Posts Tagged ‘grateful’
“Teaching can get in the way of learning.” – Doc Meek
October 27th, 2012 | 
Author: Saturday, October 27, 2012: Today I am grateful for those who jog our minds about how we learn (and teach)! – Doc Meek
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Text below was posted in: TENNESSEE TEACHING AND LEARNING CENTER BLOG on June 13, 2012.
What Works in Student Learning, and
What Gets in the Way – Teaching –
The Chronicle of Higher Education
The Chronicle reviewed a recent conference on student learning, sponsored by the Teagle Foundation, What Works in Student Learning, and What Gets in the Way – Teaching – The Chronicle of Higher Education. Attendants considered the state of student learning in higher education.
Among their suggestions: Students should be active in constructing their own learning, and activities should stimulate not just their intellects but their emotions.
As often happens, the comments are as interesting as the article. Among the comments are questions serving students with disabilities as well as a bit of debate about “learning” versus “teaching.” A large amount of comments point out that what was said at the conference has been well-established and said before.
This is true. However, we who are currently teaching in higher education are at different stages–and with different training to support our skills at teaching. New assistant professors may or may not have had graduate training in teaching and learning theories and in pedagogical practice. There is some interesting research (and hopefully there will be more) that shows the more professors know teaching and learning principles and understand student learning, the more successful they are at evaluating and improving their courses (Milton & Lyons, 2003).
For new professors, the amount of teacher preparation is changing as more universities establish graduate teaching certification programs. These programs allow those students who are not in departments that traditionally provide a lot of support (graduate students in Language and English programs, for instance, teach a lot and usually are provided with a lot of training by their home departments). For others, though, they may start their first job with no training or experience in teaching! For the rest of us, most midsize and large institutions have teaching and learning centers to provide ongoing support.
We in academia are slow to change (are you shocked by this statement?) We honor traditions, yet the traditional lecture is slowly being replaced by “active lecturing” in which students get involved or by active learning in the classroom, in which the lecture is minimized or moved out of the in-class session entirely (as in the flipped classroom). This movement to change our pedagogical practice is slow but follows decades of research on promoting student learning, as the conference participants noted.
Finally, our students have changed (again, not a shock to point this out). They have changed in response to our culture and cultural priorities, our uses of technology, our economy, and other changes in the West (I want to be careful to distinguish between a U.S. university and those in developing countries).
Much of our professional lives have remained the same–we balance research and teaching and service, in proportions dependent on our type of school. For some of us, our teaching in and of itself has not changed. However, job security has lessened, demands on our time have increased, student expectations have changed, and public expectations have increased. However we address these issues, we must remind our stakeholders that we are teaching always the new generation. What will our culture do to support our mission in higher ed?
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Thank you, TENNESSEE TEACHING AND LEARNING CENTER at the University of Tennessee, Knoxville, for teaching us how to teach better!
Doc Meek, Sat, Oct 27, 2012, Sherwood Park, Alberta, CANADA
—
“What if you are smarter than you think?”
THE LEARNING CLINIC WORLDWIDE, INC.
CANADA: Dr. Meek (587) 400-4707, Edmonton, AB
TONGA: Mele Taumoepeau, P.O. Box 81, Nuku’alofa
USA: Dr. Meek (801) 738-3763, South Jordan, Utah
For optimum brain health, ensure your heart health:
More on heart health: http://www.themeekteam.info
USA: Jeannette (801) 971-1812; South Jordan, Utah
CANADA: Jeannette (587) 333-6923, Calgary, Alberta
CANADA: P.O. Box 3105, Sherwood Park, AB T8H 2T1
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Classroom-Homework flipped. – Doc Meek
Monday, Oct 22, 2012. “Today I am grateful for people who innovate for the students & teachers & parents sake!” – Doc Meek
Image & story from: http://www.deseretnews.com/article/865564582/The-flipped-classroom-turning-learning-on-its-head.html
The flipped classroom: turning learning on its head
Compiled by Celia Baker, Deseret News
Published: Tuesday, Oct. 16 2012 1:49 p.m. MDT
Students in a flipped classroom watch videotaped lectures at home and work through assignments at school.
