Education = Society: The Education of Formula 1 Drivers

Education = Society: The Education of Formula 1 Drivers: An F1 driver is, by most measures, highly successful. They are doing something they love, earning a lot of money, travelling the wor...

Math Skills

"When am I ever going to use this?" It is a question that becomes harder to answer as students move from beginning math to more advanced concepts. It is nearly impossible to come up with a real ­life application for knowing how to prove trigonometric identi­ties. If our students are never going to use anything they learn in math after seventh grade, why bother teaching algebra and be­yond? The answer is simple. We continue to teach math because it teaches students how to think. If students never learn how to look at a problem and create the logical steps necessary to solve it, they will experience difficulties in many areas of their entire adult lives.

To succeed in math, students must remember and consistently apply previously learned concepts. For example, in the problem 46535 divided by 15, there will be at least 5 double-digit multipli­cation problems (a total of 10 single-digit problems). Even if a student is 90% accurate in single-digit multiplication and 100% accurate in subtraction, probability tells us the student has only a 35% chance of getting the division problem correct. That is why it is imperative students master the basic skills of math. Many students who begin to struggle with math in late elementary school do so because their lack of mastery leads to compounding errors. Math also gives some students trouble because the answer is ei­ther right or wrong. There is no such thing as an "opinion" in math (or at least not until a student advances far beyond high school). Students learn early on in elementary school that whether or not their answer is correct depends, at least in part, on their teacher's opinion. This is not the case with math. Regardless of personal opinion, 2 x 5 will always be 10.

There are three elements of math that contribute to a student's success or failure: concepts, methods, and habits. If a student understands the concepts, he/she understands the reason be­hind what he/she is doing. A student who understands the con­cept of multiplication can tell you 2 x 5 is just a shortcut for 2+ 2+ 2+ 2+ 2. When a student has difficulty, the concept should be explained repeatedly, in a variety of ways, until the student understands it.

The method of math refers to the steps in the process. For ex­ample, there is a specific method of adding two-digit numbers. Since most of the teaching time in a math class is commonly spent on method, students don't usually struggle with this area of math. If they do, practice makes perfect. Writing out the steps for them and having them work through the process until they have it memo­rized, then reviewing it for several weeks, usually clears up the prob­lem permanently.

The most common downfall for math students is not their lack of understanding of concepts or methods, but their habits. Math, in part because it is so black and white, requires more rigorous work habits than other classes. Students may get by in other classes with poor handwriting, but failure to neatly line up numbers in math leads directly to missed problems and lower grades. Related to poor handwriting is a lack of attention to detail. Sometimes a student will miss a problem simply because they failed to carry a negative sign; other students do poorly on assessments because they fail to carefully look at the question. Another bad habit that contributes to difficulty in math is the use of shortcuts. Students who excel at math in the early grades are most likely to fall prey to this problem. Because they can solve a problem without going through the method the teacher presents, they assume they "al­ready know how" and tune out the teacher's instruction. Then one day they find they can't solve problems in their head anymore and don't have the skills to methodically work through problems.

Students may struggle in math for a variety of reasons. It is best not to wait until a student fails to provide help. Early intervention minimizes the self-esteem and behavioral problems associated with failure. A dedicated team of student and teacher, both willing to put forth the effort required, will ensure success for the student. While math may never top the list of students' favorite subjects, it need not be the dreaded torture many students fear. Given the right conditions, all students can master the skills necessary to succeed in math.

Reading Skills

The purpose of reading is to comprehend and use written information efficiently and effectively. Reading is a form of communication essential in today's society. Reading skills CAN and MUST be learned.

Basic reading skills must be successfully developed in the primary grades. Unfortunately, many children experience reading failure in the early grades, thus limiting their school success, negatively impacting their self- esteem, and delaying skill development in all academic subjects. Older students who appear to have study skills and motivational issues often have not developed the reading skills necessary to succeed in content area courses.

Recent research findings indicate reading disability/dyslexia, the most common neurobehavioral disorder that affects 1 in 5 children, is related to an underactivated area of the brain (left thalamus). Findings further indicate code instruction, or phonics, stimulates this area of the brain, significantly improving reading performance when measured 1 to 5 years later and also produces stronger outcomes in math. Phonological awareness (an awareness that words are composed of sounds) must be taught to 20-30% of the population and is the most important predictor of reading success in children and young adults. (Dr. Shaywitz of Yale Research Center, published in LDANews Briefs,july/Aug 1996)

Just as students differ, student learning styles differ. While some learn to read with a phonetics approach, others find a meaning-based approach more successful. Many students enjoy success with a combination of approaches. No single method is effective for everyone.

Building a good reading program requires careful consideration of the components of the program, the materials to be used, and the strategies to be implemented. All good reading programs include instruction in phonetic skills (encoding and decoding), vocabulary development, reading for fluency and comprehension, and writing. As a student's skill level increases, so does the complexity of each component of his/her program. A beginning reading student will work heavily with sight vocabulary, whereas a high school student reading at grade level will develop a more complex vocabulary.

