are able to learn, as well as retain through the arts is demonstrated in a variety of mediums. Young children who engage in dramatic enactments of stories and text improve their reading comprehension, story understanding and ability to read new materials they have not seen before. The effects are even more significant for children from economically disadvantaged circumstances and those with reading difficulties in the early and middle grades. In looking at dance integration researchers suggest it encourages pro-social behaviors as well as self-control. The ability to express oneself through dance shows a significant decrease in the frequency of negative behaviors. These techniques were introduced using movement, childrenrsquos stories and discussion. Using dance in the classroom, results have shown that teachers noticed a significant decrease in violent behavior in their students. Including fights, failing to pacify, being frustrated as well as not being able to control their emotions. The children reported significant decreases of these behaviors both seen and experienced: someone is doing something wrong, and someone throwing something. Significant changes in the students perceptions and feelings about experiencing or seeing aggression were noted in their not feeling happy. The use of dance in the classroom allows students to handle themselves and responding to certain situations. Research in dance showed an increase of ldquofeeling happy,rdquo and a decrease in ldquofeeling scared.rdquo (Wadeson 1980) Cognitive psychologists continue to undertake studies related to childrens art experiences, operating within an established consensus regarding the nature of age related changes in childrens drawings observes persistent interest among his colleagues in childrens passage from intellectual to visual realism. (Purnell 2004) Art therapy is a therapy technique that did not position its existence until the 1940s (Sutton 12).  Originally techniques used in art therapy were used in other form of therapy such psychoanalysis or the method of understanding mental life. In which a person would illustrate spontaneously and use free-association.     Art therapy gives children both verbal and nonverbal outlets.  Ã‚  In art therapy the whole creative of art is recognized: form, content, and individual meaning. Art therapy helps in reconciling emotional conflicts as well as promoting self-awareness and personal growth. (Mishook 2006) The process of creating art is rather simple, while the field of art therapy is complex.  Creating art in a therapeutic setting the child goes through a process.  Ã‚  Focusing on a feeling or an event; creating an image that represents the feeling or even; and discussing the significance of the created image (Kramer 1971).  Ã‚  In the creation of an image the client is given a choice of various mediums whether it is drawing, painting, modeling, or construction.  Ã‚   A more structured technique in art therapy is that of the Human Figure Drawing Test by Elizabeth Koppitz.  Ã‚  This technique is used to measure a childs emotional and mental development.  Various depictions of figures have meanings.  Ã‚  According to Koppitz, if child were to draw small figures these would be interpreted as meaning being timid, while large figures would represent aggression. Likewise some of these drawings reveal the relationships between the members of the childs family. According to (Gullant 2008) the Best Practice for Arts Integrated 21st century Learning include the idea that the products created reflect students responsibility for identifying problems and issues, conducting research, examining values, and making reflective decisions within an arts infused curriculum. This also includes active involvement in developmentally appropriate activities results in high-quality works that are a fusion of arts and non-arts disciplines. Gardner refers to the ages between 5 and 7 as the golden age of drawing, and the research teams have devoted considerable attention to the apparent demise of artistry in the middle to late childhood and its unreliable resurgence in adolescence. (Geist 2004) Developmental aspects of childrens drawings    In 1947 Victor Lowenfeld published the book Creative and Mental Growth that was used to connect intellectual growth, psychosocial stages of development, and six stages of development in childrens drawings. Kellogg Foundation (1970) also supported the conclusion that children progress in drawing through different stages, fall into predictable age groups. The Scribble Stage, which appears at about eighteen months to two years of age is said to not just be aimless motion created at random by the child, but demonstrates an awareness of pattern and growing hand-eye coordination. (Silk Thomas, 1990; Lowenfeld Brittain, 1987) Soon after children start scribbling, they will start to name what it was they drew after they have finished drawing it. Around two years of age, children will sometimes label their drawing before they have started working on it, but if the drawing looks like something else to them, they may just change the label. Their scribbles progressively become more recognizable and separate shapes appear on the same page. At around three and a half years, children begin incorporating details like fingers on hands. (Silk Thomas, 1990; Lowenfeld Brittain, 1987) The following stages from ages four to nine consist of two drawing stages, The Pre-Schematic Stage and the Schematic Stage. Both identified by Lowenfeld, the Pre- Schematic stage is when children can draw a human figure with a circle and two dangling lines for legs, sometimes as Lowenfeld states include a