Summary
Students in a flipped classroom watch videotaped lectures at home and work through assignments at school. There, the teacher is present to keep students on task, answer questions, and create interactive learning activities.
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Classroom flipping is an education strategy that is catching on at schools around the country. The traditional learning model — in which a teacher lectures during class time, and students do assignments at home — is reversed in a flipped classroom.
Students in a flipped classroom watch videotaped lectures at home and work through assignments at school. There, the teacher is present to keep students on task, answer questions, and create interactive learning activities between pairs or groups of students.
The model is gaining popularity at K-12 schools and college campuses around the United States, wrote University of Tennessee-Knoxville’s Teaching and Learning Center blogger Karen Brinkley.
The model lets students go through lectures at their own pace, repeating tricky concepts as needed. It also lets the instructor maximize time with students.
“Instead of students listening passively to a lecture, they are engaged in hands on or active learning; they might tackle problems together with help from the instructor,” Brinkley wrote. “With the lecture already out of the way, there is time for discussion, labs, team projects, and more.”
Flipped classrooms work for many subjects, but are especially popular in science, math and history classrooms. The reasons for flipping the classroom instruction model are based on research showing that engaging students in active, collaborative work increases learning.
Gregory Green, a principal at Michigan’s Clintondale High School, created a pilot program in classroom flipping for his school’s ninth-graders during the 2009-10 academic year. Teachers used educational software to create videos that showed problems being worked as teachers talked, and share the best videos with others in their teaching areas.
Student failure rates plummeted from 30 percent to 10.8 percent during the first year of the pilot program, according to Fast Company magazine’s Co.EXIST blog about innovation. English failures among Clintondale ninth-graders declined from 52 percent to 19 percent; social studies from 28 percent to 9 percent; math from 44 percent to 13 percent; and science from 41 percent to 19 percent.
Clintondale High School has since expanded the flipping model to other grade levels and now shares its videos with schools around the country that are adopting flipped classroom models.
A possible downside to classroom-flipping is that disadvantaged students might be further left behind by the trend, wrote Sarah Butrymowicz of The Hechinger Report.
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Summary
Students in a flipped classroom watch videotaped lectures at home and work through assignments at school. There, the teacher is present to keep students on task, answer questions, and create interactive learning activities.
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Classroom-flipping has been shown to increase learning among at-risk students, but its success relies on students having internet connections and computers at home. That has raised concerns that the achievement gap between low-income students and their peers could be widened by the flipping trend.
“It’s an obstacle,” said Karen Cator, director of the Office of Educational Technology in the U.S. Department of Education, as quoted by Butrymowicz. “We do need to figure out ways that students, regardless of Zip code, regardless of their parents’ income level, have access to technology inside and outside of schools.”
Westside High School in Macon, Ga., which serves a high proportion of disadvantaged students, was able to provide netbooks to students through a federal grant. Student assessments have begun showing modest gains in achievement, and other benefits are evident.
Karen, Douglass, a teacher at Westside High, told Butrymowicz the results of flipping her classroom have been “nothing short of revolutionary.”
Giving students control over their learning pace improved their desire to learn and improved behavior in class, she said.
“They were getting to choose to push the play button,” Douglass told Butrymowicz. “They were very, very excited about accepting that responsibility. They actually like having the power to make decisions. That’s the biggest impact I’ve seen in my classroom — the ownership has gone from teacher to student.”
As the flipping trend spreads, online networks that allow teachers to share classroom videos are springing up. EduVision’s Flipped Learning Network is one of those. It includes a searchable online library of videos that lets teachers upload and download videos, get information about classroom flipping, and share ideas.