The materials used to teach the four components of a reading program must all be at the student's instructional level. For reading, an instructional level is the level at which a student can read the material with 80% accuracy. For students with a reading level lower than their grade level, it is important to use materials with an interest level higher than the reading level.

Using a direct instruction, multi-sensory approach to reading instruction has proven effective. This approach is effective whether the student is a visual, tactile, or auditory learner. The instructor should constantly monitor and adjust the instruction based upon the needs of the student.

It is neither necessary nor desirable to wait until a student faces failure before providing help. Rather, it is critical to identify students with reading weaknesses early, before lack of school success affects self-esteem and behavior. With early intervention, the effects of failure are usually minimized. If students with marginal drops in performance seek appropriate help, they can quickly gain the skills needed to perform at grade level.

Writing Skills

When we were children, learning to write was an adventure we were eager to embark on. The thrill of etching one's own name was only the beginning. Almost immediately we took to graffiti, communicating our deepest desires, beliefs, and fears in concise phrases: "I was here," ''Annie stinks," and "I love Mike." We understood tacitly what years of schooling since then have tried to unteach us-that writing is a new kind of power to wield.

Somewhere along the line, however, between the redpenned comma corrections and lectures on misplaced modifi- ers, we've forgotten that writing is about communication, not the elimination of errors. The incentive to learn how to use correct grammar and punctuation or to work on transitions and introductions is much greater when we understand that there is a practical purpose for our learning. The focus in language arts classes on the elimination of errors has poisoned many students' relationship with writing, leaving them frustrated, impotent, and antagonistic. The top 5 excuses and complaints I've heard from students speak volumes.

1. "I don't need to learn to write; I'm not going to be a writer when I grow up.” We are all writers. We use our writing skills (or are made aware of our deficiency in them) everyday to communicate with the world around us. For some of us, however, writing is an effortless exercise we use to our advantage, while for others the task is uncertain, painful, and loaded with the potential for ridicule.

2. "I'm not doing too well in English, but I'll make up for it in other areas." Writing is not an isolated skill. Failure to achieve proficiency in writing will affect a student's performance in all content-based courses including history, science, cultural studies, and government.

3. "I'll learn to write in college." It is generally taken for granted in college that a student already knows how to write. College courses push forward with specialized material, forcing those with deficient writing skills to work twice as hard for half the payoff.

4. "I know it's what I want to say, so why write it? It's just an academic exercise." We don't emphasize enough in school that writing is a learning process, not an exercise in regurgitation or stenography. When we write on a topic we learn more than we began with; our ideas become complicated, elaborated on, and more meaningful.

5. "I have nothing to say." When I hear students say this, I immediately interpret it as "I have lots to say, but I have nothing to communicate that I believe is worth writing." This inability to see writing as a form of communication intimately connected to both speaking and reading is detrimental to academic success, and can result in perpetual writer's block.

Writing is essential in today's society for personal growth, respect, and a professional edge. We should insure that when our children leave high school, their ability to write is a reliable tool that opens doors, rather than a source of insecurity and frustration. Students who develop good writing skills early on:

• Enjoy greater self-confidence 

• Perform better on all written tests 

• Have more energy to devote to the" content" of content-based courses 

• Get better grades • Are more fully prepared to handle the academic expectations of college 

• Are a few steps ahead when it comes to "real world" challenges such as applying for jobs,

communicating with employers, raising kids, and contributing to a community 

It is never too early to start building a positive and productive relationship with writing and the English language.

Opting for An Alternative Placement (3 of 3)

III. Characteristics of a High Quality Alternative Educational Placement

A high quality program:

• Accepts mission appropriate students: Good programs only admit students they can serve and refer to professionals or other programs when a student’s needs fall outside of their expertise

• Collaborates with constituents: With permission, staff eagerly interact with the family, professionals, faculty from the former school or setting, and anyone else immediately involved to support the success of the student; they see themselves as part of a system of resources available to families in need of services

• Respects and nurtures the student: This informs every aspect of the setting from teacher attitude to administrative policy

• Establishes skill levels via assessment (for academic services): Programs that do not assess students at intake lack diagnostic-prescriptive precision and waste time attempting to discover student levels along the way

•Draws on professional recommendations (if shared with staff): Professional recommendations provide invaluable direction for student programs by outlining strengths, weaknesses, accommodations, and modifications

• Accommodates the student’s level: This forms the basis of a solid intervention whether it is behavioral or academic: options that group students of various levels cannot adequately meet individual student needs

• Leverages student strengths and interests: The focus on a struggling student’s education tends to be negative (“he can’t”, “she doesn’t”) but each student has intellectual strengths and interests: a sound program will use these to promote student success

• Allows staff to monitor and adjust daily: Robust programs have a well-defined structure that builds in daily monitoring but retains a degree of flexibility to adjust for emerging issues

• Includes multiple approaches and materials: All learners differ: an effective program respects this by allowing for alterations to delivery and content: staff should have the ability to implement from a range of resources and to innovate where necessary

• Communicates student progress: Staff communicate progress formally and informally to the student, the family, and where requested, to professionals: ideally, the student offers daily input to the teacher and a point of contact exists to address parent questions in a timely manner