Wa Student Duty of Care Policy

Memo for The Department of Education and Training, Western Australia (DETWA) To: All School Principals within the DETWA. Subject: A GUIDE TO HELP PARENT’S UNDERSTAND, THE WESTERN AUSTRALIAN DEPARTMENT OF EDUCATION & TRAINING, DUTY OF CARE POLICY FOR STUDENTS. Please find enclosed a detailed guide to helping your parents / caregivers understand the â€Å"Duty of Care Policy for Students†. This guide is an analysis of the policy document noting the key points that are easily understood by parents.The report will also detail two scenarios providing examples of situations that can occur at any school and an action plan response to each scenario by following the duty of care policy guidelines. TABLE OF CONTENTS 1. 0 Introduction 2. 0 Background regarding the policy & Part 1 -Document Analysis 3. 0 Duty of Care explanation 4. 0 Reasonable Care explanation 5. 0 Key points to note 6. 0 Part 2 -Action Plans 7. 0 Scenario 1 & action plan response 8. 0 Scenario 2 & action plan res ponse 9. 0 Conclusion / Personal Reflection 0. 0 References 1. 0 Introduction As parents, the â€Å"Duty of Care† policy is more than likely decidedly foreign. From here many questions, no doubt will arise? Why did the Western Australian government put this in place for their Department of Education and Training? What significance does this document have towards my children, parents may also be thinking? So many thoughts and questions have no doubt once or twice crossed a parents mind. I am sure some may not even be aware of this documents existence. 2. Background regarding the policy & Part 1 – Document Analysis To answer these imminent questions above, the significance of this report is to offer the Parents of Western Australian students attending primary and secondary schools, a further understanding. The Western Australian Government wrote the policy so that it would be implemented within the Department of Education WA and then handed down to all teachers. The docu ment became effective on the 26/06/2007 and updated 02/08/2012. (Department of Education and Training, Western Australia (DETWA), 2012,1). As noted by the Department of Education and Training, Western Australia (2012,3)† this policy was created to ensure that all teaching staff, non teaching staff and volunteers know their legal responsibilities in ensuring reasonable care occurred to maintain the safety and wellbeing of all students whilst in their care and avoid acts that may result in injury. This policy is not just limited to within the school grounds but also outside school grounds, excursions and activities that fall under the care and guidance of school teachers, regardless of where the activity or lesson may occur. 3. 0 Duty of care explanationWhat is the Duty of Care? Newnham (2000, 2) describes the Duty of care as a legal concept that was put in place under the Common Law, and it is well established in education regulations. 4. 0 Reasonable Care explanation with key points to note What is Reasonable Care? The Department of Education and Training, Western Australia, (2012, 3) also describe reasonable care as a situation that will always vary according to the overall circumstances involved. Teachers are to assess the â€Å"reasonableness† of the level of care needed by noting the following probabilities that can interfere or affect the outcome of care.These probabilities are; * The school activity and its nature. * The environment upon which the activity will occur in, therefore the teacher must assess the risk, if any, involved. * Pre-existing medical conditions, like allergies, epilepsy, diabetes. * Ages and skills of the students. * Physical or Intellectual impairments & Behavioural issues 5. 0 Key points to note There are some other key points that the Duty of Care policy would acknowledge. These include that a principal or teacher must ensure that all department employees must hold the necessary identification and qualifications requi red including non teaching staff.Also, volunteers and the like must also possess a working with children check card. The details of this policy and how this check can be completed is found via the following government website, http://www. checkwwc. wa. gov. au/checkwwc The importance of having such a policy is to protect both student and teacher and offer the teacher clear, concise guidelines on what â€Å"duty of care† is expected of teaching staff to reduce the chance of negligence and possible legal implications.A highly topical direct quote included below is from abstract, Newnham, (2000, 1) is particularly pertinent to this report and extremely beneficial to take note: â€Å"The law is increasing affecting the practice of education. The most likely reason a teacher or school will face legal action is in negligence where a student has been injured while under the school’s protection. This may occur in a variety of settings.To satisfy the elements of the tort of ne gligence the student who becomes in law the plaintiff must prove that a duty of care was owed, that the duty was breached, by not maintaining the appropriate standard and that the injury was a reasonably foreseeable consequence of that breach of duty. It would be rare for a teacher to face criminal charges but it could happen if a teacher had an intention to harm or acted recklessly. † (Newnham 2000, 1) The policy document also offers guidelines for parents and caregivers and their responsibilities for their children before and after school care time slots and whilst on school grounds.This will clearly advise the parent / caregiver the times for when their children will and will not be supervised and offer a guide as to whether the student is protected or not under the school’s duty of care policy. 