EMAIL: cbaker@deseretnews.com
Thank you, Celia Baker, for bringing us this story of the flipped classroom!
Doc Meek, Oct 22, 2012, Sherwood Park, Alberta, CANADA
P.S. Here’s a TED video on the start of the flipped classroom:
http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html
—
“What if you are smarter than you think?”
THE LEARNING CLINIC WORLDWIDE, INC.
CANADA: Dr. Meek (587) 400-4707, Edmonton, AB
TONGA: Mele Taumoepeau, P.O. Box 81, Nuku’alofa
USA: Dr. Meek (801) 738-3763, South Jordan, Utah
For optimum brain health, get optimum heart health:
More on heart health: http://www.themeekteam.info
USA: Jeannette (801) 971-1812; South Jordan, Utah
CANADA: Jeannette (587) 333-6923, Calgary, Alberta
CANADA: P.O. Box 3105, Sherwood Park, AB T8H 2T1
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Can Moms teach kids how to run their own brains? – Doc Meek
Friday, October 19, 2012, at Sherwood Park, Alberta, CANADA
“Today I am grateful for the Moms who asked me to share again some secrets about kids learning to run their own brains, to engage active learning skills. I first published these secrets in a series of 7 articles back in 2010 and I am re-posting them here now.” – Doc Meek
“Today I am grateful for mothers and grandmothers!” – Doc Meek
Cheerful Grandmother with cheerful child
This is the seventh (7th) article in a series of seven (7) articles designed to help us run our own brain, and to help our children and students do the same, more easily and have more fun doing it. If you missed the Introduction or any of the previous six (6) articles, just click on the titles below:
(Intro) Learning to run our brain: 10 minutes daily
(1) Learning to run our own brain: Fear of failure
(2) Learning to run our brain: Vital need for HOPE . . . always
(3) Learning to run our brain: What are qualifications for the daily “brain coach?”
(4a) Learning to run our brain: Simple easy examples of how to proceed
(4b) Learning to run our brain: Remembering names
(5) Learning to run our brain: The eyes don’t see–the brain sees
(6) Learning to run our brain: Tasks of the “back 90″
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Separate the Mother role from the Teacher role
When I worked with families in helping children to overcome learning difficulties, often there would be a battle going on at home which one mother described as “the homework wars.”
I would ask what was being taught. The mother would give me the school subjects being “taught.” I would then say:
Those subjects are not actually what is being taught. What is being taught is to hate learning and maybe even to hate your role in that. Is that what you want?
An emphatic “No” from the mother.
Then maybe we should take a larger perspective here.
School is not life.
Life is life.
And school–though important–is only part of life.
As Dr. Levine often says, “These kids are in general OK. We just need to get them safely into adulthood.” 
When school was taking the child’s whole day–all of it unpleasant or painful–I felt that a better balance should come into play.
The child would go to school all day and then do homework all evening until bedtime. Not good.
No more homework until further notice!
I would ask the mothers to stop trying to be the school teacher, since the child had had enough of school teachers at school, without finding one at home every day until bedtime.
I asked the mothers to do what mothers generally do singularly well: just love them! Learn to have fun with them. So at least a part of the child’s day is pleasant and enjoyable and, in particular, human and humane.
Sometimes I would write an official letter to the school, requesting: “No more homework until further notice.”
Then the mother and the child could get on with life, while I and an external-to-the-home “brain coach” could help the child overcome his or her learning difficulties.
Grandmothers are great too
Sometimes the mothers were too busy to simply enjoy recreational time with the child and so we would bring grandma into play. If the child had no grandma near, we would borrow one from the neighborhood or even from a nearby “old folks home.”
The Grandmas loved it!
Here’s to Moms and Grandmas!
Doc Meek, Thurs, Oct 19, 2012, at Sherwood Park, Alberta, CANADA
–
“What if you are smarter than you think?”
THE LEARNING CLINIC WORLDWIDE, INC.
