Culture is like the air that we breathe in our organization. It's the way be behave with each other based on beliefs, experiences and norms but more importantly, on what's accepted by the people around us. Our culture lives in our language, our stories and our rituals. Our collective humanness is on daily display. For better or worse.
Early Childhood is a time of great growth and development. It is the foundation for building a successful future in school and in life. Young children are intensely curious and interested in the world around them. There is much that we, as teachers, parents and significant persons in the lives of these children, can do to enrich and enhance the development of the child to insure that they are the best that they can be now and throughout their life.
If you are looking for more strategies and tools that will help you boost math fluency for your students, check out Intervention Central at http://www.interventioncentral.org/response-to-intervention. There you will find resources that can be used to promote math fluency with your students. You'll find ideas such as Cover-Copy-Compare (Math Facts), Student Self-Monitoring, and Incremental Rehearsal.
How can the needs of students with disabilities be addressed in ways that maximize growth? The trick is to determine what is both rigorous and realistic, given appropriate supports and services. Unfortunately the predominant culture of education today has some blind spots that make this task very challenging. In order to get past these obstacles, it is helpful to acknowledge them and then take conscious steps to work against them.
Most educators know that poor math fluency has an adverse impact on students, but to what extent? Well, math fluency has a profound impact on every student's ability to succeed in mathematics, not only in calculation skills but in all types of problem-solving and higher order mathematics that the student will encounter over the years. That begs the questions, 'What is meant by math fluency?' and 'What can we do to strengthen it?'
Consider the time and money that has been spent on professional development for those within your organization. Have these investments resulted in tangible, consistent and sustainable improvements in your school system? Unfortunately, our traditional approach to professional development is does not bring about organizational learning. Most educational leaders, perhaps assuming there is no other viable option, unconsciously accept and perpetuate an ineffective approach to professional development.
Do you feel confident about the way you grade students with atypical learning needs? Most teachers have some difficulty devising ways to grade students with educational disabilities, those who are struggling learners, and those who are still learning the English language. They want grades to be fair and accurate but are not sure just how to do that.