Summerbridge Cambridge - Success Stories finetune my teaching so that I can help each and every one of my students.My first sleepless summer as a middle-school teacher prepared me for all the http://www.summerbridgecambridge.org/successstories/
Extractions: In recognition of her perfect attendance at the Summerbridge Cambridge After-School Program Jacky Dabó was invited on a field trip to a roller rink. Jacky had never skated before, but she was determined to learn. Long after her fellow classmates had abandoned their skates for the air hockey table, Jacky was still inching along clinging to the wall and by the end of the afternoon she was gliding around the rink. Jacky has shown the same determination to learn at Summerbridge Cambridge. She arrived in the United States from Guinea-Bissau in the fourth grade speaking only Portuguese. Jacky and her mom moved in with her aunt and her cousin Anabela, who was a student at Summerbridge Cambridge. The next year, Jacky became a Summerbridge Cambridge student. Over that first summer her scores on her math tests more than doubled. Her writing skills also drastically improved, particularly her spelling and grammar. Summerbridge is really a lot of fun, said Jacky, The teachers are great and theyve taught me a lot of hard stuff, after a thoughtful pause she added, especially fractions. When she applied to Summerbridge Cambridge Chris Yarng had not thought much about teaching. She did not really have the time. As an undergraduate her days had been filled with a wide range of activities including rowing on crew team, coordinating publicity for the Womens Resource Center, and managing the Student Center. An Anthropology and Policy Studies major at Rice University, Chris listed her career interests as Public Interest Law or Public Health.
Turning Points - Transforming Middle Schools teachers at the school do not teach to the test, but focus instead on good An analysis* of five Peoria middle schools reinforces the positive impact of http://www.turningpts.org/success.htm
Extractions: Turning Points school's scores rise! (June, 2003) CIS 303, the Turning Points school in the Bronx, New York, has experienced a rise in the English Language Arts standardized test scores. The scores are up 23 % from last year. 32.6% of students from the city met the standard in 2003 , and 41% from CIS 303 met the standard. Teachers at the school do not teach to the test, but focus instead on good curriculum and instruction. Research findings point to the positive impact of implementing the Turning Points principles. Following are summaries of five different studies of Turning Points schools:
Buck Lodge Middle School The staff of Buck Lodge middle school believes that all students can learn. A student who is well organized will also find success in school. http://www.pgcps.pg.k12.md.us/~blms/
Extractions: School Improvement Plan A Professional Development School with The University of Maryland - College Park Our Mission School Activity Clubs School History Buck Lodge Events ... Faculty Teams The staff of Buck Lodge Middle School believes that all students can learn. We believe that all students can learn. We believe that our purpose to teach all students in a safe, orderly and caring environment so they may learn and successfully utilize the skills necessary to participate positively in an interdependent world. School History Buck Lodge was the name given to 250 acres of land given by King George I of England to Arthur Nelson in 1717. The land was later given to Benjamin Belt. In 1746 Belt sold the land to Thomas Owens of England who lost the land to Count Demanu. The Count willed the land to a Mr. Pywell. The land was kept in the family until it was bought by the Maryland State government. The Prince George's County Board of Education acquired the land in 1956. The school grounds consist of twenty-six acres, including several large athletic areas. The original school building covered 5 acres. A 14-room addition was completed in 1966 which included a new library and band room. An orthopedic wing was completed in 1981.
2005 New WI Promise Cameron Middle School, Cameron Reading, Mathematics, Attendance, Graduation, Keys to success. At Cameron MiddleSchool, we are honored to be a part of our students lives, http://www2.dpi.state.wi.us/sst/nwps/2005/cameron_middle.html
Teach Aim High, an academic summer school program for middle school students, iscurrently accepting applications for summer teaching positions. http://www.aimhigh.org/faculty/
Extractions: Summer 2005 Program Dates: June 20th - July 30th Aim High, an academic summer school program for middle school students, is currently accepting applications for summer teaching positions. The summer 2005 dates are: June 20th - July 30th (a six-week program for teachers, five weeks for students). Aim High is located at six campuses in San Francisco and one campus in Oakland. Courses include: Humanities, Science, Math, Computer Science and a variety of co-curricular activities. The staff at each of the Aim High sites consists of experienced master teachers as well as interns. Classes are team taught. Classes are small, salaries are competitive and Aim High is also a terrific opportunity for experienced teachers to mentor interns.
Jump$tart Coalition and offers middle grades and high school students a virtual map to tomorrow . Playing the game, Choose Your success, students apply reflective http://www.jumpstart.org/
Extractions: First convened in December, 1995, the Jump$tart Coalition for Personal Financial Literacy determined that the average student who graduates from high school lacks basic skills in the management of personal financial affairs. Many are unable to balance a checkbook and most simply have no insight into the basic survival principles involved with earning, spending, saving and investing. Jump$tart Coalition Partners Help Those Affected by Hurricane Katrina! The National Coalition of Girls' Schools (NCGS) is serving as a clearinghouse to help funnel aid to two sister schools in New Orleans-Academy of the Sacred Heart and The Louise S. McGehee School. Forty-five NCGS schools-nearly half the membership-have offered to take in displaced students as boarders or with families in the school community. In many cases, the schools are offering and providing tuition assistance. NCGS schools have stepped forward to help other schools throughout the hurricane zone as well, and the NCGS Web site features links to donate to general Katrina relief efforts.