CANADA: Dr. Meek (587) 400-4707, Edmonton, AB
TONGA: Mele Taumoepeau, P.O. Box 81, Nuku’alofa
USA: Dr. Meek (801) 738-3763, South Jordan, Utah
For optimum brain health, ensure your heart health:
More on heart health: http://www.themeekteam.info
USA: Jeannette (801) 971-1812; South Jordan, Utah
CANADA: Jeannette (587) 333-6923, Calgary, Alberta
CANADA: P.O. Box 3105, Sherwood Park, AB T8H 2T1
=========================================
Posted in learning, learning differences, Learning Difficulties, learning solutions, overcoming learning problems | 
Tags: active learning, active learning skills, brain coach, brain sees, brains, Doc Meek, eyes don't see, fear of failure, grateful, helping kids run their own brains, hope, Learning to run our brain, remembering names | 
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“How Exercise Impacts Learning (Part II).” – Jane Wolff
Saturday, June 2, 2012. Today I am grateful for teacher Allison Cameron of Park City School, Saskatoon, Saskatchewan, CANADA, for her pioneering work with the proven value of movement in raising student marks! – Doc Meek
(Click on image to enlarge): City Park School, Saskatoon, Saskatchewan, CANADA
THE BRAIN/BODY CONNECTION: HOW EXERCISE IMPACTS LEARNING (PART II)
This article (Part I and Part II) was written by Jane Wolff on behalf of Sopris Learning who develop learning resources for children and schools. They offer many tools and resources including a writing curriculum and a reading curriculum.
Get Kids Moving
What can parents, teachers and stakeholders do to increase physical exercise for children?
First, speak up when school administrators or parents suggest cutting recess or gym to increase test scores. The research is very clear—kids need to move to learn!
Second, incorporate movement into daily activities. Go for a walk, play simple games or use songs and hand movements to teach academic subjects. Don’t overschedule kids with extracurricular activities and monitor time spent with electronic media. Kids spend as much as 40 hours per week watching T.V., playing video games or doing computer games. While technology has its place, too much of it can contribute to a lack of exercise and obesity.
Spend time outdoors. Kids who play outdoors regularly are more resilient to stress and anxiety, according to a 2005 study published in the Archives of Pediatric Adolescent Medicine. Regular, unstructured outdoor play time also helps kids develop problem solving skills, creative thinking and motor skills.
Safe outdoor play spaces are often limited or non-existent in urban areas. Work in your community to build parks, open spaces and trails for kids. One non-profit group, Kaboom, is working to transform abandoned, urban lots into “Wild Spaces,” or areas where children can dig in the dirt, build a fort or pick flowers. Playgrounds are great, but wild spaces provide a different, and much needed, experience.
Parents living in urban areas may not have a lot of experience with hiking or nature exploring. Nature clubs, led by an experienced hiker or naturalist, are a safe, comfortable way for parents and kids to learn about the natural world.
A Natural Learning Style
If you watch kids engaged in unstructured play, you’ll notice a few interesting things. Kids rarely opt to sit at a desk, reading, writing or studying, for hours on end. Instead, they use their hands to build things or create projects. Left to their own devices, kids don’t sit quietly. They move around, talk with friends and engage in make believe. Kids may become engaged in a project for a long period of time, but they’re usually using their hands or their bodies, in addition to their minds.
Kids’ naturally learn through movement. When we recognize and respect that characteristic, we’re able to design curriculum and experiences that engage a child’s body and mind. Not only do active kids perform better in school, but they’re usually happier and calmer, as well. Happy kids mean happy teachers and parents, creating a trickle-down effect of positive results. So get out the jump ropes and bouncing balls and get moving!
Play actually helps student brains to develop for better learning
Image from: http://besteducationpossible.blogspot.ca/2011/10/5-reasons-children-need-to-play.html
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Again, a big thank you to Jane Wolff for her great tips for parents and teachers about movement and learning, and to Sopris Learning for their reading and writing programs!
