Month: July 2024

Education support refers to activities and programs designed to improve student learning, engagement, and well-being. They are delivered by a range of actors, including teachers, students, peers, parents, volunteers, experts, institutions, and organizations.

Administrators play an important role in coordinating and evaluating education support services. They may face challenges, opposition, and criticism in their efforts to influence and regulate these services.

1. Improving student achievement and well-being

Education support services can improve student outcomes and well-being by creating a safe, positive, and engaging learning environment. They can also help students manage the challenges of school, and connect them with resources, opportunities, and networks.

Existing studies have found that the internal team environment (ITE) in management education is positively associated with psychological well-being of students [7]. Institutional support includes the highly valued resources, opportunities and services provided by an educational institute to its students, whereas family and friends support encompasses the socioemotional and instrumental assistance offered by these individuals to students.

Administrators can play an important role in the coordination, oversight, and evaluation of education support services. However, they may face obstacles when implementing these policies, such as limited resources, time, and training. They should be knowledgeable, responsive, and transparent in their interactions with students and educators. This will ensure that education support services are effective and equitable. It will also encourage participation, engagement, and accountability amongst all stakeholders.

2. Enhancing teacher performance and satisfaction

Education support services can also enhance teachers’ professional growth and well-being by providing them with the training, coaching, and consultation they need to improve their teaching skills and competencies. They can also provide them with peer and collaboration opportunities, as well as recognition and reward.

In addition, educational support services can strengthen and empower educational institutions by helping them develop, implement, and monitor policies, programs, and initiatives that promote student achievement and well-being, as well as foster a positive school culture and climate. They can also provide resources and partnerships for school improvement and innovation.

Education support professionals work full time during school hours and receive several weeks off for federal and state holidays. They typically report to the dean of students or principal.

3. Fostering school improvement

In schools that are underperforming, there is often a great deal of urgency for improvement. But the root causes of underperformance are complicated, and focusing on specific problems can cause people to lose sight of what needs to change overall.

Fostering school improvement requires a systemic approach that is grounded in the principles of continuous learning and aimed at all parts of the basic infrastructure of the school. It must include educator capacity and development, a focus on student learning through rich curriculum and instruction, new leadership and organizational structure, collaborative school culture, and strong community partnerships that support learning.

School-level accountability systems that go beyond annual test scores can help to align resources and build a shared vision of excellence. They also create a clear framework for improving instruction, setting expectations that align to the standards, and providing timely, focused feedback to educators. This kind of accountability can also support the development of more innovative strategies to improve education for students and communities.

4. Preventing disengagement from school

Everyone goes through periods of disengagement from school, but teachers should be concerned when students’ absences or lack of motivation starts to interfere with their education. It’s also a concern when the problem has been ongoing for more than a few weeks.

One way to prevent educational disengagement is by identifying what’s causing it. This could be boredom, personal problems, difficulty with the material, or a combination of these factors. It is important for educators to understand the root cause so they can tailor their support appropriately.

Many teachers find themselves frustrated and upset by students’ resistance, especially when they feel that it is a personal attack on their teaching. But it’s essential for teachers to look past this initial reaction and consider the fact that students are struggling with very real issues that they can’t control. A few simple strategies, like implementing different active learning strategies, can help teachers keep their students engaged throughout the year.

School is a place where students learn new information. It also helps them develop skills and build relationships. It’s important for kids to attend school regularly. This will help them learn to communicate effectively and solve problems. They will also meet people of different backgrounds and form lifelong friendships.

It’s important for schools to be run flexibly and creatively. Rigorous rules, excessive paperwork, and a fear of initiative will not work in schools.

Self-discipline

Self-discipline is an important skill that enables students to take control of their lives. It allows them to overcome procrastination and develop a work ethic. It also helps them avoid impulsive behavior and achieve long-term goals. Self-discipline is not easy to learn, but it is possible for anyone who wants to improve their life.

It teaches you how to prioritize tasks and perform them well before the allotted time. It also enables you to resist temptations like the buzzing of the phone or party invitations. Moreover, it makes you a reliable person in your friend circle and neighbourhood as people trust your punctuality and consistency.

