High school brings nostalgic memories for each of us. Looking back to the time, we are filled with extreme fondness, yet we wouldn’t want to return to high school and start all over. Is it because many of the high school students struggle with personal identity, peer pressure and conflict with the stress of academic studies? Added to the equation are the hormones and emotions that accompany the physical changes. This all factor can contribute to the perfect storm for unrest at home and at school.
Although high school student will look like adults, they still need direction and guidance from teachers, counselors and most of all from the parents. It takes participation, creativity and flexibility, but there are many things teachers can do to help smooth out the wrinkles and get their students off to a steady start at school. Here are a few time-tested tips for caregivers as they intend to make their classroom a warm and inviting place.
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Collaborative teaching has been defined in many ways in recent research. Perhaps the most descriptive and appropriate moniker is “co-teaching.” In true co-teaching, two or more educators possessing distinct sets of knowledge and skills (for example, a general educator and a special educator) work together to teach academically heterogeneous groups of students in the general education classroom (Bauwens and Hourcade 1995). Many administrators in recent years have taken a definition such as this, placed two professionals in the classroom, crossed their fingers, and hoped for the best. Dr. Marilyn Friend, the widely perceived “guru” of the collaborative initiative from the University of North Carolina-Greensboro, more sharply focused the definition as Two (or more) educators or other professionally certified staff (not a paraprofessional) share instructional responsibility for a single group of students primarily in a single classroom or workspace to teach required curriculum with mutual ownership, pooled resources, and joint accountability although each individual’s level of participation may vary (Friend, 2008).
The need for co-teaching is simple, during the 1995-96 academic year, three-fourths of students with disabilities received most or all of their educational programs in general education classrooms. That trend is likely to continue into the foreseeable future (US Department of Education 1998). The focus on over-identification of special education students and the introduction of Response to Intervention (RTI) added to the urgency of finding solutions to the new classrooms of America.
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I think it’s a worldwide problem for teachers, we just aren’t well-paid. I’m sure we’ve all had times in our lives when we have been little short of some ready-cash. In this article I like to share with you some of the things I’ve done, or thought about doing, in order to relieve my cash flow worries. And the method I have finally found to relieve my cash flow worries long-term.
Tutoring in Your First Language
One of the first things I ever did was to tutor people in the English language. At the time I was living in Taiwan, working as an English language teacher so it didn’t take me long to realise that I could make extra money tutoring people. This was extremely lucrative for me and it was easy to find clients. Continue Reading…
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