What Really Motivates Middle School Students? One of the most successful creative projects we have seen involved an Each student in a middle school class was linked to an older member of the http://www.middleweb.com/StdntMotv.html
Extractions: Engaging work, respondents said, was work that stimulated their curiosity, permitted them to express their creativity, and fostered positive relationships with others. It was also work at which they were good. As for activities they hated, both teachers and students cited work that was repetitive, that required little or no thought, and that was forced on them by others. How, then, would we define engagement? Perhaps the best definition comes from the work of Phil Schlecty (1994), who says students who are engaged exhibit three characteristics: (1) they are attracted to their work, (2) they persist in their work despite challenges and obstacles, and (3) they take visible delight in accomplishing their work.
Extractions: Take our online survey Prepare My Child for School Help My Child Read My Child's Academic Success Help My Child with Academics Summer Learning Home Schooling Health and Safety ... College for My Child Select a Topic Accountability Accreditation Arts Choice Charter Schools Early Childhood FAFSA Faith-Based Find a School High Schools History International Ed Math Reading Safe Schools Science Suppl Services Teacher Quality Technology Advanced Search About ED Offices
Use Perl | Teaching Perl To Middle School Students Teaching Perl to middle school students article related to News. In themost successful of the middle school efforts last year, by the end of the http://use.perl.org/article.pl?sid=00/04/13/1756223
Team Roosevelt: 4/15/03 City middle school builds success, community through teacher partnerships The middle school model attends to the whole student socialemotional, http://www.ccebos.org/rooseveltms.html
Extractions: New Bedford is in the process of transforming its three junior high schools into middle schools. The transformation includes new school buildings as well as wholesale changes in the schools' philosophies and teaching methods. The transition is well underw ay at the new Roosevelt, and is slated to begin in earnest next school year at Normandin. Keith Junior High will be the last school to make the transition.
Columbia Middle School: Teaming For Success Progress Report 2001 Project Title Teaming for success. Columbia middle school two teachersteaching their own subject in the same classroom, the student learning objective http://www.newhorizons.org/spneeds/inclusion/teaching/pilot1progress.html
Extractions: Population Special Educ Title I/LAP ESL Columbia Middle School: OSPI Inclusion Grant Progress Report 2001 student learning objective must be the focus of planning meetings. This is the best advice have received and it has helped make our collaboration effective. All members of the collaborative team (regular education teachers, reading specialists, special education teachers, and paraprofessionals) should contribute ideas and strategies for meeting those objectives. This will keep feelings from being hurt when a favorite lesson is rejected because it is believed to be unsuitable for the ability level of the students. Instead, the learning objective is identified and ideas are submitted for ways of assisting students to obtain that goal. Ways are found to change the lesson so that the learning objective is still the same, just the method of obtaining it has changed. Personalities, turf, teaching style, tolerance, and discipline beliefs are small barriers that can become large if not addressed in the beginning. Collaborative teachers do not have to be best friends to be effective. There does need to be respect, trust, and parity within the team. The three of us sat down before school started and listed what could and could not tolerate in a working relationship and classroom. After sharing these lists we found we had more in common than we thought. We decided on a discipline plan, tolerance levels of noise, mess, and responsibility of students. Communication with parents throughout the year and at conference times is a bit of a juggling act, but all parents are thrilled that their child is getting the amount of individualized attention collaborative teaching affords.
Alderwood Middle School Makes A Difference Alderwood middle school in Edmonds, Wash., has created a learning environment Marys experiences include teaching special needs students and supervising http://www.newhorizons.org/spneeds/inclusion/teaching/steinberg.htm
Extractions: Alderwood Middle School Makes A Difference by Pat Steinburg and Suzie Baier Alderwood Middle School in Edmonds, Wash., has created a learning environment that has resulted in improved test scores, school participation and parental satisfaction for students with disabilities. Located in the Edmonds School District, about 20 miles north of Seattle, the suburban district consists of five separate municipalities: Woodway, Brier, Lynnwood, Mountlake Terrace and Edmonds. The communities have diverse populations and a wide range of socioeconomic status, from extreme wealth to poverty. Of the four comprehensive middle schools in the district, Alderwood has the most diverse student population. The student population includes: 36 percent on free and reduced lunch, 7 percent of whom are limited English proficient, 10 percent who qualify for special education, and 35 percent various ethnicities. Beginning in the 2001-02 school year, Alderwood Middle School opted to begin using the Keys for Excellence in Your Schools (KEYS), an educational reform process developed by the National Education Association. The KEYS survey measures schools in six KEY areas:
Extractions: Home Newsroom EDC Feature Articles September 1999 Teaching Middle School Students to Be Active Researchers C arlo, a New York seventh-grader, had composed several questions for an interview his class would conduct with a local cardiologist. He and his classmates were preparing the interview for their social studies class, but they had composed the questions in science class and role-played the interview in language arts. In the words of EDC’s Judy Zorfass, Carlo had learned the skills of the "active researcher," the art and science of self-motivated inquiry, investigation, and learning. "Young adolescents, like Carlo, are beginning to ask complex questions about their lives and the world," said Zorfass, co-author (with middle school principal Harriet Copel) of Teaching Middle School Students to be Active Researchers ."I-Search units are particularly powerful for this age group because they encourage students to make critical connections between various subjects and between the classroom and the outside world."