Doc Meek, Sat, June 2, 2012, Sherwood Park, Alberta, CANADA
P.S. If you missed Part I of this great article by Jane Wolff on behalf of Sopris Learning, click on this link:
“How Exercise Impacts Learning (Part I).” – Jane Wolff
“How Exercise Impacts Learning (Part I).” – Jane Wolff
Wednesday, May 23, 2012. Today I am grateful for Jane Wolff, Sopris Learning, and Allison Cameron for their educational leadership. – Doc Meek
(Click on image to enlarge): Park City School, Saskatoon, Saskatchewan, CANADA
THE BRAIN/BODY CONNECTION: HOW EXERCISE IMPACTS LEARNING (PART I)
This article (Part I and Part II) has been written by Jane Wolff on behalf of Sopris Learning who develop learning resources for children and schools. They offer many tools and resources including a writing curriculum and a reading curriculum.
Moving Equals Learning
Teachers and parents are constantly looking for strategies to boost learning, but what if the solution was as simple as spending more time at recess or gym? Turns out, physical activity can have a significant impact on cognitive function and academic achievement. A 2007 study published in Medicine & Science in Sports & Exercise found that students who increased physical activity at school scored significantly higher on standardized test scores. Numerous other studies have shown similar results.
What does exercise have to do with learning? Researchers believe that exercise may improve cognitive function in several ways. First, exercising releases “feel good” hormones, known as endorphins. These hormones promote feelings of peace and well-being. After exercise, children are better able to focus and concentrate because of this hormone release. Exercise increases blood flow throughout the body, including the brain. More blood flow means more oxygen, resulting in improved brain function. Physical exercise also improves internal nutrient uptake so kids get the energy they need to learn and think.
While some schools have cut recess and gym programs in recent years because of reduced budgets or an over-emphasis on academics, many schools understand the value of exercise in school settings. For example, teachers at Lone Tree Elementary School, a magnet school in Denver, Colorado, USA, weave music and movement throughout the day. Additionally, the entire school takes a “Brain Break” mid-morning. During this time, children engage in music, movement and games, in addition to regularly scheduled recess and gym times. The staff at Lone Tree Elementary understands that children learn through movement and activity.
At City Park school in Saskatoon, Saskatchewan, CANADA, resource teacher Allison Cameron has been providing leadership for many years, before other schools took up the challenge. Here is City Park school’s description of their current program, “Movement Matters”:
Movement Matters
(Click on images to enlarge): Students in Allison Cameron’s class at City Park School, Saskatoon, Saskatchewan, CANADA, stride purposefully on treadmills provided by a fitness expert; by walking briskly to get their heart rates into the “training zone” these students can focus and do schoolwork meaningfully for 2-3 hours, an impossibility prior to the introduction of the exercise program.
Movement Matters is a science-based program, designed to enhance mental focus, retention and cognition through specific physical activities before class instruction. By enhancing oxygen and blood flow through the brain and body for a specific pace and time benefits the:
– Body by allowing stored body fat to be accessed as the preferred fuel source.
– Brain because collateral circulation potentially multiplies brain cells and enhances cognition when a learning stimulus is offered immediately following the session.
– Spirit because neurochemicals are released enhancing mood and focus which leads to greater self esteem, classroom compliance, and the reduction of disciplinary issues.
The aim is to provide a simple and inexpensive solution to reduce children’s exposure to chronic diseases, while fostering lifelong fitness habits, enhancing academic performance, and reducing absenteeism and disciplinary issues.
The approach is that it gets all kids active, not just the athletically inclined; instills lifetime health and wellness benefits of physical activity; exposes kids to the fun and long-term benefits of movement; and integrates Physical Education with other academic subjects.
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A big thank you to Jane Wolff for her great tips for parents and teachers about movement and learning, and to Sopris Learning for their great reading and writing programs, and to Allison Cameron for her pioneering work with movement and learning!