• Deals frankly with issues: A student does not outgrow dyslexia or ADHD: a successful program teaches coping skills and self-awareness, whatever the issue at hand: beware of guarantees and simple gimmicks claiming to solve complex problems

• Recommends the next step: A good program makes recommendations to the family concerning the continuation or cessation of services after the initial enrollment

Opting for An Alternative Placement (2 of 3)

II. Selecting an Alternative Educational Placement

Selecting an alternative educational placement can be a difficult task. These steps can be helpful:

1. Collect all pertinent academic and behavioral records for the child’s school history.

2. Solicit opinions about the nature of the problem from any professionals involved with the student.

         a. Does she act out because she struggles in school, because her peers bully her, or because she is oppositional and defiant? Try to understand the antecedents in order to develop an appropriate remedy. Do not forget to ask the student what she thinks the challenges are.

3. Consider whether the needs are primarily academic or non-academic

         a. Students struggle for many reasons ranging from dyslexia to hearing issues to social or personal difficulties. Strive to understand what challenges the student faces.

4. Consult an experienced professional (an education consultant, therapist, counselor, physician) to evaluate further what the specific needs are and to suggest a placement.

5. Tour the center (where possible) and discuss the student’s needs with staff.

         a. Be forthcoming about the student’s struggles but also emphasize her strengths and interests.

         b. Share appropriate professional documentation (if available) with staff

         c. Be alert to staff’s attitudes and their awareness of the student’s issues

6. After choosing a placement, collaborate with the center to promote the student’s success.

         a. Good parental support is a balance between involvement and trust.

Opting for An Alternative Placement (1 of 3)

OPTING FOR AN ALTERNATIVE EDUCATIONAL PLACEMENT (PART 1 of 3)

 

I. Reasons for Alternative Educational Placement

A student might require placement outside of a traditional public or private school for a number of reasons:

•    To remediate skills (e.g., math, reading, chemistry) 
•    To remediate or replace courses
•    To address learning issues,
•    To address psychological, behavioral, & medical issues 
•    To accommodate intensive extracurricular activity

Skill Remediation

Skill remediation can involve an after school program to supplement the main school’s efforts or it can mean withdrawal from the main school in favor of an alternative placement. The first instance could be appropriate if the student’s skill deficit slows but does not prohibit progress in a traditional classroom. A successful intervention at this level might only entail two to four hours per week outside of the classroom for reteaching of missed concepts in an individualized manner., If, however, the deficit prohibits (or severely limits) progress and requires a more significant response the student might need to withdraw from a class, multiple classes, or from the main school entirely.

While there are options ranging from after school programs to independent tutors to “homework mills”, an alternative educational placement allows for a more sophisticated, targeted intervention personalized to the student’s needs.

Course Remediation & Replacement

A high school student who fails or misses a required course must remediate the course in order to graduate. Options include re-enrollment, summer school, an online course, or an alternative educational placement. Re-enrollment, summer school, and online coursework might work for independent students, but the majority of students requiring course remediation and replacement are not independent students. These mainstream options ignore the variables of learning differences and instructional level. Re-enrollment, moreover, returns a student to the same course with the same obstacles to success further compounded by the social anxiety of being, for example, a sophomore in a freshman class.

An alternative educational placement can account for learning differences, and establish instructional level to ensure success. In such a setting, the student recovers skills and confidence, not just academic credit. Flexible scheduling minimizes the disruption in the student’s program. A student needing to retake courses could do so during or after school, and does not need to wait until the end of the quarter, semester, or academic year. Programs often start at any point during the calendar year. A student who wants to improve a low passing grade can do so at some alternative schools.

Learning Issues

A student with learning differences, might have trouble processing information or applying basic skills such as computation, writing, and reading in the classroom. If the differences are significant, common accommodations might prove insufficient to address the student’s needs. Such a student underperforms because of poorly differentiated or inappropriate instruction, and becomes frustrated or disengaged. The end result is the same for the gifted student bored by repetition and deliberate instruction. Both students need an opportunity to study at their respective instructional levels. Effective personalization for some students might occur in a small classroom of peers, but optimal personalization necessitates one-to-one instruction.

Psychological, Behavioral and Medical Issues

In addition to learning differences, students suffer from a variety of psychological, behavioral, and medical issues. A student plagued by anxiety and depression will hardly achieve at capacity in a traditional setting. Indeed, such a student’s difficulties grow more acute in an environment that focuses the majority of its emphasis on socialization. Placing the student in a one-to-one or small group setting can ameliorate many social and academic complications. A student who has difficulty self-regulating and interacting with peers will be distracted or even overwhelmed by non-academic issues at school. Depending on severity, students might require anything from a one-to-one placement to a highly structured facility equipped for any number of behavioral contingencies. Various medical conditions render school unfeasible or uncomfortable at best for some students. Such students should have access to flexible scheduling and possibly on-site medical services.

Intensive Extracurricular Activity

Athletes, performers, and other individuals with demanding extracurriculars require flexible scheduling to balance the rigors of training and competition or performance with academics. A one-to-one alternative educational placement allows such students the freedom to excel in both spheres, without sacrificing the integrity of either.