6. 0 Part 2 – Action Plans Below are action plans that a teacher in the following scenarios could note and introduce to ensure that the teacher is consistently adherin g to the Western Australian Government and the Department of Education & Training’s, Duty of Care Policy. 7. 0 Scenario 1 & Action Plan A student is consistently interrupting other students during a classroom lesson.In dealing with this student’s interruptions, the teacher sends the student out of the classroom for ‘timeout’. The teacher tells the student to wait outside the classroom door until asked to return to the room. This reprimanded student is no longer in the teacher’s view. The scenario above notes that the teacher involved has not exercised her duty of care and could be seen to be negligent as the student was no longer in the teachers view. As per notes from Newnham, (2000,46) the teacher has a duty of care to ensure that they are providing adequate supervision and no longer being in view is detrimental to this.The teacher was no doubt disappointed in the student and his associated behaviour but asking the student to leave for timeout cou ld have been handled in a more appropriate way. As per the teachers duty of care policy (Department of Education and Training, Western Australia, 2012, 3) the teacher needed to provide a suitable disciplinary action that ensured the student remained in full view. Otherwise by no longer being in view, the student could have harmed or injured, himself and the teacher would possibly be held responsible for not following the act of reasonable care and therefore classed as being negligent.The teacher could have opted for a variety of disciplinary actions from as painless as giving the timeout punishment and asking the student to remain in the far corner of the classroom until notified or the teacher could have phoned the principal’s office and asked that the principal come and escort the student to the office to remain in timeout whilst in a supervised environment. 8. 0 Scenario 2 & Action Plan A first year student teacher accompanies a supervising teacher out on duty at lunch tim e.While on playground duty, an incident occurs that requires the supervising teacher to accompany a student to the administration block, which is not within the supervision area. The supervising teacher asks the student teacher to remain on duty for her as she tends to the dilemma. This would mean the student teacher would be the only teacher supervising the designated play area at this time. Firstly Newhman, (2000, 49) notes that if the incident was indeed severe enough, ensure that the nature of the incident was documented.Other details that would need to be included in the incident report would be with who was present at the time in the events leading up to and when taking place. This will ensure that if further issue is raised, the teacher can be at ease that they have completed the right steps to ensure that negligence did not take place. Secondly, under the Duty of Care policy (Department of Education and Training, Western Australia, 2012, 3) the teacher should have clarified with the student teacher if they were comfortable to be left to undertake the primary care of the remaining students and be given the right to refuse.If refused, the student teacher would have been best to escort the student to the administration block or even more so the student teacher could have quickly alerted another teacher to come and assist the situation at hand and escort the student or takeover the supervisory role. 9. 0Conclusion & Personal Reflection Whilst reading through the DETWA Duty of Care Policy for Students, I was certainly not aware of the importance of one component of the policy document.The component I was not aware of was that as a teacher, I should be ensuring that any student teacher, non teaching staff or volunteer who may assist in my classroom, has the right to refuse the role of undertaking primary care of the students. If I had to leave the classroom or area where the class was being conducted, I must first ask this pertinent question of â€Å"Are yo u comfortable if I leave the room for said period of time? † This question was simply was not something that I gave much thought to.When I thought about this more, I realised it actually is common courtesy, to simply, ask first and then I will ensure the level of comfort of the other person helping is ascertained. I know that this element of the Duty of Care policy will be something I personally will take on board and remember to use within my classroom. In summary, the Western Australian Government’s, Duty of Care policy is undoubtedly a particularly crucial document. It’s a crucial document that all Western Australian Teacher’s who are employed within the Department of Education & Training, need to follow. As I ecome a teacher, this policy is simply another tool that I as a teacher, must concur with and abide by at all times, whilst the students are under my care. A Student’s safety is one of the most respected trusts that a caregiver / parent wil l ask of me as their child’s teacher. To ensure that I do not lose that vital trust placed in me, it will be essential that I follow these set guidelines from this document. I should also consistently using common sense, adhere to school policy and I then should never have to be concerned with the legalities of negligence and that my students should always be cared for well. Word count 1744) 10. 0 References The Government of Western Australia, (2012) Department of Education & Training: Duty of Care for Students. Western Australia: Retrieved from http://det. wa. edu. au/policies/detcms/policy-planning-and-accountability/policies-framework/policies/duty-of-care-for-students Department of child protection, (2008) Working with children check: Retrieved from http://www. checkwwc. wa. gov. au/checkwwc Newnham, Helen (2000) â€Å"When is a teacher or school liable in negligence? † Australian Journal of Teacher Education: Vol. 25: Iss. 1, Article 5. Available at: http://ro. e cu. edu. au/ajte/vol25/iss1/5