Doc Meek, Wed, May 23, 2012, Sherwood Park, Alberta, CANADA
Posted in learning, learning differences, Learning Difficulties, learning solutions, overcoming learning problems |
Tags: Allison Cameron, City Park School, City Park School in Saskatoon., Doc Meek, exercise impacts learning, grateful, Jane Wolff, moving equals learning, Sopris Learning |
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“What if you’re smarter than you think?” – Doc Meek
Thursday, May 10, 2012. Today, I am grateful for parents, teachers & students who endure. – Doc Meek
Do You or Your Student or Your Child Have Reading Difficulties or Learning Difficulties?
What if you are smarter than you think?
Einstein had overwhelming learning difficulties at school, and look at the creativity and accomplishment he brought to his life.
Click for image of Einstein: http://www.ideachampions.com/weblogs/archives/2011/09/the_timeless_wi.shtml
A series of articles to help mothers, teachers & students with reading problems is at: docmeek.com/mothers
Doc Meek, Thurs, May 10, 2012, Sherwood Park, Alberta, CANADA
“What if you are smarter than you think?”
THE LEARNING CLINIC WORLDWIDE, INC.
CANADA: Dr. Meek (587) 400-4707, Edmonton, AB
TONGA: Mele Taumoepeau, P.O. Box 81, Nuku’alofa
USA: Dr. Meek (801) 738-3763, South Jordan, Utah
For optimum brain health, ensure your heart health:
More on heart health: http://www.themeekteam.info
USA: Jeannette (801) 971-1812; South Jordan, Utah
CANADA: Jeannette (587) 333-6923, Calgary, Alberta
CANADA: P.O. Box 3105, Sherwood Park, AB T8H 2T1
=========================================
Posted in learning, learning differences, Learning Difficulties, learning solutions, overcoming learning problems |
Tags: Albert Einstein, Doc Meek, docmeek.com, grateful, Learning Difficulties, learning disabilities, learning problems, Moms, mothers, parents, reading difficulties, reading problems, Smarter than you think, students, teachers, Today I am grateful |
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“How to learn anything fast!” – Pat Wyman, HowToLearn.com
Wednesday, April 25, 2012. Today I am
grateful for another great newsletter
from Pat Wyman, HowToLearn.com
– Doc Meek
Image from: www.HowToLearn.com
How To Find The Best Online Learning Sites For Kids
By Asa Zanatta on April 24, 2012
The best online learning sites help kids
develop reading, math and study skills
while at the same time minimizing the
time burden on parents.
Studies have shown that children who are not well above average in reading and math by grade 3 are unlikely to excel in school later on.
How can parents find the best online learning sites to help their kids academically during the elementary school years?
Parents have increasingly turned to online learning, and the best online learning sites are now available to families in their own home.
However, it’s important to select websites which will help your kids excel, and not just entertain them.
The 3 skills your child really needs to succeed in school:
1. Reading skills. Reading skills enable almost all other learning. Kids that fall behind in reading, will tend to stay behind, as they will not have the toolset to learn effectively.
2. Math skills. Math, far more than any other subject, builds upon itself. Counting leads to addition which leads to multiplication and so on. Poor numeracy skills lead to increasing struggles each year and development of “math anxieties”.
3. Study skills. This is the ability to focus, work independently and overcome challenges. The correlation between success in school and early “self-regulation” skills is well established.
The best online learning sites emphasise reading and math skills above all else, and allow young kids to work independently, thus helping to develop study skills.
Here is what you should be looking for in the best online learning sites:
1. Education or “edutainment”? The “educational” label is applied to countless games and sites with very marginal educational benefit. What percentage of the time is your child working on truly educational material? If it is under 75%, move on.
2. Personalized or one size fits all? The best online learning sites adopt their lessons to your child’s skill set, not vice versa. If a program only offers ‘grade level’ activities, think again.