The role of parents in cultivating discipline is crucial. They should set a good example by exhibiting disciplined behaviour themselves. Moreover, they should monitor their children’s activities to understand their needs and help them develop the right habits. In addition, they should encourage their children to engage in productive and meaningful extracurricular activities that promote self-discipline.

Responsibility

Students spend a significant portion of their time in schools, and they must be responsible for their behavior at school. This includes showing respect to teachers and fellow students and being punctual. Being responsible is important for the learning environment because it prevents disruptions and disciplinary actions.

In addition, students should be aware of their rights. They should know that their parents and teachers have certain expectations of them. For example, they should not be allowed to wear inappropriate clothing in school or use offensive words on their clothing. They should also be aware that they have the right to free speech, and that they cannot be denied equal access to education.

It is the responsibility of schools to report suspected cases of abuse to the police. They should ensure that they have an adequate security system in place to protect students from violence and threats. They should also make sure that their staff members are trained to recognize and respond appropriately to any suspicious behavior.

Social skills

Children need social skills to get along with other kids, participate in group activities, develop lasting friendships, and self-advocate for their needs. They also help children feel accepted and respected by teachers and peers, which in turn affects classroom learning and teacher-student relations. In addition, research shows that students who have good social skills perform better academically.

Teaching social skills is a complex and often unrecognized discipline. Many educators don’t even know how to teach them, but there are resources available to help. There are also professional development courses and mentoring programs that offer support for teachers implementing social skills in their classrooms.

One way to teach social skills is to use games. For example, Jenga can be used to practice turn-taking and Simon Says is an excellent activity for practicing attention. You can also use age-appropriate videos to discuss and demonstrate social skills. For example, you can show a video about the importance of apologizing and establishing eye contact.

Critical thinking

Critical thinking is one of the buzzwords in education, but it’s more than just a trendy phrase. It’s a life skill that students need to navigate a world of misinformation and partisan politics. And yet, research suggests that schools are failing to teach this critical skill.

Teaching critical thinking requires careful consideration of how to define it. Some scholars argue that it is domain-specific – a specific skill related to a particular area of knowledge. Others believe that it is an essential skill that should be taught across all subjects.

One way to teach critical thinking is by using a framework for learning objectives and outcomes. This allows teachers to clearly identify what they want their students to learn and how it will be evaluated. Moreover, it encourages instructors to create learning goals that are aligned with Bloom’s Taxonomy. It also promotes metacognition – the ability to reflect on one’s own thinking processes. This helps students to examine their creative ideas and understand their limitations.

Kindergarten is a time when kids explore and investigate. They learn that working together can help achieve goals and have fun while learning!

Kids will also begin identifying two-dimensional and basic three-dimensional shapes. They will also develop a solid foundation in math, including learning how to count and understanding that larger numbers “contain” smaller numbers.

Academics

Many parents and educators fear that academic instruction in early childhood classrooms will supplant play-based learning. But there is no need to choose between a child’s social-emotional development and rigorous academic content. In fact, new research shows that children in kindergarten who receive challenging academic content do better on reading and math tests than their peers who receive less demanding classroom instruction.

Kindergartners learn to build a deeper understanding of their world by integrating what they are learning into their existing knowledge. They start to develop a “knowledge bank account” and become familiar with the characters, settings and major events of stories such as Harold and the Purple Crayon or How the Grinch Stole Christmas.

They also learn about their own identities and cultures by creating colorful self-portraits or by identifying members of their families through persona dolls. In addition, they explore science concepts such as comparing and contrasting objects and events and investigating the world around them through activities like dissecting flowers or exploring the properties of soil.

Socialization

In addition to academics, kindergarten offers a valuable opportunity for socialization. It teaches children how to interact with others, learn about their emotions and develop problem-solving skills. Socialization also fosters empathy, improves language skills and helps children become more confident in their abilities.