Supply Chain Management Is A Process Which Requires Precise

Supply chain management is a process which requires precise efficiency for smooth business practice. Efficient supply chain management can separate companies within an industry and deliver impressive results with net positive effects. The theme of supply chain management requires the effective use of assets to satisfy customer needs. Components include, the flow of goods, the transportation of products, labor usage, warehouse/inventory management, aggregate planning, and etc. Given recent technology, efficiency has been ultra-modernized as algorithms and programming have developed statistics to formulate the best result to minimize the total cost of operations. This ultimately increases productivity and maximizes efficiency. While every†¦show more content†¦Remarkably, Walmart has simplified their process into a model which harvests less overheads for products and inventory. What’s more impressive, is that the company is the largest retailer in the world, with more th an 11,500 stores spread throughout 20 plus countries. The transition for new developments in the SCM cycle have been smooth and productive. The company’s commitment to SCM makes it an industry class when considering they have over 2 million employees to manage. Walmart is indeed a great logistical and operational company. The company’s efficiency has been excellent and risen to an elite standard throughout the years, while managing an average of $32 billion in inventory. It seems obvious that having an effective and efficient distribution and management system is necessary for Walmart’s maintenance, however the strategy involved is equally imperative. The strategic model and identity of Walmart is to drive out costs, enabling consumers to save money. Walmart’s model works as they are not only an industry leader but also a profound world leader in inventory turnover and operating profit for any discount retailer. James Crowell, director of the Supply Chain Management Research Center at the Walton College of Business praised Walmart’s SCM efficiency proclaiming, â€Å"I don’t believe there is a university in the world that doesn’t talk about Walmart and the supply chain,† â€Å"They are just so wellShow MoreRelatedSupply Chain Management and Anticipatory Logistics1234 Words   |  5 PagesSupply chain management (SCM) is one of the most important factors in todays business operations. With international product raw material sourcing and international sales, the scope and complexity of supply chains can be significant. Customers requirements drive the process by demanding that their orders be shipped accurately, on time, and with the agreed specifications of the product. The purpose of SCM is to minimize excess inventory and unnecessary costs. Anticipatory logistics is the key toRead MoreProcurement: Purchasing Management Association1205 Words   |  5 PagesIntroduction  to  Procurement     Quiz  #  1   True/False  (1  mark  per  question)   1.   Competition  today  is  no  longer  between  firms;  it  is  between  the  supply  chains  of  those  firms.   True  Ã‚   False   2.   There  is  a  definitive  and  prescriptive  set  of  supply  chain  measures  that  applies  to  all  supply  chains.   True   False  Ã‚   3.   The  knowledge  and  skills  demanded  of  today’s  supply  professional  is  the  same  as  before.   True  Ã‚   False   4.   The  key  to  the  success  of  any  company  is  the  quality  of  its  employees.   True  Ã‚   False  Read MoreAchieving Transportation Excellence1371 Words   |  5 Pagesï » ¿Achieving Transportation Excellence How is process improvement important to achieving transportation excellence? How might process improvement be extended to other areas of logistics planning? The transportation sector is continually evolving. Whether moving people or products by land, sea, or air, all transportation strategies need to balance proficient network design and operations with rising intricacy, government supervision, environmental accountability, security risks and demands for flexibilityRead MoreImproving The Total Cost Of Quality866 Words   |  4 Pagesare used in today’s supply chains to ensure that the products and services received by the customer are of quality. The lists of quality styles include; Six Sigma, Lean Management, Lean Six Sigma, Agile Management, Total Quality Management, Just-In-Time, Kaizen, Poka-Yoka, and Process Excellence. Each of these quality styles share common elements such as the use of measurements and statistics, but provide variations in execution techniques. Selecting the correct quality management style depends on theRead MoreERP Paper1545 Words   |  7 PagesIntroduction The research will be based on ERP systems Web Distributed Business Solutions. This report will discuss the concept, architecture, process and application of the system solution. There will also be examples given on how industrial businesses implement this technology into their daily operations and how it has benefitted them. Concept