3. Is student performance tracked? Good online tools tract each child’s performance from one day to the next so that a natural progression is maintained and reports are provided to parents.
4. Is the material curricula-based? The best online learning sites are based on nationally recognized curricula; this ensures that you’re not missing important areas.
5. Is the site focused on reading and math? If not, take a pass.
6. Can kids work independently? Young children should be able to start and complete lessons on their own. It builds self-esteem, study skills and will save you a lot of time. The best online learning sites have simple interfaces and good audio instructions.
7. Does the site automatically select lessons each day? Given the option, kids will often repeat “easy” or “fun” lessons that they have already mastered. As a parent, you do not want to have to micro-manage every study session. The best online learning sites will choose lessons automatically, based on student aptitudes and past performance.
8. Are the lessons interactive? Look for sites which allow students to interact with the content even at the tutorial stage.
9. Is feedback immediate and meaningful? The best online learning sites reinforce correct answers and quickly correct wrong answers with encouragement to try again.
10. Are lessons broken into short segments? Make sure the program is structured to deliver ‘bite-sized’ learning.
11. Are there too many distractions? Avoid programs with advertisements or an overabundance of unnecessary graphics.
The best online learning sites fit into your family’s lifestyle and time constraints.
Kids will only benefit from regular study over the long term.
At K5 Learning, it’s our belief that most parents are extremely busy, and that programs which minimize the time burden on parents (through assessment, automatic lesson selection, student tracking, reporting, etc.) have the best chance of being sustained in the long term.
Asa Zanatta is Chief Mom Officer at K5 Learning, an online reading and math program for kindergarten to grade 5 students. K5 allows kids to work independently, at their own skill level, and at their own pace, through over 3,000 award winning multi-media activities.
K5 Learning’s 14 day free trial includes free reading and math assessments and full access to K5, considered to be one of the best online learning sites for kids.
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Thank you Pat Wyman and Asa Zanatta for helping all of us help our kids to learn better and faster!
Doc Meek, Wed, Apr 25, 2012, Sherwood Park, Alberta, CANADA
“Flawless Reading Lesson Plan & Earth Day.” – Janelle Cox
Earth Day Image from:http://news.nationalgeographic.com/news/2009/04/photogalleries/earth-day-stunts-pictures/
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Today I am grateful for the educational leadership Janelle Cox provides to elementary school teachers and parents! Here is a recent newsletter from Janelle. – Doc Meek, Tuesday, April 10, 2012, Sherwood Park, Alberta, CANADA
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Thank you, Janelle Cox, for your focus on helping elementary education teachers help our kids!
Doc Meek, Tues, Apr 10, 2012, Sherwood Park, Alberta, CANADA
Posted in learning, learning differences, Learning Difficulties, learning solutions, overcoming learning problems |
Tags: Cox, Doc Meek, Earth Day, Earth Day April 22, education, Elementary Education, flawless reading lesson plan, grateful, I am grateul, Janelle Cox, lesson plan, reading lesson plan, Today I am grateful |
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“Springtime teaching tips for elementary teachers.” – Janelle Cox
Monday, March 26, 2012. Today I am grateful for computers and the internet, which can help us do a better job as teachers or parents. – Doc Meek
Image from: http://www.school-clipart.com/_pages/0511-0703-2013-4528.html
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Thank you again, Janelle Cox, for helping us teachers and parents to do our jobs!
Doc Meek, Mon, Mar 26, 2012, Sherwood Park, Alberta, CANADA
“April is Math Awareness month.” – TeacherPlanet.com
Sunday, March 25, 2012. Today I am grateful for those at www.TeacherPlanet.com who help teachers and students get the most out of school! – Doc Meek
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Thank you, TeacherPlanet.com for your educational leadership!
Doc Meek, Sun, Mar 25, 2012, Sherwood Park, Alberta, CANADA