Winship And Zane - Serving Middle School Students And Their Families At the end of the school year Merideth helps students and staff organize We do these kinds of activities because theyre middle school appropriate. http://www.eurekacityschools.org/communityreport03-04/middleschools.html
Extractions: var gMenuControlID=0; var menus_included = 0; var jsPageAuthorMode = 0; var jsSessionPreviewON = 1; var jsDlgLoader = '/members/techniques/loader.cfm'; var jsSiteID = 1; var jsSubSiteID = 59; var kurrentPageID = 19175; document.CS_StaticURL = "http://www.acteonline.org/"; document.CS_DynamicURL = "http://www.acteonline.org/"; One of the strong points Fritz and Moody make is that, even if students do not pursue careers in agriculture after having completed such an exploratory program, they should have a working knowledge of the important role of agriculture in society as the future policy and decision makers of the nation. The idea to root agriculture education below the high school level has been growing nationwide. Professor Roland L. Peterson, University of Minnesota, has focused his efforts over the years to teaching methods, student teacher supervising, student advising, and developing various courses and programs in agriculture education. Minnesota is not alone in its quest for developing such programs. Bringing agriculture education to the middle school level in Georgia was reinforced by a study done by the Georgia Rural Development Council. Polling almost 4,000 young students in 157 counties revealed that 90 percent felt that agriculture was important, 60 percent have not had the opportunity to participate in leadership programs, 67 percent wished there were more afterschool activities available, and 60 percent wanted to learn skills needed to start a business.
Middle School Preparing students for the future workforce middle school is and It alsoallows and university of phoenix teaching successful at school when mount royal http://www.sonsofmaxwell.ns.ca/middle-school.html
Extractions: In the United States, middle schools generally include grades 6 to 8 (although they can include just 7 and 8) while junior high schools include grades 7 and 8 or 7 through 9. Many junior highs are generally built like high schools, whereas the middle school concept often involves "pods", "blocks", or periods, whereby grade levels are separated and subdivided into different areas, and students change only between five or so classrooms. This is meant as a hybrid, to ease the transition from elementary school to high school for students. Sometimes they are called Intermediate schools, and sometimes intermediate schools go before middle school, and sometimes middle school goes before junior high school. Middle schools have now replaced junior high schools by a ratio of about ten to one in the U.S. In Canada, education is managed by each province. Middle schools typically span grades six to eight. Junior high school may include grades seven through nine, or eight through 10. In Ontario, some schools, known as senior public schools, focus on just grades seven and eight. Quebec has its own distinct system divided in école primaire (6 years) and école secondaire (5 years, followed by the Quebec-specific institution of CEGEP, and then university).
Palm - Education - Snapshots Learn how educators and students at K12 schools have discovered the power ofPalm devices David Telesca, principal at Joseph A. DaPaolo middle school, http://www.palm.com/us/education/studies/
Extractions: K-12 Snapshots Higher Education Snapshots Handheld Educator Read first-hand accounts of how education institutions like yours have successfully implemented handhelds by Palm and get a glance of creative ideas for implementation. Visit the Handheld Educator for curriculum ideas, tips, techniques, and more. K-12 Snapshots Students use AutoTap, an interface device and software program that allows them to use palmOne handhelds as a diagnostic tool. The interface plugs into the diagnostic connector of the automobile and enables the technician to retrieve trouble codes recorded in the automobiles' Electronic Control Module and more.
Vic Firth Education Teaching and Reaching at the middle school Level by Mike Fraley Even under thebest circumstances, middle school students can present special challenges. http://www.vicfirth.com/education/articles/Fraley2.html
Extractions: Sincerity - Middle school students do not care how much you know until they know how much you care. They can be very good at judging sincerity and character. If you're going to teach at this level, it's mandatory that you enjoy it! Strive to maintain a positive, sincere rapport with all students and their family members. Make it fun! Yes, students will have to learn rudiments and practice things that are sometimes boring and repetitious. Find ways to make it fun and challenging. Remember that you are working with an age group that is bombarded with endless, fast-paced, high-energy computer games, television, movies and entertainment. Believe it or not, you are competing with the other activities in a child's life. Make lessons at your studio or participation in your band program exciting and rewarding, and you'll be a success.
Teaching Middle School Middle School Education Teaching Junior Jannel, middle school student kinds of teaching strategies and input middleschool Beyond Tracking Finding success in Inclusive schools (includes http://www.questia.com/library/education/curriculum-and-instruction/teaching-mid