ERP stands for Enterprise Resource Planning. ERP is one complete system to rationalise processes and data across the whole organisation, so businessRead MoreQuestions On Supply Chain Management1479 Words   |  6 Pages Contents Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦.3 Supply Chain Management†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..3 RFID- Radio Frequency Identification†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.................4 Types of RFID’s†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..................5 History†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..5 Barcodes RFID†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.6 Supply Chain RFID†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦7 Applications of RFID’s...................................................Read MoreReducing Complexity Levels Within Supply Chain Management1410 Words   |  6 PagesReducing Complexity Levels Within Supply Chain Management Supply chain management (SCM) practitioners are often asked to discuss the top challenges they face in today’s business environment. Since change is constant, the challenges experienced today will at some point change over time. Over all, when taking into consideration all the challenges found in today’s SCM environment, one may wonder how it is possible to effectively and efficiently manage activities within a complex SCM. The answerRead MoreProduct Design Development and Product Lifecycle Analysis of McDonalds Corporation811 Words   |  3 Pagesconsumers also requires a highly integrated, real-time supply chain that can react quickly to changes in product strategy and the acceleration of new product development and launch (Martin, 2002). It is part of the main competitive strategy of McDonalds to concentrate on continual product development innovations while also seeking out new and innovative approaches to creating entirely new menu items on a continual basis. This companys approach to new product design, product lifecycle management and productRead MoreCase Study : Qso 600 Milestone Three Essay1375 Words   |  6 PagesTitle: QSO 600 Milestone Three There is inherent risk when a company attempts to introduce a new product to the market, and most of the risk is associated with the initial risk mitigation strategy as well as management strategies for how manage the new product’s launch. Research shows that roughly 75% of consumer packaged goods and retail products fail to earn at least $7.5 million during their first year, and much of these failures can be attributed to poor strategy (Schneider Hall, 2011). Read MoreSwot Analysis : Minit Lube Company1445 Words   |  6 Pagesautomotive maintenance that has strategically differentiated from other within the industry. this paper will examine the problems facing company and to use of the fundamental operations management tools to addresses the daily operational problems facing the company. the paper will also address the use of management tools by Minit Lube to achieve a competitive advantage within the market. in addition the, recommendation for enhanced Minit Lubeâ €™s strategies will be enumerated. Finally, an inferred

The Importance Of Teaching Skills And Strategies - 1303 Words

Teaching Skills and Strategies There are many benefits that come with the teaching skills strategies. These skills and strategies allow teachers to interact with students and explore content areas with a purpose. It is a very useful tool that is incorporated with lesson planning and implantation as well. The teaching skills and strategies include observe, support, stretch, direct, stimulate, plan and professionalism. As a teacher, it is important to not only gain experience with these skills and strategies, but feel confident in your ability to promote each one! Observe is a teaching skills that teachers can benefit from in the classroom! To me, observe means to not only see and hear but also listen and understand. There is a big†¦show more content†¦I also used letters for introductions and explanations of my participation in the classroom. This allowed me to build and respectful and professional relationship with my CAC, her family and others in the classroom. I was able to learn about my CAC’s likes and dislikes, wants, needs and overall development. I also learned more about her family such as home life and hobbies. It was a great way to further her learning and development. I was able to better engage her by already knowing her interests and what would get her attention, and keep it! The family was very involved and interested in hearing about the activities we did in the classroom, individually and with her friends! Support is used when a teacher is attending to the children. Support is a great tool to provide your students with feedback to extend their learning and abilities. This will bring their uniqueness to light and allow them to convey their message and thinking behind their work as well, if you engage in conversation with them as a supportive measure! Being a supportive teacher means understanding the children as individual learners, thinkers, and explorers. I am confident in my ability to â€Å"attach words and actions to a child’s product, actions and feelings.