By the end of the school year, kindergartners should be able to identify and write all 26 letters of the alphabet in both uppercase and lowercase. They should also be able to recognize and read 30 high-frequency words (such as the, and, or) that are used in everyday speech.

Compared to preschool, where kids often play to learn, kindergarten classrooms tend to be more structured. Teachers are often required to instruct students in short periods of time and expect them to retain information and have impulse control. This can be a challenge for many children, especially those without experience in a classroom setting. Children may need extra encouragement, support and guidance to get through the transition.

Emotional Development

Children can’t learn in a classroom where they are constantly struggling to follow directions, get along with their peers and control their emotions. Kids who cannot express themselves or handle frustration with other kids are more likely to resort to hitting, screaming and throwing objects, which can interfere with classroom instruction.

A child who does not know how to ask for help or wait his turn is less likely to do well in kindergarten, even if he knows his letters and numbers. Kids who often explode with anger or melt down are not ready for school either; their behavior can disrupt the entire class, creating obvious safety issues for other students.

If your 5-year-old has trouble controlling his emotions or interacting with other kids, consider delaying kindergarten for another year. This is called redshirting, which is also used by college athletes who are physically ready for the next level but wish to gain experience against stronger competition.

Physical Development

Throughout the first five years children grow and develop rapidly across four domains: motor (physical), communication and language, cognitive and social and emotional. Physical development involves the growth and strengthening of a child’s bones, muscles and ability to move and touch their surroundings.

Children with strong motor skills can explore their environment and learn about the objects around them with a degree of control that was not possible before they had the strength to sit, crawl or walk. They also have the ability to play with and use their hands in a variety of ways, such as catching a ball or drawing pictures.

Caregivers can support a child’s physical development by providing them with enriching experiences and limiting their screen time. They can also encourage their children to participate in activities that promote movement, like playing tag or dancing. They can also set a good example by being physically active themselves.

Reading intervention helps students bridge the gap between their current book-reading levels and grade-level expectations. This requires instruction aimed at teaching the foundational skills of decoding and fluency.

Student and parent survey respondents from inquiry boards reported that access to effective interventions is often limited, with many students needing to change schools or school boards to receive help. Some also report that a learning disability diagnosis is required to be eligible for programs like Empower.

Identifying the Need

Students who are struggling with both word reading and language comprehension need targeted, intensive word-reading interventions. They also need effective programing for any oral language weakness. However, some of the programs used by boards are not evidence-based and/or require diagnosis for entry. Student/parent survey respondents from several boards indicated that their children had to wait for the next available spot in a program, such as Levelled Literacy Intervention (LLI) or Empower(tm), or needed significant parental advocacy to get into the program.

Students should be able to access effective interventions without having to change schools, school boards, go to a Provincial Demonstration School or pay for private tutoring. This means that all schools should have access to LLI and other evidence-based programs, including computer-based programs, in the context of an effective RTI/MTSS framework. Research shows that these programs can help students close the gap between their current reading levels and grade-level expectations. When implemented as part of a comprehensive RTI/MTSS framework, they should be offered to students in Kindergarten and Grade 1 to prevent the development of long-term reading difficulties.

Developing a Plan

School psychologists should work with teachers to define reading problems through problem-solving/data-based decision-making methods and identify effective interventions to address these reading problems. They also need to ensure that teachers and interventionists have appropriate training in the selected programs/strategies and in evidence-based practices.

School boards need clear rules about what constitutes a good reading intervention program. For example, students who are a grade or a year behind their peers should have access to the same intervention programs as their more successful classmates. Vague criteria, such as a score below the mean on a standardized assessment, should be replaced with more specific criteria that is tied to the student’s decoding and word-reading skills.

An effective reading intervention program should include explicit instruction, such as three-cueing, to teach sound-letter knowledge and phonemic awareness, phonological decoding skills and the ability to blend sounds into words (or morphology). This instruction should be accompanied by a rich text that provides ample opportunities for guided practice and supported application of new skills in authentic reading contexts.

Implementing the Plan

Students who are struggling with reading need clear, direct guidance and specific instruction in the form of explicit teaching. Research supports the effectiveness of explicit instruction, which involves teaching foundational skills and strategies in a step-by-step manner. It also requires systematic, structured practice of those skills and strategies, with regular feedback and monitoring.

Ensure that teachers and interventionists receive adequate training in the selected program and in research-based strategies. Ongoing professional development can help to improve the quality of intervention instruction and keep educators up-to-date on the latest research findings in literacy.

Many inquiry school boards need more direction from the Ministry on what programs are evidence-based and how they should be used to meet student needs. For example, schools should be able to offer a tier 2 or 3 decoding and word-reading focused intervention in Kindergarten and Grade 1 instead of waiting until Grades 3-4 when the intervention is less effective.

Monitoring Progress

When students receive reading intervention, they need to be monitored for growth. This often involves progress monitoring, which is a frequent formative assessment that provides teachers with information about the effectiveness of their instruction and whether they are on target to reach their goal.

When a student is struggling with fluency, progress monitoring involves measuring oral reading skills using passages at their individual Lexile level, which can be lower than their grade-level text. The teacher assesses how many words the student reads correctly each minute. This information is analyzed and displayed on a graph called a line of progress.

School boards judge the effectiveness of their programs based on students’ book-reading levels pre- and post-tests, with the most successful ones achieving three to four grade-level increases. However, these measures are not as accurate as standardized tests of foundational word reading and decoding skills that would be required for effective early interventions. These interventions, in addition to the regular classroom curriculum, need to be more intensive with more individualized instruction and scaffolded practice and review.

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Children who receive quality education can improve their life chances. They are more likely to be employed, have higher earning potential and live a healthier lifestyle.

Early learning helps children develop socially and emotionally. They learn to respect others and work together. They also develop self-control, which enables them to cooperate with peers and resolve conflicts.

Learning to Think for Yourself

The experiential learning theory, influenced by John Dewey, Kurt Lewin and Jean Piaget, emphasizes that children need to experience things for themselves in order to learn them. Grasping experiences helps develop thinking skills, which can be used to adapt prior knowledge to new situations. It also helps kids build self-confidence and a positive view of themselves as capable learners.

Education is a child’s right — and yet it’s hard to access for many kids. Conflict, natural disasters and displacement often block educational opportunities. UNICEF’s education programs focus on overcoming barriers to children’s learning.

A whole child approach focuses on the relationship between a kid’s social, emotional and cognitive development and their physical and mental health. A smaller student-teacher ratio helps kids receive the attention they need to thrive. Activities like reading, storytelling and playing music help them develop language and communication skills, while art projects foster creativity and imagination. Math activities like sorting, comparing and classifying help them think scientifically.

Learning to Respect Different Cultures

Many people in the world come from different cultures. It’s important that children learn to respect these differences and understand that everyone is unique.

During their early years, children start to make sense of the world around them through categorizing. This includes sorting things like skin color, language, religion and food into groups.

This can lead to stereotyping and prejudice if not corrected. It’s important for adults to model positive ways to talk about cultural differences with children and be open to hearing their questions and curiosity.

Staff can support diversity by fostering a welcoming environment, offering families resources about their family traditions and culture, and sharing materials that highlight a variety of cultures. They can also expose kids to different languages, foods and customs through activities and field trips.

Learning to Communicate

As children develop physically, socially and emotionally, they also grow in their ability to communicate. Teachers help them use their growing communication skills to learn new concepts like math, reading and writing.

Language and learning capacities appear to be relatively resilient processes; for example, hearing children of deaf parents develop a spoken language without direct instruction. On the other hand, the emergence of reading is less robust; some children experience problems.

It is crucial that every child can access quality education, regardless of their gender, race, age, location or income. Unfortunately, many obstacles stand in the way of this right, including conflict, natural disasters, health crises, poverty and isolation. The UNICEF Let Us Learn program aims to address these obstacles and empower children to achieve their full potential. They do this by promoting quality education and providing access to safe, nurturing, enriching environments. This is particularly important for early brain development, which can be influenced by the quality of the environment.