† I am confident that I can support my students by giving feedback that will ensure a â€Å"Can do† attitude! It is important to listen to the children and understand the, so that you are able toShow MoreRelatedEducators Perceptions Of Debriefing1613 Words   |  7 PagesMost methods include some form of â€Å"critique, correction, evaluation and open discussion† (Neill Wotton, 2011). It is common knowledge among nurse educators that the success of debriefing depends on the facilitator and their mastery of debriefing skills. With proper training, educators learn the key requirements of a successful debrief. These requirements include a structured plan, attention to the environment, setting a constructive and non-judgmental mood for the learner, managing the dialogueRead MoreEffective Reading and Writing Instruction Essay1231 Words   |  5 PagesDespite the importance of writing, many students are performing below grade level and lack the necessary skills needed to be successful (Zumbrunn Krause, 2012; Santangelo Olinghouse, 2009). There are many factors that shape students’ writing development but there are others that contribute to students’ writing problems. According to Graham (2008) and Zumbrunn Krause (2012), students and teachers both struggle to grasp the concept due to the complex nature of writing and writing instructionRead MoreContent Area Lite racy1167 Words   |  5 PagesCONTENT AREA LITERACY IMPORTANCE Tracey Turner EDUC 525A Instructor: Craig Carter December 7, 2014 CONTENT AREA LITERACY IMPORTANCE Literacy is an important aspect for success in life in general. An individual’s success in the classroom, in their career, and in their quality of life is directly related to how literate that individual may be. Literacy is more than the ability to read, but how an individual uses written information to function in life. Literacy was traditionally thoughtRead MoreThe Teaching Plan Is An Education Program960 Words   |  4 PagesLesson Content Outline The teaching plan is an education program designed to help patients who need a review of concepts for managing hypertension. However, hypertension management requires on-going education and nutritional advice with regular review and modification as the disease process progresses and the needs of the patient changes. The teaching will help patients to apply their new found knowledge to their illness. Altogether will help change the patient feeling and attitude towards hypertensionRead MoreChecklist for an Effective Literacy Program1195 Words   |  5 Pageslessons by incorporated and adapted the skills to students’ individual needs. I also teach cross curriculum allowing students to build from each core subject. During the lesson I use hands-on activities to capture the student’s attention and make learning more interested and fun. Modeling with different graphic organizers is a strategic strategy used to measure the students understanding of the skill taught. Key strategies are very essential when teaching a literacy class. I always have studentsRead MoreMy Personal Statement On Teaching And Teaching Essay1601 Words   |  7 PagesPrinciples of Learning and Teaching P-12 and the Assessment and Reporting Advice and the ability to implement curriculum programs consistent with their intent. My deep understanding of educational frameworks ensures that my students are provided with an equal opportunity to become successful 21st century, life-long learners. The major educational frameworks that I refer to, to inform and underpin my teaching practices are the Victorian Curriculum, the Principals of Learning and Teaching, the Blueprint ofRead More My Teaching Philosophy and Goals Essay605 Words   |  3 PagesMy Teaching Philosophy and Goals My philosophical point of view is Essentialism. Although I agree with Benjamin Bloom’s Theory on â€Å"School Learning†(1976). In his theory Bloom states; that children bring to class a range of â€Å"entry characteristics†. He divides these characteristics into affective and cognitive behaviors. Affective behavior includes the student’s motivation to learn and cognitive behavior includes the student’s prior knowledge. According to Bloom the context of the learning environmentRead MoreImproving Reading Comprehension and Critical Thinking Skills in Middle School Students1566 Words   |  7 Pagesgrade reading classes can be taken as an elective class. I strongly feel that all students in middle school still need guidance and continuous practice with reading comprehension and critical thinking skills. Students who are beyond a sixth grade reading class are not getting these reading skills that can be applied in all other academic classes. As a tea cher I can not change the fact that the school principal has decided that students in seventh and eighth grade are not required to take a readingRead MoreAnalyzing And Teaching Reading : Fluency And Comprehension902 Words   |  4 PagesCh. 8: Assessing and Teaching Reading: Fluency and Comprehension The Common Core State Standards place importance on the ability for students to understand and analyze key ideas in text. Students who have reading fluency are able to read text at a steady rate, summarize supporting details, and analyze different points of view. To assess a student’s fluency rate, teachers can measure WCPM, the words read correctly per minute in 2-3 grade-level passages. To assess reading comprehension, teachersRead MoreWhat Have Been The Political Responses Leading For Reading Reform? Have They Been Effective?1287 Words   |  6 Pageseducation. This was the beginning of the gradual process of making educational changes based on research evidence instead of unproven and ineffective teaching practices. In order to improve student learning and education in literacy, President Clinton led the Goals 2000: Educate America Act. This act required any decisions concerning teaching literacy to be firmly grounded with research evidence. She pushed the development of a nations-wide testing program in reading and mathematics to evaluate